The answer to your question is choosing websites that end in edu or .gov. Websites still need to be updated, you can use it for information if it’s not too recent but don’t use it as a source. If it has multiple authors there is a possibility that some things can be mixed up or certain parts are false for by one person and the other side is true done by another. ( but that is just hypothetical) using verified websites is the best option because you could get loads of information from them and it could possibly be easier to use and understand, plus it should be updated and not have many authors.
Answer:
The key to achieving success in anything we do is preparation. Not just a half-hearted attempt but a researched, planned, and thoughtful process. When we use a cautious and detailed planning approach we reduce many of the risks associated with any type of change.
Explanation:
Being prepared leads to less stress. If one is not prepared then they may feel stressed out. On the other hand, if one has completed the assignments, read the material, and understands the material, they will be more likely to be able to focus upon the class.
The text (or excerpt) is short.
The text is complex. (It contains challenging vocabulary, has some long and complex sentence structures, requires that students draw from background knowledge and/or experiences for understanding, uses a new or different text structure).
The text is central to or supports the unit of study - it is contextualized in the unit and, therefore, meaningful for student learning.
Each student has his/her own copy of the text. (In primary grades, the experience may be designed around a read aloud.)
(Optional) The length of the text may be differentiated for different groups of students, based on language proficiency or reading levels.
A subset of reading standards has been selected. (For ELL’s, specific language standards may also apply.)
The selected standards include Reading Standard 1 (text evidence) and Reading Standard 4 (meaning of words and phrases), which force students to stay “close” to the text.
The purpose (and the specific skills and strategies) are directly linked to the selected standards.
The purpose of the close reading experience is clearly stated for students. It explains the specific skills and strategies that students will practice.
•The first reading of the text is done independently. (In primary grades, within a
read aloud or shared reading.)
The student is asked to re-read to deepen understanding.
•The teacher reads portions of the text aloud, after an independent read (if needed)
There are specific, text-specific questions to guide reading, discussion and writing. The questions are directly related to the focus and identified standards.
Some questions target literal understanding and others require students to make inferences, analyze or make connections (depending on selected standards).
Some questions require students to cite textual evidence. RL 1 / RI 1 ANNOTATION (In primary grades, students may not be asked to annotate.)
Students annotate the text (using taught strategies) in order to prepare for discussions and writing.
The annotation strategy matches the purpose for reading and the standards selected.
Students have an opportunity to discuss specific questions in partnerships or in small groups (to ensure that every student can engage with the questions) before whole class discussion.
Discussion is embedded in every day of the close reading experience (if there are multiple days).
Protocols for discussion may be used as students are learning to engage effectively with each other.
Students have opportunities to consolidate their thoughts by drawing and/or writing. (Writing tasks vary in length, from short responses to longer pieces. They may be summaries, reactions, or responses to specific questions. They can be completed in class or at home.)
