language arts resource guide

Middle SchoolLanguage Arts Resource Guide

2001 - 2002

Sections of the Resource Guide

Getting Started

Essential Curriculum

Sample Units and Lessons

Assessments

Processes of Reading/Reading Strategies

Processes of Writing/Writing Strategies

Literary Genres

History of Literature

Literary Elements

Author’s Study

Language Usage

Research Methods

How To Use This Curriculum Guide:How To Use This Curriculum Guide:How To Use This Curriculum Guide:How To Use This Curriculum Guide:How To Use This Curriculum Guide:

At the front of the guide, you will find the essential curriculum and other resource materialsto help you get started in teaching English Language Arts. Teachers are expected to instructstudents such that all students are able to meet all grade level indicators by the end of theacademic year. These indicators represent the scope of instruction for all students in theFrederick County Public Schools. At each grade level, indicators have been designated tobuild on prior knowledge and to lead naturally to the indicators for the next grade level.Students able to meet these indicators will be prepared for local, state, and nationalexaminations.

In addition to the essential curriculum, supplemental materials have been provided to helpteachers plan appropriate lessons. Among the materials provided, teachers will find thefollowing:

a. A suggested set of units that represent the national standards in English. These units aredesigned to help students understand both the depth and breadth of the content ofEnglish and Reading. Too, they provide a framework for authentic study of our content.

b. Sample assessments, scoring tools, and lessons.c. Other resources that teachers should find useful in the teaching of English and Reading

at the designated grade level.

Getting Started

Good InstructionGood InstructionGood InstructionGood InstructionGood Instruction

Good instruction is the connection of a lesson, unit, or course of new information toprior knowledge with a clearly communicated purpose for needing to know the new Informationand for connecting It to real life situations so that learners may develop a better understandingof how to use what is being taught to improve their abilities to do something. The somethingmay range from accessing Information to applying the knowledge in some meaningful way bythe learners.

The learners should be the primary teachers of the new information so that they maydetermine how to- best acquire the knowledge so that they may connect the new informationin some meaningful and useful ways to what they already know. The teacher should be theprimary facilitator of Instruction and should provide the resources needed to acquire the newknowledge or should make the resources available to the learners so they may access theinformation for themselves.

All Information taught should improve the knowledge students have already acquired andshould connect in some meaningful and useful way so that learners may use the new knowledgeto acquire more knowledge through other new Information. Knowledge should always buildupon prior knowledge to expand what learners already know, need to know, and will be ableto use.

WHAT IS GOOD INSTRUCTION?WHAT IS GOOD INSTRUCTION?WHAT IS GOOD INSTRUCTION?WHAT IS GOOD INSTRUCTION?WHAT IS GOOD INSTRUCTION?

Good instruction is the connection of new information to prior knowledge, with a clearlycommunicated purpose for needing to know the new information. Connections to real lifesituations should occur so that learners may develop a better understanding of how to usewhat is being taught to improve their abilities to do something. The something may range fromaccessing information to applying the knowledge in some meaningful way.

Teachers who practice good instruction engage students as participants, rather than asobservers, throughout the lesson. The teacher should be, primarily, the facilitator of instructionand should make available the resources students need to acquire the new knowledge.Opportunities to access information for themselves should be provided to the learners wheneverpossible. By the conclusion of an episode of good instruction, it is evident that learning hastaken place and that students understand the target concepts and skills. Students who are thebeneficiaries of good instruction are able to articulate what they have learned and can, in turn,teach it to others.

Over the years, good instruction has been described in a variety of ways, using a multitudeof labels. Regardless of the package, “good instruction” results in deep understanding.What distinguishes instruction that is good is its premise, that the lesson evolves from thequestion, “What do I want students to learn ?’ and not, “What do I want students to do ?”(Note: What do I want students to do ? is vastly different than What do I want students tolearn to do [or be able to do]?)

BH & PY, 4/9/2002

More Ideas for Getting Started 3 Essential Documents: Middle School Essential Curriculum Middle School Resource Guide LA Clarification Handbook Essential Curriculum

• Start every lesson with the essential curriculum. • Laminate the essential curriculum • Keep a binder. • Put dividers in for indicators. • Place lessons in the binder behind the indicator that the particular lesson

addresses. • Continually collect student samples to use as examples for units and lessons.

• Show students the whole LA curriculum for their grade level. This is to be done

upfront at the beginning of the year. Give them a copy of their curriculum. Have the students keep a binder similar to the teacher’s binder. Have them place assignments and “Everyday Sheets” (See “Everyday Sheet” section) behind the divider for the indicator being addressed for the particular assignment. This keeps kids focused. It has them track their use of indicators.

• Quote to remember for use with parents and administrators: “I am doing this because it is right for the students.” “I am making choices because these choices are right for my students.”

• If there is help you need and you are unable to get help from your mentor or

department chair, call or email Bonnie. • If you are being asked to do something by administrators that is not in sync with

what Bonnie has told you and administrators are aware of this and they are still insist you do what they are asking, call or email Bonnie.

BH & PY, 4/22/2002

Planning Pre-assessment During the first couple of weeks at the very beginning of the semester, the teacher needs to find out what students already know. Give assignments that will help you to determine the indicators that students already know and those that they need to work on. Create a checklist/key that has a place for student names and a place for the LA indicators and numbers. See the example below. Check off what students already know. This will provide the teacher with a concrete way of looking at what they need to concentrate on with their planning. This pre-assessment will help the teacher plan the whole year. Modifications may be made as you go. Example:

Reading for Literary Experience Names GU 1 GU 2 DI 3 DI 4 DI 5 PR 6 PR 7 CR 8 CR 9 Long Range Planning Planning is MOST Important!! Planning should be exhausting, not grading! Remember, you have a life! Plot a timeline – Fill in a calendar for the year. Bonnie will provide a sketch of the year for each grade level. The classroom teacher will need to determine for their students how long they will spend on each area. If pre-assessments have been made the teacher will know where they need to spend lots of time and where they can do a quick review. On the calendar include:

• A date every month to review your long-range plan. • If you grade over weekends, mark weekends that you will NOT be grading –

those special weekends (for example: anniversary weekend, the weekend before Christmas, birthday weekends, etc.)

• If you plan on weekends, decide on weekends you WILL be assessing and reviewing your long-range plan.

Planning focus should be the 3 Reading Outcomes and the 3 Writing Outcomes. Listening, Speaking and Language Usage should be covered in the context of the Reading and Writing Outcomes. They should NEVER be taught in isolation. If time is needed, cut these three parts (listening, speaking, and language usage) of the curriculum.

BH & PY, 4/9/2002

UNIT Planning – Implementing the Essential Curriculum

1. Pick the Indicator that is an area of need for your students. 2. Then--- Got to the Clarification Handbook to look at what students need to know

to meet the indicator.

3. Make a list of objectives that need work on in order to reach the indicator. This may include some of the objectives listed in the Clarification Handbook and it may include some that the teacher determines are needed.

4. Sequence the objectives. What would be a logical order to sequence the

objectives?

5. Select and Create a Summative Assessment for the indicator. What will be the assessment activity? Example: Explain how the theme of _____________represents a view or comment on life. (This would be an appropriate assessment for the indicator Grade 7 – Reading for Literary Experience - GU 2.) Students need to know upfront what the assessment will be and how it will be scored. The summative assessment and scoring tool can be sent home with students for parents to see at the beginning of the unit. This is like their “Study Guide.” Students may receive a study guide in social studies and science, but not in language arts.

6. Create a scoring tool for the assessment. How will the assessment be scored?

(See section on Scoring) 7. Start lesson plans. One lesson plan should be created for each objective. If the

teacher has decided on 8 objectives there should be 8 separate lesson plans. (See section on Lesson Planning) (Short term lesson planning should be done in 3-week segments and at least three weeks in advance.)

8. Provide each student each day with an “Everyday Sheet.” (See the Everyday

Sheet section)

**Directed, Merit, and Honors use the same indicators. Teachers may find that they need to teach the Directed and Merit more objectives. *** Directed and Merit may take longer in reaching the indicator. ****Directed, Merit, and Honors may use different materials.

IMPLEMENTING THE ESSENTIAL CURRICULUM:A SEQUENCE CHAIN

1. Identify the indicator(s) you plan to teach and assess the student needs with regard to the indicator(s)

Indicator(s):

2. Identify the unit focus for the identified indicator(s)Unit Focus:

3. Select/Create a Summative Assessment of the indicator(s) and a Scoring Tool

Assessment:

Scoring Tool:

4. Develop objectives for the lessons


1. Identify the indicator(s) you plan to teach and assess the student needs with regard to the indicator(s)

Indicator(s) Indicator(s): Explain how literary elements create meaning for readers:

2. Identify the unit focus for the identified indicator(s)

Unit Focus: Genre Study


Assessment: You are the editor of the school literary magazine. Your job is to find appropriate short stories andpoems to publish in the quarterly magazine. You are to create a magazine issue that will teach others in the school howliterary elements create meaning. For the issue, identify, excellent examples of previously published works. Write a briefannotation for each selection to explain how the chosen work demonstrates a literary element and how that elementmay create meaning for the reader.

Scoring Tool: This response gives evidence of the reader’s ability to explain how literary elements create meaningwhen reading for literary experience.

4. Develop objectives for the lessonsStudents will be able to analyze how setting creates meaning in literary worksStudents will be able to analyze how characterization creates-meaning in literary worksStudents will he able to analyze how plot creates meaning in literary worksStudents will be able to analyze how symbolism creates meaning in-literary-works

Unit Focus: Appropriate Choices for English Language Arts

Educational research has shown clearly that student learning increases when indicators are taughtwithin the framework of a unit focus. Below, are sample types of units that constitute the essenceof the study of English. Teachers may wish to incorporate each of the units below in the annualinstructional plan.

Author’s Study

In this unit, students learn to recognize and evaluate a specific author‘s craft. Students read multipletexts by the same author to determine how this author utilizes literary techniques across texts.

Genre Study

In this unit, students learn to recognize and evaluate the organizational patterns of a specific genre.Students read multiple texts in this genre, and then utilize this knowledge to create an original work inthe genre studied.

Period Study

In this unit, students learn to recognize and evaluate how history and culture transform literature.Students read multiple texts from a single, historical period.

Thematic StudyIn this unit, students learn to recognize and evaluate how ideas permeate a literary text to createthemes. Students read multiple texts with similar themes to evaluate how individual texts create theme.

Research Component

In this unit, students learn to gather information and to analyze its relevance to prior knowledge.Information gathered is then synthesized and shared with others in the community of learners.

Choices in Reading and Writing:

In this unit, students learn to self-select reading materials and writing topics. After self-selecting botha short and longer prose work to read, students choose a topic to share ideas learned or appreciatedas a result of the reading. This sharing should produce both a written product of the student’s ownselection as well as an oral presentation product. As students actively listen to each other‘spresentations, active listening skills may be taught, practiced, and evaluated. This unit also offers anopportunity to reinforce oral presentation skills.

Critical Perspective

In this unit, students learn how a specific critical perspective shapes literary thought. Students readseveral texts using the perspective tinder study to develop a greater awareness of the criteria by whichwe may evaluate literary texts.

Reading in the Content Areas

In this unit, students learn how to construct, extend, and examine meaning when reading to beinformed and when reading to perform a task in specific content areas. Students acquire discipline-specific vocabulary knowledge of text structures and features, and the ability to evaluate the quality’of informational and directional texts.

The Story of English

In this unit, students learn the history of English as a language. Students study the historicaldevelopment of language and how that history has determined the structure and rules of semantics andsyntax.

Writer’s Workshop

In this unit, students learn to compose in a variety of forms. Students study how they can effectivelyconvey thoughts, ideas, and deeds through prose and poetry Skills in development, organization,audience awareness, and language usage are all practiced to further student achievement in writing.

BH & PY, 4/9/2002

Scoring Tool for Summative Assessment To determine elements of the scoring tool, go back to the Clarification Handbook and to the objectives you determined were necessary to reach the indicator. The objectives become the elements of the scoring tool. The suggested levels of the scoring tool include:

Scoring Tool A (90-100) Include all the objectives. Use descriptive terms such as- thorough, complete, fully, consistently, highly effective, etc. B (80-89) Include all the objectives. Use descriptive terms such as- substantial, adequate, frequently, effective, etc. C (70-79) Include all the objectives. Use descriptive terms such as- partial, incomplete, limited, sometimes, moderately effective, etc. D (60-69) Include all the objectives. Use descriptive terms such as- misunderstanding, serious misconception, little, no, rarely, never, ineffective, etc. F (0-59) Use a term such as – Other COMMENTS: Checking Papers Remember you have a life! And Planning should be exhaustive, not grading. Determine the number of minutes you have for checking papers. For example, say you have 90 minutes and you have 100 papers to grade. You would spend only a minute and a half on each paper. When that time is up, determine the grade and place it in you’re A, B, C, D, or F pile. So you have five piles. When the total time is up and you have put all the papers into one of the five piles, go through the piles, stapling the scoring tool on the paper and circling the grade earned. If you would like to indicate a number grade, write that next to the letter. Write comments only if you have time.

BH & PY, 4/9/2002

Comments should be made during “Guided Practice” time in a lesson. You make comments daily during “Guided Practice.” If parents want comments, invite them to come to class so they can hear comments during “Guided Practice.” Determine those students that need extra help. DO NOT reteach right away. Wait. Let them experience success and you experience success ---Then reteach. *If students have questions as to the reason they earned the grade they did, tell them to take the scoring tool and have them determine the reasons for the grade earned. **If students ask to redo an assignment or assessment, make them aware of your grading weekends. “These are the days/weekends that I do grading. If you elect to redo this, your paper will not be graded until that day/weekend. “ Parent Communication Letter This is a letter to be used for students who are not being responsible for their work. Create a form letter to be sent home and signed by parents. Something like ----- “We have been working on ________________________. Your student has not been meeting our daily objectives. _____________needs to come to a help session on __________________ at ________ in Room _____.” Every week towards the end of the week determine who receives a Parent Communication Letter. ALSO, determine your two phone calls for the week.

1. MVP Call = Done the most this week 2. Help! Call = One who has done the least.

BH & PY, 4/9/2002

Lesson Planning Explanation of This Lesson Planning Sheet

Warm-up: (Function= Pre-assessment – What students know about the lesson for the day.)

Objective: Use one of these sheets for each objective. If you have determined 8 objectives for the indicator, you will need 8 sheets.

Develop Summative Assessment and Scoring Tool for the Objective At the end of today’s lesson you will ….. + Scoring Tool - Upfront. 5-7 minute assessment/closure Everyday you will score the students. It may be written or oral. Suggested: 2 written and 3 oral. Laminate a seating chart. Put marks on those students that didn’t get it. Oral could be – 4 corners, a question and a show of hands, a line-up, etc.

Plan the activities (direct instruction, guided practice, independent practice, independent assessment, summary) for the lesson Direct Instruction: How am I going to show the students? Modeling. Model how they will be assessed. Show it! NOT longer than 15 minutes. If you can’t do it in 15 minutes, you must break it down. Put it in smaller chunks. Guided Practice: Do with someone else – partners, triads, group. NOT longer than 15 minutes. If you can’t do it in 15 minutes, you must break it down. Put it in smaller chunks. Independent Practice: Do it by yourself. Daily Assessment occurs here. Independent assessment (see the box above) Summary Activity for Daily Lesson: Review of assessment. Go back to the objective. Go back to the warm-up. Point to it and talk about it. What did you learn? How do you know….? Learning Log, Exit Ticket, Oral Discussion. Think/Pair/Share, etc.

Choose appropriate strategies and techniques for teaching the objective Brainstorm best practices. What is good stuff to use? Activities and strategies for the daily objective. Reading = Before, during, and after Writing = webbing, etc.

BH & PY, 4/9/2002

Lesson Planning

Warm-up:

Objective:

Develop Summative Assessment and Scoring Tool for the Objective

Plan the activities (direct instruction, guided practice, independent practice, independent assessment, summary) for the lesson Direct Instruction: Guided Practice: Independent Practice: Independent assessment (see the box above) Summary Activity for Daily Lesson:

Choose appropriate strategies and techniques for teaching the objective

Sample -Everyday Sheet

Language Arts NameGrade 7 DateMrs. Younkins’ Class Section

Objective: Identify universal themes in literature

Warm-up: List what you would consider to be themes in literature.

• Students do this on the back of the paper or attach the papers needed to this paper.

Scoring Tool for Daily Assessment: The student will be able to name a theme of a passage from theirreading .

Daily assessment may be written or oral. A good balance would be 2 written assessments a week and 3 oralassessments a week. For oral assessments use a laminated seating chart and a washable marker to markstudents that need help.

Agenda:Time

1. Warm-up 7 miii.2. Teacher Models Theme in Popular Culture Example 10 mm3. Groups Practice Determining Theme in Popular Culture Example 10 miii.4. Individuals Determine Theme in Popular Culture Example 10 mm.5. Teacher Models Theme in Short Passage 10mm.6. Partners Practice Determining Theme in Short Passage 10 mm.7. Individuals Determine Theme in Short Passage (Assessment) 10 mm.8. Summary Activity 10 mm.

• Indicate planned activities with approximate times for each activity for that class period. Appoint astudent to be time keeper. Each day a person needs to be appointed in charge of collecting materials forabsent students. These materials are to be put in a folder and located and labeled so returning studentsknow where to pick up the materials they missed while being absent.

• Students are to keep these papers in their binder. Students have a visual reminder of the objectivescovered in class.

• Teachers keep a binder. This sheet attached to their lesson is placed behind the appropriate indicator intheir binder.

What is the


• countywide• non-negotiable• consistent

• the goals for studentlearning

• what students shouldknow and be able to

do

What?

Objective: a description of what students wil learnin a lesson and how they will demonstrate thatlearning.

Adapted from the Maryland Assessment Consortium

How?

How should you write an objective?How should you write an objective?How should you write an objective?How should you write an objective?How should you write an objective?

Write objectives using action verbs that are observable and measurable. The objective expressesthe “what’ of learning; the activity description expresses a procedural step in the lesson.Objectives should build towards students demonstrating achievement of indicators, whichleads to the desired learning goals.

Sample Action VerbsSample Action VerbsSample Action VerbsSample Action VerbsSample Action Verbs

Source: Maryland Assessment Consortium

How should objectives be used?How should objectives be used?How should objectives be used?How should objectives be used?How should objectives be used?

Clear, daily objectives provide the basis for ongoing formative assessment. By assessinghow well students meet behavioral objectives, the teacher gains information for adaptingand supplementing planned instruction. Such constant monitoring and adjustment raisesstudents’ achievement levels.

adaptadjustanalyzeapplyappraisearticulateaskassesscalculatechallengecheckclassifyclarifycollectcombinecomparecompleteconductconnectconsidercontrast

constructcorrectcreatedecidededucedefenddefinedemonstratedescribedesigndetectdevelopdevisedifferentiatediscussdisplaydistinguishengageestablishestimateevaluate

examineexhibitexperimentexplainexploreexpressfindgathergeneralizehelpidentifyincorporateinduceinquireinspectinstructintegrateinteractinterpretinventinvestigate

justifylabellocatelistmakemodifymonitororganizeparticipateperformplanpredictpresentprioritizeproduceproposepursuequestionratereach

reasonrecognizereflectrespondretrievereviewrevisesearchseekselectshowsolvestructuresupportsynthesizeteachtestuseutilizewrite

QUESTIONS FOR GUIDED THINKINGABOUT LESSONS

To establish the value of the lesson, we focus entirely on the quality and quantity of thestudents’ learning. To assess the effectiveness of teacher behaviors, we focus on the causeand effect relationship between those behaviors and the students’ learning.

These Questions Establish the Value of the Lesson:

What did the students learn?

How did I arrive at this conclusion? What did students say or do that served asevidence of learning?

Was what they learned what the teacher intended?

Was what they learned meaningful, worthwhile, important, challenging?

Knowledge – Remembering previously learned materials; recall of specifics, universals, methods, processes, or patterns. cite label name reproduce arrange order recall identify match recite define list quote pronounce duplicate recognize repeat state memorize relate

Answers: who? what? when? where? questions • Identify the standard peripheral components of a computer • Write the equation for the Ideal Gas Law • Identify the five major prophets of the Old Testament

Comprehension – ability to grasp the meaning of material; the person “knows” the material and can use it but cannot relate it to other material or see its broader implications.

alter discover manage relate express restate interpret describe illustrate change explain rephrase substitute identify review paraphrase reword vary convert give examples represent summarize indicate select classify recognize depict give main idea restate translate locate discuss report

• In one sentence explain the main idea of a written passage • Describe in prose what is shown in paragraph form • Translate the following passage from The Iliad into English

Application – ability to use learned material in new and concrete situations; the use of abstractions (e.g., principals, ideas, theories)

apply discover manage relate interpret operate practice demonstrate manifest classify employ predict show schedule sketch use present utilize compute evidence prepare solve write direct choose dramatize illustrate

Answers: how many? which? what is? write an example. • Using principles of operant conditioning, train a rat to press a bar • Apply shading to produce depth in drawing • Derive a kinetic model from experimental data

Analysis – ability to break down material into its component parts so that its organizational structure may be understood, or such that the relations among the ideas is made explicit.

ascertain diagnose distinguish outline appraise calculate categorize determine analyze diagram divide point out compare contrast criticize associate differentiate examine reduce experiment question test conclude discriminate find separate designate dissect infer

Answers: why? questions • Compare and contrast the major assumptions underlying psychoanalytic and humanistic approaches to psychology • Identify supporting evidence to support the interpretation of a literary passage • Analyze an oscillator circuit and determine the frequency of oscillation

Synthesis – ability to put parts together to form a new whole; working with parts and combining to constitute a structure

combine devise originate revise arrange assemble collect compose construct compile expand plan rewrite formulate manage organize prepare set up compose extend pose synthesize develop modify design invent rearrange conceive generalize propose theorize create integrate project write

Answers how can we improve? what would happen if? how can we solve questions? • Write a logically organized essay in favor of euthanasia • Develop an individualized nutrition program for a diabetic patient • Compose a choral work using four-part harmony for men’s and women’s voices

Evaluation – ability to judge the value of material for a given purpose. appraise conclude critique judge argue criticize choose compare defend estimate assess contrast deduce weigh predict rate evaluate select support value

• Assess the appropriateness of an author’s conclusions based on the evidence given • Select the best proposal for a proposed water treatment plant • Evaluate a work of art using appropriate terminology

WARM-UPSWHAT I LEARNED

TODAYFill out at end of class each day!

Day 1

Day 2

Day 3

Day 4

Day 5

Your behavior and effortshave eraned you a smile!












Middle SchoolEssential Curriculum

2001-2002

Language Arts6-8

u OUTCOME #1: Students will demonstrate their ability to READ FOR LITERARY EXPERIENCE by constructing, extending, and examining meaning from stories, plays, poems, and other works of fiction.

Ø Items in Boldface type denote features o f the indicators which should be focused on at that specific grade level. u Meets Service Learning Standards

Grade 6

Students are able to do everything required at earlier grades, use text support, and read for: Global Understanding when they:

1. Summarize the text. 2. Identify the author’s message.

Developing Interpretation when they: 3. Identify elements of plot and

characterization and analyze how the qualities of the central characters determine resolution of the conflict.

4. Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and deeds.

5. Evaluate the influence of culture, ethnicity, and historical eras on the themes and issues of literary texts.

Personal Response when they: 6. Compare and contrast one’s personal

view with the author’s view of human experience and character.

Critical Response when they: 7. Explain how literary elements create

meaning for readers

Grade 7


1. Identify the author’s message. 2. Explain how the theme represents a

view or comment on life. Developing Interpretation when they:

3. Compare and contrast the ways similar themes are expressed in multiple literary works.

4. Compare works that express a universal theme, providing evidence to support the ideas.




7. Compare and contrast the motivations and reactions of characters from different historical eras who confront similar challenges and situations and connect them to prior knowledge or the experiences of others.


meaning for readers. 9. Identify and trace the development of

an author’s argument, viewpoint, or perspective in text.

Grade 8


1. Explain how the theme represents a view or comment on life.

Developing Interpretation when they: 2. Compare and contrast the ways similar

themes are expressed in multiple literary works.


4. Evaluate the influence of culture, ethnicity , and historical eras on the themes and issues of literary texts.

Personal Response when they: 5. Compare and contrast one’s personal view

with the author’s view of human experience and character.


Critical Response when they: 7. Identify and trace the development of an

author’s argument, viewpoint, or perspective in text.

8. Assess the adequacy, accuracy, and appropriateness of an author’s details to support claims and assertions, noting instances of bias and stereotyping.

9. Explain how literary elements create meaning for readers.

u OUTCOME #2: Students will demonstrate their ability to READ FOR INFORMATION by constructing, extending, and examining meaning from articles, editorials, content texts, and other expository materials related to the content areas.

Ø Items in Boldface type denote features of the indicators which should be focused on at that specific grade level. u Meets Service Learning Standards

Grade 6


1. Summarize text in a manner that reflects the main ideas, significant details, and its underlying meaning.

Developing Interpretation when they: 2. Compare and contrast information

from different articles or procedures on the same topic.

3. Draw inferences, conclusions, or generalizations about text and support them with textual evidence and experience.

Personal Response when they: 4. Connect and clarify main ideas and

concepts and identify their relationship to other sources, related topics, or prior experiences.

5. Explain the usefulness of text. Critical Response when they:

6. Analyze the structure and features of functional workplace documents, including format, graphics, sequence, and headers and how authors use these features to achieve their purposes and to make information accessible and useable.

7. Evaluate the usefulness, clarity, and internal consistency of the text’s organizational structure.

8. Evaluate text features to gain meaning.

Grade 7


1. Determine the author’s purpose. Developing Interpretation when they:

2. Compare and contrast information from different articles or procedures on the same topic.

3. Draw inferences, conclusions, or generalizations about text and support them with textual evidence and experiences.




6. Recognize instances of propaganda and persuasive techniques.

7. Identify and trace the development of an author’s argument, viewpoint, or perspective in text.

8. Evaluate the usefulness, clarity , and internal consistency of the text’s organizational structure.


Grade 8






Critical Response when they: 4. Recognize instances of propaganda

and persuasive techniques. 5. Identify and trace the development

of an author’s argument, viewpoint, or perspective in text.




u OUTCOME #3: Students will demonstrate their ability to READ TO PERFORM A TASK by constructing, extending, and examining meaning from investigations or other sets of directions.

Ø Items in Boldface type denote features of the indicators which should be focused on at that specific grade level. u Meets Service Learning Standards

Grade 6


1. Identify how someone would use the text.




Personal Response when they: 4. Connect and clarify main ideas

and concepts and identify their relationship to other sources, related topics, or prior experiences.

5. Compare and contrast information with prior knowledge.

Critical Response when they: 6. Analyze the structure and features

of functional workplace documents, including format, graphics, sequence and headers and how authors use these features to achieve their purposes and to make information accessible and useable.


Grade 7





3. Draw inferences, conclusions or generalizations about text and support them with textual evidence and experience.

4. Reorganize information from different articles or procedures on the same topic.




Critical Response when they: 7. Evaluate the usefulness, clarity,

and internal consistency of the text’s organizational structure.

Grade 8










Critical Response when they: 7. Evaluate the usefulness, clarity,

and internal consistency of the text’s organizational structure.

u S OUTCOME #4: Students will demonstrate their ability to WRITE TO INFORM by developing and organizing facts to convey information .

Ø Items in Boldface type denote features of the indicators which should be focused on at that specific grade level. u Meets Service Learning Standards S Use of technology based on availability of hardware and software

Grade 6

Students are able to do everything required at earlier grades and: 1. Create an organizing structure that

balances all aspects of the piece and makes effective transitions between sentences and descriptions to unify key ideas and make the message or theme clear to the reader.

2. Reinforce coherence within and across paragraphs

3. Use precise language, action verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations.

4. Improve the logic of the ideas, word choice, and transitions among paragraphs, passages, and ideas by revising writing based on given or self-generated criteria and others’ responses.

5. Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific information.

6. Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to stated purposes.

Grade 7

Students are able to do everything required at earlier grades, and: 1. Create an organizing structure that balances

all aspects of the piece and makes effective transitions between sentences and descriptions to unify key ideas and make the message or theme clear to the reader .






7. Write reports for an intended audience and purpose that conveys a clear and accurate perspective on the subject, and that supports the main ideas with facts, details, examples, and explanations.

8. Write essays for an intended audience and purpose that state the thesis or purpose of the paper, that follow an organizational pattern, and that offer compelling evidence in the form of facts and details to support the thesis.

Grade 8

Students are able to do ever ything required at earlier grades, and: 1. Create an organizing structure that balances

all aspects of the piece and makes effective transitions between sentences and descriptions to unify key ideas and make the message or theme clear to the reader .








u S OUTCOME # 5: Students will demonstrate ability to WRITE TO PERSUADE by selecting and organizing relevant information, establishing an argumentative purpose, and by designing an appropriate strategy for an identified audience.


Grade 6

Students are able to do everything required at earlier grades and: 1. Write letters that address audience needs,

stated purpose, and context in a clear and efficient manner, and adhere to stated purposes.

2. Write to persuade an intended audience by selecting an appropriate form that makes a clear and knowledgeable judgment and supports arguments with detailed evidence, examples, and reasoning.

Grade 7



2. Reinforce coherence within and across paragraphs.





7. Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific examples.

Grade 8

Students are able to do everything required at earlier grades, use text support, and read for: 1. Create an organizing structure that








u S OUTCOME #6: Students will demonstrate their ability to WRITE TO EXPRESS PERSONAL IDEAS by selecting a form and its appropriate elements (e.g., plot, dialogue, rhyme scheme, etc.).


Grade 6





4. Write to express personal ideas that relate a clear, coherent event, situation, and/or storyline by using well-chosen details, that reveal the significance of, or the writer’s attitude about the subject, and that purposefully include rhetorical elements, such as figurative language, description, foreshadowing, and symbolism.

Grade 7

Students are able to do everything required at earlier grades, and: 1. Create an organizing structure that





Grade 8

Students are able to do everything required at earlier grades, and: 1. Create an organizing structure that





OUTCOME #7: Students will demonstrate their ability to USE THE STRUCTURES AND CONVENTIONS OF THE ENGLISH LANGUAGE in their written communication.

Grade 6

Students are able to do everything required at earlier grades and: 1. Use standard English language

conventions correctly to communicate clearly, including • Sentence structure • Punctuation • Capitalization • Grammar and usage

2. Use language fluently and appropriately for a variety of contexts, purposes, and audiences.

3. Use conventional spelling in their own writing.

4. Expand vocabulary through organized and systematic study.

5. Explain how words are classified grammatically.

Grade 7






5. Explain how words are classified.

Grade 8






5. Explain how words are classified grammatically.

u OUTCOME # 8: Students will demonstrate their ability TO LISTEN by comprehending and analyzing information through a variety of mediums.

u Meets Service Learning Standards

Grade 6

Students are able to do everything required at earlier grades and: 1. Select a purpose for listening and

summarize material heard. 2. Comprehend the content of messages by

listening. 3. Comprehend the intent of speakers by

listening.

Grade 7




listening.

Grade 8




listening.

u S OUTCOME # 9: Students will demonstrate their ability to COMMUNICATE ORALLY through a variety of mediums.

u Meets Service Learning Standards S Use of technology based on availability of hardware and software

Grade 6

Students are able to do everything required at earlier grades and: 1. Prepare a narrative and informative oral

presentation.

Grade 7

Students are able to do everything required at earlier grades and: 1. Prepare an informative oral presentation. 2. Prepare a persuasive oral presentation.

Grade 8

Students are able to do everything required at earlier grades and: 1. Self-select a topic, and choose an

appropriate form: narrative, persuasive, or informative, for an oral presentation.

Service Learning Standards Listed by Grade and Outcome

Grade 6 OUTCOME #1: Read for Literary Experience

v Read and comprehend at grade level OUTCOME # 2: Read for Information

v Read and comprehend at grade level OUTCOME #3: Read to Perform a Task

v Read and comprehend at grade level OUTCOME #4: Write to Inform

v Identify and write narrative and explanatory paragraphs using the writing process

OUTCOME #5: Write to Persuade v Identify and write narrative and

explanatory paragraphs using the writing process

OUTCOME #6: Write to Express Personal Ideas

v Identify and write narrative and explanatory paragraphs using the writing process

OUTCOME #7: Use the Structures and Conventions of the English Language OUTCOME #8: Listen

v Select a purpose for listening v Summarize material heard

OUTCOME #9: Communicate Orally v Prepare and deliver an oral narrative

presentation

Grade 7

OUTCOME #1: Read for Literary Experience v Read and comprehend at grade level

OUTCOME #2: Read for Information v Read and comprehend at grade level v Recognize fact and opinion in fiction

and nonfiction OUTCOME #3: Read to Perform a Task

v Read and comprehend at grade level OUTCOME #4: Write to Inform

v Select supporting evidence and expand content during the writing stage

v Develop narrative and explanatory paragraphs using the writing process to entertain and inform

OUTCOME #5: Write to Persuade v Select supporting evidence and

expand content during the writing stage

OUTCOME #6: Write to Express Personal Ideas

v Develop narrative and explanatory paragraphs using the writing process to entertain and inform

OUTCOME #7: Use the Structures and Conventions of the English Language OUTCOME #8: Listen

v Listen to comprehend the content of messages

v Summarize material read or heard to reflect main ideas, significant details, and underlying meaning

OUTCOME #9: Communicate Orally v Prepare and deliver an informative

oral presentation

Grade 8

OUTCOME #1: Read for Literary Experience v Read and comprehend at grade level v Paraphrase material read or heard

OUTCOME #2: Read for Information v Read and comprehend at grade level v Paraphrase material read or heard

OUTCOME #3: Read to Perform a Task v Read and comprehend at grade level v Paraphrase material read or heard

OUTCOME #4: Write to Inform v Develop narrative and explanatory

paragraphs and multi-paragraph essays using the writing process to inform

OUTCOME #5: Write to Persuade v Develop narrative and explanatory

paragraphs and multi-paragraph essays using the writing process to inform.

OUTCOME #6: Write to Express Personal Ideas OUTCOME #7: Use the Structures and Conventions of the Englis h Language OUTCOME #8: Listen

v Listen to comprehend the intent of speakers

v Paraphrase material read or heard OUTCOME #9: Communicate Orally

v Prepare and deliver a persuasive oral presentation

Sixth Grade Language Arts Curriculum 2001-2002

Ø Items in Boldface type denote features of the indicators which should be focused on at the sixth grade level. u Meets Service Learning Standards S Use of technology based on availability of hardware and software

u OUTCOME #1: Students will demonstrate their ability to READ FOR LITERARY EXPERIENCE by constructing, extending, and examining meaning from stories, plays, poems, and other works of fiction. Students are able to do everything required at earlier grades, use text support, and read for: Global Understanding when they:

1. Summarize the text. 2. Identify the author’s message.

Developing Interpretation when they: 3. Identify elements of plot and

characterization and analyze how the qualities of the central characters determine resolution of the conflict.

4. Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and deeds.





meaning for readers.

u OUTCOME #2: Students will demonstrate their ability to READ FOR INFORMATION by constructing, extending, and examining meaning from articles, editorial, content texts, and other expository materials related to the content areas. Students are able to do everything required at earlier grades, use text support, and read for: Global Understanding when they:

1. Summarize the text in a manner that reflects the main ideas, significant details, and its underlying meaning.







6. Analyze the structure and features of functional workplace documents, including format, graphics, sequence, and headers and how authors use these features to achieve their purposes and to make information accessible and useable.



u OUTCOM E #3: Students will demonstrate their ability to READ TO PERFORM A TASK by constructing, extending, and examining meaning from investigations or other sets of directions. Students are able to do everything required at earlier grades, use text support, and read for: Global Understanding when they:








Critical Response when they: 6. Analyze the structure and features of

functional workplace documents, including format, graphics, sequence and headers and how authors use these features to achieve their purposes and to make information accessible and useable.




u S OUTCOME #4: Students will demonstrate their ability to WRITE TO INFORM by developing and organizing facts to convey information. Students are able to do everything required at earlier grades and: 1. Create an organizing structure that balances all

aspects of the piece and makes effective transitions between sentences and descriptions to unify key ideas and make the message or theme clear to the reader.






u S OUTCOME #5: Students will demonstrate their ability to WRITE TO PERSUADE by selecting and organizing relevant information, establishing an argumentative purpose, and by designing an appropriate strategy for an identified audience. Students are able to do everything required at earlier grades and: 1. Write letters that address audience needs, stated

purpose, and context in a clear and efficient manner, and adhere to stated purposes.


u S OUTCOME #6: Students will demonstrate their ability to WRITE TO EXPRESS PERSONAL IDEAS by selecting a form and its appropriate elements (e.g. plot, dialogue, rhyme scheme, et cetera) Students are able to do everything required at earlier grades and: 1. Create an organizing structure that balances all







OUTCOME #7: Students will demonstrate their ability to USE THE STRUCTURES AND CONVENTIONS OF THE ENGLISH LANGUAGE in their written communication. Students are able to do everything required at earlier grades and: 1. Use standard English language conventions

correctly to communicate clearly, including • Sentence structure • Punctuation • Capitalization • Grammar and Usage


3. Use conventional spelling in their own writing. 4. Expand vocabulary through organized and

systematic study. 5. Explain how words are classified

grammatically.

u OUTCOME #8 Students will demonstrate their ability to LISTEN by comprehending and analyzing information through a variety of mediums. Students are able to do everything required at earlier grades and: 1. Select a purpose for listening and summarize

material heard. 2. Comprehend the content of messages by

listening. 3. Comprehend the intent of speakers by listening.

u S OUTCOME #9: Students will demonstrate their ability to COMMUNICATE ORALLY through a variety o f mediums. Students are able to do everything required at earlier grades and: 1. Prepare a narrative and informative oral

presentation.

Seventh Grade Language Arts Curriculum 2001-2002

Ø Items in Boldface type denote features of the indicators which should be focused on at the seventh grade level. u Meets Service Learning Standards S Use of technology based on availability of hardware and software

u OUTCOME #1: Students will demonstrate their ability to READ FOR LITERARY EXPERIENCE by constructing, extending, and examining meaning from stories, plays, poems, and other works of fiction. Students are able to do everything required at earlier grades, use text support, and read for: Global Understanding when they:

1. Identify the author’s message. 2. Explain how the theme represents a

view or comment on life. Developing Interpretation when they:

3. Compare and contrast the ways similar themes are expressed in multiple literary works.





7. Compare and contrast the motivations and reactions of characters from different historical eras who confront similar challenges and situations and connect them to prior knowledge or the experience of others.


meaning for readers. 9. Identify, and trace the development of


u OUTCOME #2: Students will demonstrate their ability to READ FOR INFORMATION by constructing, extending, and examining meaning from articles, editorials, content texts, and other expository materials related to the content areas. Students are able to do everything required at earlier grades, use text support, and read for: Global Understanding when they:


2. Compare and contrast information from different articles or procedures on the same topic.

3. Draw inferences, conclusions, or generalizations about text and support them with textual evidence and experiences.




6. Recognize instances of propaganda and persuasive techniques.

7. Identify, and trace the development of an author’s argument, viewpoint, or perspective in text.



u OUTCOME #3: Students will demonstrate their ability to READ TO PERFORM A TASK by constructing, extending, and examining meaning from investig ations or other sets of directions. Students are able to do everything required at earlier grades, use text support, and read for: Global Understanding when they:









Critical Response when they: 7. Evaluate the usefulness, clarity, and

internal consistency of the text’s organizational structure.



u S OUTCOME #4: Students will demonstrate their ability to WRITE TO INFORM by developing organizing facts to convey information. Students are able to do everything required at earlier grades, and: 1. Create an organizing structure that balances all

aspects of the piece and makes effective transactions between sentences and descriptions to unify key ideas and make the message or theme clear to the reader.







8. Write essays for an intended audience that state the thesis or purpose of the paper, that follow an organizational pattern, and that offer compelling evidence in the form of facts and details to support the thesis.

u S OUTCOME #5: Students will demonstrate their ability to WRITE TO PERSUADE by selecting and organizing relevant information, establishing an argumentative purpose, and by designing an appropriate strategy for an identified audience. Students are able to do everything required at earlier and: 1. Create an organizing structure that balances all

aspects of the piece and makes effective transitions between sentences and descriptions to unify key ideas and make the message or theme cle ar to the reader.







u S OUTCOME #6: Students will demonstrate their ability to WRITE TO EXPRESS PERSONAL IDEAS by selecting a form and its appropriate elements (e.g., plot, dialogue, rhyme scheme, etc.) Students are able to do everything required at earlier grades and: 1. Create an organizing structure that balances all




4. Write to express personal ideas that relate a clear, coherent event, situation, and/or storyline by using well-chosen details, that reveal the significance of, or the writer’s attitude about the subject, and that purposefully include rhetorical elements, such as figurative language, descriptions, foreshadowing, and symbolism.



OUTCOME #7: Students will demonstrate their ability to USE THE STRUCTURES AND CONVENTIONS OF THE ENGLISH LANGUAGE in their written communication. Students are able to do everything required at earlier grades, and: 1. Use standard English language conventions

correctly to communicate clearly, including • Sentence structure • Punctuation • Capitalization • Grammar and usage


3. Use conventional spelling in their own writing. 4. Expand vocabulary through organized an


grammatically.

u OUTCOME #8: Students will demonstrate their ability to LISTEN by comprehending and analyzing information through a variety of mediums. Students are able to do everything required at earlier grades, and: 1. Select a purpose for listening and summarize



u S OUTCOME #9: Students will demonstrate their ability to COMMUNICATE ORALLY through a variety of mediums. Students are able to do everything required at earlier grades, and: 1. Prepare an informative oral presentation. 2. Prepare a persuasive oral presentation.

Eighth Grade Language Arts Curriculum 2001-2002

Ø Items in Boldface type denote features of the indicators which should be focused on at the eighth grade level. u Meets Service Learning Standards T Use of technology based on availability of hardware and software

u OUTCOME #1: Students will demonstrate their ability to READ FOR LITERARY EXPERIENCE by constructing, extending, and examining meaning from stories, plays, poems, and other works of fiction. Students are able to do everything require at earlier grades, use text support, and read for: Global Understanding when they:

1. Explain how the theme represents a view or comment on life.

Developing Interpretation when they: 2. Compare and contrast the ways similar

themes are expressed in multiple literary works.


4. Evaluate the influence of culture, , ethnicity, and historical eras on the themes and issues of literary texts.




Critical Response when they: 7. Identify and trace the development of



9. Explain how literary elements create meaning for readers.

u OUTCOME #2: Students will demonstrate their ability to READ FOR INFORMATION by constructing, extending, and examining meaning from articles, editorials, content texts, and other expository materials related to the content areas. Students are able to do everything require at earlier grades, use text support, and read for: Global Understanding when they:





Critical Response when they: 4. Recognize instances of propaganda

and persuasive techniques. 5. Identify and trace the development of





u OUTCOME #3: Students will demonstrate their ability to READ TO PERFORM A TASK by constructing, extending, and examining meaning from investigations or other sets of directions.

Students are able to do everything require at earlier grades, use text support, and read for:

Global Understanding when they:









Critical Response when they: 7. Evaluate the usefulness, clarity, and

internal consistency of the text’s organizational structure.



u S OUTCOME #4: Students will demonstrate their ability to WRITE TO INFORM by developing and organizing facts to convey information.

Students are able to do everything required at earlier grades and: 1. Create an organizing structure that balances all




4. Improve the logic of the ideas, word choice, and transitions among paragraphs, passages, and ideas by revising writing based on given or self-generated criteria and others’ experiences.


6. Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to state purposes.



u S OUTCOME #5: Students will demonstrate their ability to WRITE TO PERS UADE by selecting and organizing relevant information, establishing an argumentative purpose, and by designing an appropriate strategy for an identified audience. Students are able to do everything require at earlier grades, and: 1. Create an organizing structure that balances all



3. Use precise language, a ction verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations.

4. Improve the logic of the ideas, word choice, and transitions among paragraphs, passages, and ideas by revising writing based on given o r self-generated criteria and others’ responses.




u S OUTCOME #6: Students will demonstrate their ability to WRITE TO EXPRESS PERSONAL IDEAS by selecting a form and its appropriate elements (e.g., plot, dialogue, rhyme scheme, etc.) Students are able to do everything require at earlier grades, and: 1. Create an organizing structure that balances all







OUTCOME #7: Students will demonstrate their ability to USE THE STRUCTURES AND CONVENTIONS OF THE ENGLISH LANGUAGE in their written communication. Students are able to do everything require at earlier grades, and: 1. Use standard English language conventions

correctly to communicate clearly, including • Sentence structure • Punctuation • Capitalization • Grammar and usage


3. Use conventional spelling in their own writing. 4. Expand vocabulary through organized and


grammatically.

u OUTCOME #8: Students will demonstrate their ability to LISTEN by comprehending and analyzing information through a variety of mediums. Students are able to do everything require at earlier grades, and: 1. Select a purpose for listening and summarize



u S OUTCOME #9: Students will demonstrate their ability to COMMUNICATE ORALLY through a variety of mediums. Students are able to do everything require at earlier grades, and: 1. Self-select a topic, and choose an appropriate

form: narrative, persuasive, or informative, for an oral presentation.

Essential Curriculum Language Arts - Grade 6M

Note: All items labeled M.L.O. (Maryland Learning Outcomes) are tested on the MSPAP at the 8th grade level. LA.600.10 Students will demonstrate their ability to READ FOR LITERARY EXPERIENCE by

constructing, extending, and examining meaning from stories, plays, poems, and other works of fiction. (M.L.O. Reading 1)

Global Understanding when they: LA.600.10.01 Summarize the text. (M.L.O. 1.1.1) LA.600.10.02 Identify the author's message. (M.L.O. 1.1.2) Developing Interpretation when they: LA.600.10.03 Identify elements of plot and characterization and analyze how the qualities of

the central characters determine resolution of the conflict. (M.L.O. 1.2.3) LA.600.10.04 Analyze characterization as delineated through a character's thoughts, words,

speech patterns, and deeds (M.L.O. 1.2.4) LA.600.10.05 Evaluate the influence of culture, ethnicity, and historical eras on the themes and

issues of literary texts. (M.L.O. 1.2.5) Personal Response when they: LA.600.10.06 Compare and contrast one's personal view with the author's view of human

experience and character. (M.L.O. 1.3.1) Critical Response when they: LA.600.10.07 Explain how literary elements create meaning for readers. (M.L.O. 1.4.1)

LA.600.20 Students will demonstrate their ability to READ FOR INFORMATION by constructing,

extending, and examining meaning from articles, editorial, content texts, and other expository materials related to the content areas. (M.L.O. Reading 2)

Global Understanding when they: LA.600.20.01 Summarize the text in a manner that reflects the main ideas, significant details,

and its underlying meaning. (M.L.O. 2.1.1) Developing Interpretation when they: LA.600.20.02 Compare and contrast information from different articles or procedures on the

same topic. (M.L.O. 2.2.1) LA.600.20.03 Draw inferences, conclusions, or generalizations about text and support them

with textual evidence and experience. (M.L.O. 2.2.2)

Personal Response when they: LA.600.20.04 Connect and clarify main ideas and concepts and identify their relationship to

other sources, related topics, or prior experiences. (M.L.O. 2.3.1) LA.600.20.05 Explain the usefulness of text. (M.L.O. 2.3.2)

Critical Response when they: LA.600.20.06 Analyze the structure and features of functional workplace documents, including

format, graphics, sequence, and headers and how authors use these features to

achieve their purposes and to make information accessible and useable. (M.L.O. 2.4.2)

LA.600.20.07 Evaluate the usefulness, clarity, and internal consistency of the text's

organizational structure. (M.L.O. 2.4.4) LA.600.20.08 Evaluate text features to gain meaning. (M.L.O. 2.4.6)

LA.600.30 Students will demonstrate their ability to READ TO PERFORM A TASK by constructing, extending, and examining meaning from investigations or other sets of directions. (M.L.O. Reading 3)

Global Understanding when they: LA.600.30.01 Identify how someone would use the text. (M.L.O. 3.1.1) Developing Interpretation when they: LA.600.30.02 Compare and contrast information from different articles or procedures on the


with textual evidence and experience. (M.L.O. 3.2.2) Personal Response when they: LA.600.30.04 Connect and clarify main ideas and concepts and identify their relationship to

other sources, related topics, or prior experiences. (M.L.O. 3.3.1) LA.600.30.05 Compare and contrast information with prior knowledge. (M.L.O. 3.3.2) Critical Response when they: LA.600.30.06 Analyze the structure and features of functional workplace documents, including

format, graphics, sequence and headers and how authors use these features to achieve their purposes and to make information accessible and useable. (M.L.O. 3.4.1)

LA.600.30.07 Evaluate the usefulness, clarity, and internal consistency of the text's organizational structure. (M.L.O. 3.4.2)

LA.600.40 Students will demonstrate their ability to WRITE TO INFORM by developing and

organizing facts to convey information. (M.L.O. Writing 1)

LA.600.40.01 Create an organizing structure that balances all aspects of the piece and makes effective transitions between sentences and descriptions to unify key ideas and make the message or theme clear to the reader. (M.L.O. 1.1)

LA.600.40.02 Reinforce coherence within and across paragraphs. (M.L.O. 1.2) LA.600.40.03 Use precise language, action verbs, sensory details, colorful modifiers, and

active rather than passive voice to enliven written presentations. (M.L.O. 1.3) LA.600.40.04 Improve the logic of the ideas, word choice, and transitions among paragraphs,

passages, and ideas by revising writing based on given or self-generated criteria and others' responses . (M.L.O. 1.4)

LA.600.40.05 Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific information. (M.L.O. 1.5)

LA.600.40.06 Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to stated purposes. (M.L.O. 1.6)

LA.600.50 Students will demonstrate their ability to WRITE TO PERSUADE by selecting and organizing relevant information, establishing an argumentative purpose, and by designing an appropriate strategy for an identified audience. (M.L.O. Writing 2)


LA.600.50.02 Write to persuade an intended audience by selecting an appropriate form that makes a clear and knowledgeable judgment and supports arguments with detailed evidence, examples, and reasoning. (M.L.O. 2.6)

LA.600.60 Students will demonstrate their ability to WRITE TO EXPRESS PERSONAL IDEAS by

selecting a form and its appropriate elements (e.g. plot, dialogue, rhyme scheme, et cetera) (M.L.O. Writing 3)


LA.600.60.02 Use precise language, action verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations. (M.L.O. 3.2)

LA.600.60.03 Improve the logic of the ideas, word choice, and transitions among paragraphs, passages, and ideas by revising writing based on given or self-generated criteria and others' responses. (M.L.O. 3.3)

LA.600.60.04 Write to express personal ideas that relate a clear, coherent event, situation, and/or storyline by using well-chosen details, that reveal the significance of, or the writer's attitude about the subject, and that purposefully include rhetorical elements, such as figurative language, description, foreshadowing, and symbolism. (M.L.O. 3.4)

LA.600.70 Students will demonstrate their ability to USE THE STRUCTURES AND

CONVENTIONS OF THE ENGLISH LANGUAGE in their written communication. (M.L.O. Language Usage)

LA.600.70.01 Use English language conventions correctly to communicate clearly, including • Sentence structure • Punctuation • Capitalization • Grammar and Usage (M.L.O. 1.1)

LA.600.70.02 Use language fluently and appropriately for a variety of contexts, purposes, and audiences. (M.L.O. 1.2)

LA.600.70.03 Use conventional spelling in their own writing. (M.L.O. 1.3) LA.600.70.04 Expand vocabulary through organized and systematic study. LA.600.70.05 Explain how words are classified grammatically. LA.600.80 Students will demonstrate their ability to LISTEN by comprehending and analyzing

information through a variety of mediums. LA.600.80.01 Select a purpose for listening and summarize material heard.

LA.600.80.02 Comprehend the content of messages by listening. LA.600.80.03 Comprehend the intent of speakers by listening. LA.600.90 Students will demonstrate their ability to COMMUNICATE ORALLY through a variety

of mediums. LA.600.90.01 Prepare a narrative and informative oral presentation.

Essential Curriculum Language Arts - Grade 7




LA.700.10.01 Identify the author's message. (M.L.O. 1.1.2) LA.700.10.02 Explain how the theme represents a view or comment on life. (M.L.O. 1.1.3)

Developing Interpretation when they: LA.700.10.03 Compare and contrast the ways similar themes are expressed in multiple literary

works. (M.L.O. 1.2.1) LA.700.10.04 Compare works that express a universal theme, providing evidence to support

the ideas. (M.L.O. 1.2.2) LA.700.10.05 Evaluate the influence of culture, ethnicity, and historical eras on the themes and

issues of literary texts. (M.L.O. 1.2.5)

Personal Response when they: LA.700.10.06 Compare and contrast one's personal view with the author's view of human

experience and character. (M.L.O. 1.3.1) LA.700.10.07 Compare and contrast the motivations and reactions of characters from different

historical eras who confront similar challenges and situations and connect them to prior knowledge or the experience of others. (M.L.O. 1.3.2)

Critical Response when they:

LA.700.10.08 Explain how literary elements create meaning for readers. (M.L.O. 1.4.1) LA.700.10.09 Identify, and trace the development of an author's argument, viewpoint, or

perspective in text. (M.L.O. 1.4.2) LA.700.20 Students will demonstrate their ability to READ FOR INFORMATION by constructing,

extending, and examining meaning from articles, editorials, content texts, and other expository materials related to the content areas. (M.L.O. Reading 2)


LA.700.20.01 Determine the author's purpose. (M.L.O. 2.1.2)

Developing Interpretation when they: LA.700.20.02 Compare and contrast information from different articles or procedures on the


with textual evidence and experiences. (M.L.O. 2.2.2)


other sources, related topics, or prior experiences. (M.L.O. 2.3.1) LA.700.20.05 Explain the usefulness of text. (M.L.O. 2.3.2)


LA.700.20.06 Recognize instances of propaganda and persuasive techniques. (M.L.O. 2.4.1) LA.700.20.07 Identify, and trace the development of an author's argument, viewpoint, or

perspective in text. (M.L.O. 2.4.3)


LA.700.20.09 Evaluate text features to gain meaning. (M.L.O. 2.4.6) LA.700.30 Students will demonstrate their ability to READ TO PERFORM A TASK by

constructing, extending, and examining meaning from investigations or other sets of directions. (M.L.O. Reading 3)


LA.700.30.01 Identify how someone would use the text. (M.L.O. 3.1.1)

Developing Interpretation when they: LA.700.30.02 Compare and contrast information from different articles or procedures on the

same topic. (M.L.O. 3.2.1) LA.700.30.03 Draw inferences, conclusions or generalizations about text and support them

with textual evidence and experience. (M.L.O. 3.2.2) LA.700.30.04 Reorganize information from different articles or procedures on the same topic.

(M.L.O. 3.2.3)


other sources, related topics, or prior experiences. (M.L.O. 3.3.1) LA.700.30.06 Compare and contrast information with prior knowledge. (M.L.O. 3.3.2)



LA.700.40 Students will demonstrate their ability to WRITE TO INFORM by developing organizing

facts to convey information. (M.L.O. Writing 1) LA.700.40.01 Create an organizing structure that balances all aspects of the piece and makes

effective transactions between sentences and descriptions to unify key ideas and make the message or theme clear to the reader. (M.L.O. 1.1)

LA.700.40.02 Reinforce coherence within and across paragraphs. (M.L.O. 1.2) LA.700.40.03 Use precise language, action verbs, sensory details, colorful modifiers, and active

rather than passive voice to enliven written presentations. (M.L.O. 1.3) LA.700.40.04 Improve the logic of the ideas, word choice, and transitions among paragraphs,

passages, and ideas by revising writing based on given or self-generated criteria and others' responses. (M.L.O. 1.4)



LA.700.40.07 Write reports for an intended audience and purpose that conveys a clear and accurate perspective on the subject, and that supports the main ideas with facts, details, examples, and explanations. (M.L.O. 1.7)

LA.700.40.08 Write essays for an intended audience that state the thesis or purpose of the paper, that follow an organizational pattern, and that offer compelling evidence in the form of facts and details to support the thesis. (M.L.O. 1.8)

LA.700.50 Students will demonstrate their ability to WRITE TO PERSUADE by selecting and

organizing relevant information, establishing an argumentative purpose, and by designing an appropriate strategy for an identified audience. (M.L.O. Writing 2)







LA.700.50.07 Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific examples. (M.L.O. 2.7)


selecting a form and its appropriate elements (e.g., plot, dialogue, rhyme scheme, etc.) (M.L.O. Writing 3)



LA.700.60.03 Improve the logic of the ideas, word choice, and transitions among paragraphs, passages, and ideas by revising writing based on given or self-generated criteria and others' responses. (M.L.O. 3.3)

LA.700.60.04 Write to express personal ideas that relate a clear, coherent event, situation, and/or storyline by using well-chosen details, that reveal the significance of, or the writer's attitude about the subject, and that purposefully include rhetorical elements, such as figurative language, descriptions, foreshadowing, and symbolism. (M.L.O. 3.4)

LA.700.70 Students will demonstrate their ability to USE THE STRUCTURES AND CONVENTIONS OF THE ENGLISH LANGUAGE in their written communication. (M.L.O. Language Usage)

LA.700.70.01 Use English language conventions correctly to communicate clearly, including Sentence structure Punctuation Capitalization Grammar and usage (M.L.O. 1.1)

LA.700.70.02 Use language fluently and appropriately for a variety of contexts, purposes, and audiences. (M.L.O. 1.2)

LA.700.70.03 Use conventional spelling in their own writing. (M.L.O. 1.3) LA.700.70.04 Expand vocabulary through organized an systematic study. LA.700.70.05 Explain how words are classified grammatically.

LA.700.80 Students will demonstrate their ability to LISTEN by comprehending and analyzing information through a variety of mediums.

LA.700.80.01 Select a purpose for listening and summarize material heard. LA.700.80.02 Comprehend the content of messages by listening. LA.700.80.03 Comprehend the intent of speakers by listening.

LA.700.90 Students will demonstrate their ability to COMMUNICATE ORALLY through a variety of mediums.

LA.700.90.01 Prepare an informative oral presentation. LA.700.90.02 Prepare a persuasive oral presentation.

Essential Curriculum Language Arts for Grade 8



Global Understanding when they: LA.800.10.01 Explain how the theme represents a view or comment on life. (M.L.O. 1.1.3) Developing Interpretation when they: LA.800.10.02 Compare and contrast the ways similar themes are expressed in multiple literary

works. (M.L.O. 1.2.1) LA.800.10.03 Compare works that express a universal theme, providing evidence to support the

ideas. (M.L.O. 1.2.2) LA.800.10.04 Evaluate the influence of culture, ethnicity, and historical eras on the themes and

issues of literary texts. (M.L.O. 1.2.5) Personal Response when they: LA.800.10.05 Compare and contrast one's personal view with the author's view of human

experience and character. (M.L.O. 1.3.1) LA.800.10.06 Compare and contrast the motivations and reactions of characters from different

historical eras who confront similar challenges and situations and connect them to prior knowledge or the experiences of others. (M.L.O. 1.3.2)

Critical Response when they: LA.800.10.07 Identify and trace the development of an author's argument, viewpoint, or

perspective in text. (M.L.O. 1.4.2) LA.800.10.08 Assess the adequacy, accuracy, and appropriateness of an author's details to support

claims and assertions, noting instances of bias and stereotyping. (M.L.O. 1.4.3) LA.800.10.09 Explain how literary elements create meaning for readers. (M.L.O. 1.4.1)

LA.800.20 Students will demonstrate their ability to READ FOR INFORMATION by constructing,

extending, and examining meaning from articles, editorials, content texts, and other expository materials related to the content areas. (M.L.O. Reading 2)

Global Understanding when they: LA.800.20.01 Determine the author's purpose. (M.L.O. 2.1.2) Developing Interpretation when they: LA.800.20.02 Draw inferences, conclusions, or generalizations about text and support them with

textual evidence and experience. (M.L.O. 2.2.2) Personal Response when they: LA.800.20.03 Connect and clarify main ideas and concepts and identify their relationship to other

sources, related topics, or prior experiences. (M.L.O. 2.3.1) Critical Response when they: LA.800.20.04 Recognize instances of propaganda and persuasive techniques. (M.L.O. 2.4.1) LA.800.20.05 Identify and trace the development of an author's argument, viewpoint, or

perspective in text. (M.L.O. 2.4.3)


LA.800.20.07 Assess the adequacy, accuracy, and appropriateness of an author's details to support claims and assertions, noting instances of bias and stereotyping. (M.L.O. 2.4.5)

LA.800.20.08 Evaluate text features to gain meaning. (M.L.O. 2.4.6)

LA.800.30 Students will demonstrate their ability to READ TO PERFORM A TASK by constructing, extending, and examining meaning from investigations or other sets of directions. (M.L.O. Reading 3)

Global Understanding when they: LA.800.30.01 Identify how someone would use the text. (M.L.O. 3.1.1) Developing Interpretation when they: LA.800.30.02 Compare and contrast information from different articles or procedures on the same

topic. (M.L.O. 3.1.1) LA.800.30.03 Draw inferences, conclusions or generalizations about text and support them with

textual evidence and experience. (M.L.O. 3.2.2) LA.800.30.04 Reorganize information from different articles or procedures on the same topic.

(M.L.O. 3.2.3) Personal Response when they: LA.800.30.05 Connect and clarify main ideas and concepts and identify their relationship to other

sources, related topics, or prior experiences. (M.L.O. 3.3.1) LA.800.30.06 Compare and contrast information with prior knowledge. (M.L.O. 3.3.2) Critical Response when they: LA.800.30.07 Evaluate the usefulness, clarity, and internal consistency of the text's organizational

structure. (M.L.O. 3.4.2)

LA.800.40 Students will demonstrate their ability to WRITE TO INFORM by developing and

organizing facts to convey information. (M.L.O. Writing 1) LA.800.40.01 Create an organizing structure that balances all aspects of the piece and makes

effective transitions between sentences and descriptions to unify key ideas and make the message or theme clear to the reader. (M.L.O. 1.1)



passages, and ideas by revising writing based on given or self-generated criteria and others' experiences. (M.L.O. 1.4)


LA.800.40.06 Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to state purposes. (M.L.O. 1.6)

LA.800.40.07 Write reports for an intended audience and purpose that conveys a clear and accurate perspective on the subject, and that supports the main ideas with facts, details, examples, and explanations. (M.L.O. 1.7)

LA.800.40.08 Write essays for an intended audience and purpose that state the thesis or purpose of the paper, that follow an organizational pattern, and that offer compelling evidence in the form of facts and details to support the thesis. (M.L.O. 1.8)

LA.800.50 Students will demonstrate their ability to WRITE TO PERSUADE by selecting and organizing relevant information, establishing an argumentative purpose, and by designing an appropriate strategy for an identified audience. (M.L.O. Writing 2)







LA.800.50.07 Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific examples. (M.L.O. 2.7)


selecting a form and its appropriate elements (e.g., plot, dialogue, rhyme scheme, etc.) (M.L.O. Language Usage)



LA.800.60.03 Improve the logic of the ideas, word choice, and transitions amo ng paragraphs, passages, and ideas by revising writing based on given or self-generated criteria and others' responses. (M.L.O. 1.3)

LA.800.60.04 Write to express personal ideas that relate a clear, coherent event, situation, and/or storyline by using well-chosen details, that reveal the significance of, or the writer's attitude about the subject, and that purposefully include rhetorical elements, such as figurative language, description, foreshadowing, and symbolism.

LA.800.70 Students will demonstrate their ability to USE THE STRUCTURES AND

CONVENTIONS OF THE ENGLISH LANGUAGE in their written communication. LA.800.70.01 Use English language conventions correctly to communicate clearly, including

• Sentence structure • Punctuation • Capitalization • Grammar and usage

LA.800.70.02 Use language fluently and appropriately for a variety of contexts, purposes, and audiences.

LA.800.70.03 Use conventional spelling in their own writing. LA.800.70.04 Expand vocabulary through organized and systematic study. LA.800.70.05 Explain how words are classified grammatically.

LA.800.80 Students will demonstrate their ability to LISTEN by comprehending and analyzing

information through a variety of mediums. LA.800.80.01 Select a purpose for listening and summarize material heard. LA.800.80.02 Comprehend the content of messages by listening.

LA.800.80.03 Comprehend the intent of speakers by listening.

LA.800.90 Students will demonstrate their ability to COMMUNICATE ORALLY through a variety

of mediums. LA.800.90.01 Self-select a topic, and choose an appropriate form: narrative, persuasive, or

informative, for an oral presentation.

Unit Focus: Appropriate Choices for English Language ArtsUnit Focus: Appropriate Choices for English Language ArtsUnit Focus: Appropriate Choices for English Language ArtsUnit Focus: Appropriate Choices for English Language ArtsUnit Focus: Appropriate Choices for English Language Arts

Educational research has shown clearly that student learning increases when indicators are taughtwithin the framework of a unit focus. Below, are sample types of units that constitute the essence ofthe study of English. Teachers may wish to incorporate each of the units below in the annualinstructional plan.

Author’s Study

In this unit, students learn to recognize and evaluate a specific author’s craft. Students read multipletexts by the same author to determine how this author utilizes literary techniques across texts.

Genre Study

In this unit, students learn to recognize and evaluate the organizational patterns of a speczfic genre.Students read multiple texts in this genre, and then utilize this knowledge to create an original work inthe genre studied.

Period Study

In this unit, students learn to recognize and evaluate how history and culture transform literature.Students read multiple texts from a single, historical period.

Thematic Study

In this unit, students learn to recognize and evaluate how ideas permeate a literary text to create themes.Students read multiple texts with similar themes to evaluate how individual texts create theme.

Research Component

In this unit, students learn to gather information and to analyze its relevance to prior knowledge.Information gathered is then synthesized and shared with others in the community of learners.

Choices in Reading and Writing:

In this unit, students learn to self-select reading materials and writing topics. After self-selecting both ashort and longer prose work to read, students choose a topic to share ideas learned or appreciated as aresult of the reading. This sharing should produce both a written product of the student’s own selectionas well as an oral presentation product. As students actively listen to each other’s presentations, activelistening skills may be taught, practiced, and evaluated. This unit also offers an opportunity to reinforceoral presentation skills.

Critical Perspective

In this unit, students learn how a specific critical perspective shapes literary thought. Students read severaltexts using the perspective tinder study to develop a greater awareness of the criteria by which we mayevaluate literary texts.

Reading in the Content Areas

In this unit, students learn how to construct, extend, and examine meaning when reading to be informedand when reading to perform a task in specific content areas. Students acquire discipline-specific vocabulary,knowledge of text structures and features, and the ability to evaluate the quality’ of informational anddirectional texts.

The Story of English

In this unit, students learn the history of English as a language. Students study the historical developmentof language and how that history has determined the structure and rules of semantics and syntax.

Writer’s Workshop

In this unit, students learn to compose in a variety of forms. Students study how they can effectively convey thoughts,ideas, and deeds through prose and poetry. Skills in development, organization, audience awareness, and language usageare all practiced to further student achievement in writing.

The Language of Standards in Maryland

MSDE

Core Learning Goal or Maryland Learning Outcome:A broad statement of what students should know and be able

to do as a result of their learning experiences.

FCPS

Essential Curriculum Indicator:A statement of what students should know and be able to do at

a particular grade or course level.

Classroom

Lesson Objective:A statement of what students will learn in a lesson

and how thy will demonstrate that learning.

Reading for Literary ExperienceIndicator: Summarize the text.

Grade: 6

Paraphrase/Restatement:

• shorter than original passage• in your own words• includes key points, significant details

Sample Objectives:

• Identify main idea in fiction and non-fiction.• Select key words from a given passage.• List key ideas.• Identify the subject or topic of a paragraph or short passage.• Summarize text to reflect main idea, significant details, and underlying

meaning.• Distinguish between fiction and non-fiction.• examine non-fiction forms• identify elsements of fiction and non-fiction.

Reading for Literary ExperienceIndicator: Identify the author’smessage.

Grade: 6, 7


• Point the author intends to convey

EX: “The Road Less Traveled”Author’s Message = choose the road less traveledTheme = choices affect your life

Sample Objectives:

• Identify main idea and supporting details in fiction and non-fiction.

Reading for Literary ExperienceIndicator: Identify elements of plotand characterization and analyze howthe qualities of the central charactersdetermine resolution of the conflict.

Grade: 6


• Parts of plot (plot diagram)• Types of characterization methods• How are central character(s)’ personality traits important to the problem or

challenge• Connect plot to character

Sample Objectives:

• Describe character• Differentiate between major and minor characters• Analyze character waits• Describe major characters’ speech and behavior• Describe major characters though opinions and reactions of others• Identify flat/round characters• Identify static/dynamic characters• Identify plot elements (introduction, rising action, climax, failing action,

resolution or denouement)• Determine conflicts and resolutions in a narrative• Determine types of conflicts• Identify and locate plot elements• Distinguish between significant and insignificant events• Identify and describe setting• Define setting as time, place, and mood• Identify character traits• Describe physical appearance and personality• Identify character’s motivations and reactions• Identify point of view• Recognize first person narration

Reading for Literary ExperienceIndicator: Analyze characterizationas delineated through a character’sthoughts, words, speech patterns, anddeeds

Grade: 6


• Describe a character through a character’s ideas, actions, speech, and whatothers say about the character.

Sample Objectives:

• Describe character• Differentiate between major and minor characters• Differentiate between the protagonist and the antagonist• Describe a character’s ideas• Describe major characters’ speech and behavior• Describe major characters though opinions and reactions of others• Identify character traits• Describe physical appearance and personality• Identify characters’ motivations and reactions• Identify point of view• Identify characters as flat or round or static or dynamic

Reading for Literary ExperienceIndicator: Evaluate the influence ofculture, ethnicity, and historical erason the themes and issues of literarytexts.

Grade: 6, 7, 8


• Judge how the culture, ethnicity, and history of the reader may influence thereader’s interpretation of a literary text

• Point out the culture ethnicity or history of written text• Find universal themes• Judge how the culture, ethnicity, and history of the author may have influenced

the text

Sample Objectives:

• Recognize diversity factors in fiction and non-fiction• Recognize race, ethnicity, religion, gender, language, socioeconomic status,

age, and individuals with disabilities• Identify cultural, ethnic, and historical concerns in a literary text• Find universal themes• Explain how the culture, ethnicity or history of the author and/or reader

influences the reader’s understanding of the text• Compare and contrast how culture is represented in multiple texts• Compare and contrast the ways themes are expressed in multiple texts

Reading for Literary ExperienceIndicator: Compare and contrastone’s personal view with the author’sview of human experience andcharacter.

Grade: 6, 7, 8


• Tell the similarities and differences between the way one as an individual seesa human experience, and the way an author saw the same experience

• Use prior knowledge to make a personal response/connection

Sample Objectives:

• Identify point of view• Distinguish between 1ST and 3RD person narrator• Identify the author’s message• Determine the author’s purpose• Use during-reading strategies (visualizing, connecting, fix-up strategies)• Use after-reading strategies (summarizing, comparing, contrasting, synthesizing,

concluding)• Identify similarities and differences of two or more items• Examine cause/effect relationships in narration• Examine cause/effect in real life situations• Classify characters• Analyze methods of character development• Develop a character sketch• Identify methods of character development

Reading for Literary ExperienceIndicator: Explain how literaryelemetns reate meaning for readers.

Grade: 6, 7, 8


• Examine how literary elements work to create meaning.

Sample Objectives:

• Identify the following elements and explain how each creates meaning:

Simile, metaphor, personification, foreshadowing, flashback, allusion, symbolism, allegory,irony, hyperbole, character, setting, plot,

• Determine types of conflicts and how they create meaning• Explain how literary elements create theme

Reading for Literary ExperienceIndicator: Explain how the themerepresents a view or comment on life.

Grade: 7, 8


• express how a theme createss meaning

Sample Objectives:

• Identify universal themes in literature• Compare and contrast the ways themes are expressed in multiple texts• Define theme• Recognize a main idea in a piece of fiction• identify theme in a major work

Reading for Literary ExperienceIndicator: Compare and contrast theways similar themes are expressed inmultiple literary works.

Grade: 7, 8


• using tow or more texts, explain the similarities and differences of how a themeis presented in those texts

Sample Objectives:

• Identify universal themes in literature• Compare and contrast the ways themes are expressed in multiple texts• Define theme• Recognize a main idea in a piece of fiction• Identify theme in a major work

Reading for Literary ExperienceIndicator: Compare works that ex-press a universal theme, providingevidence to support the ideas

Grade: 7, 8


• After identifying a universal theme, explain how two or more texts treat thattheme (tell what is similar and what is different)

Sample Objectives:

• Identify universal themes in literature• Compare and contrast the ways themes are expressed in multiple texts• Define theme• Recognize a main idea in a piece of fiction• Identify theme in a major work

Reading for Literary ExperienceIndicator: Compare and contrast themotivations and reactions of charactersfrom different historical eras who con-front similar challenges and situationsand connect them to prior knowledgeor the experiences of others

Grade: 7, 8


• Distinguish the similarities and differences between how two or more charactersact and work within their settings Connect prior knowledge (reader’s own andother’s experiences) to the actions of characters and to the characters’ settings.

Sample Objectives:

• Determine the relationship between setting and other narrative elements• Determine the effect of setting on plot and characters Explore the effective use

of setting as it relates to other narrative elements in assigned works• Analyze character traits (e.g. describe major characters’ thoughts and feelings,

determine the extent to which major characters change; compare and contrastcharacters’ motivations and reactions) Analyze methods of characterdevelopment

• Classify characters (e.g. protagonist/antagonist; hero/villain) Explain howhistory and plot are connected

Reading for Literary ExperienceIndicator: Identify and trace the devel-opment of an author’s argument, view-point, or perspective in text

Grade: 7, 8


• Analyze the rhetorical argument presented in a literary text.• Analyze how a view or vision permeates a text (moves from the beginning, to

the middle, to the end of a text

Sample Objectives:

• Identify and analyze point of view• Distinguish between 1st and 3rd person narrator• Identify the author’s message• Determine the author’s purpose• Examine cause/effect relationships in narration• Examine cause/effect in real life situations• Analyze perspective in a text• Analyze the rhetoric of a literary text• Analyze the viewpoint of the narrative voice

Reading for Literary ExperienceIndicator: Assess the adequacy, accu-racy, and appropriateness of anauthor’s details to support claims andassertions, noting instances of bias andstereotyping

Grade: 8


• Evaluate how a literary text asserts themes and ideas• Analyze how a literary text promotes bias or stereotyping• Analyze how the themes and ideas of a literary text supports bias, prejudicial

thinking, or stereotyping

Sample Objectives:

• Identify point of view• Distinguish between 1st and 3rd person narrator• Identify the author’s message• Determine the author’s purpose• Examine cause/effect relationships in narration• Examine cause/effect in real life situations• Analyze methods of character development• Identify bias, prejudicial thinking, and/or stereotyping in a literary text• Analyze the effect of bias, prejudicial thinking, and/or stereotyping on the

theme of a literary text• Evaluate whether a literary text causes bias, prejudicial thinking, and/or

stereotyping

Reading for InformationIndicator: Summarize text in a mannerthat reflects teh main ideas, significantdetails, and its underlying meaning

Grade: 6


• Write a passage that is smaller than the original text, in your own words,including the main idea and significant details from the beginning, middle, andend of the original text to capture the important information conveyed in thetext

Sample Objectives:

• Identify main idea in non-fiction• Identify significant details to gather information• Use note taking or highlighting to identify key ideas• Paraphrase information from a text• Gather information and details from across a text

Reading for InformationIndicator: Compare and contrastinformation from different articles orprocedures on the same topic

Grade: 6, 7


• Tell similarities and differences between two or more articles or procedures

Sample Objectives:

• Use pre-reading strategies (survey, text features, prior knowledge, questions,purpose, predictions

• Use during reading strategies (visualizing, connecting, fix-up)• Use after reading strategies (summarizing, comparing, contrasting,

synthesizing, concluding)• Identify types of non-fiction• Locate key ideas• Summarize informational texts

Reading for InformationIndicator: Draw inferences, conclu-sions, or generalizations about text andsupport them with textual evidence andexperience.

Grade: 6, 7, 8


• Use prior knowledge and the ideas in the text to support a synthesis of ideas oran analysis of a text

• Form and support an opinion

Sample Objectives:

• Identify main idea and supporting details• Identify and trace the development of an author’s argument in text• Compare ideas in a text with prior knowledge• Synthesize information from two or more texts• Form and support an opinion on an informational topic

Reading for InformationIndicator: Connect and clarify mainideas and concepts and identify theirrelationship to other sources, relatedtopics, or prior experience

Grade: 6, 7, 8


• Find the main idea and connect and relate it to something else that is alreadyknown

• Explain the relationship between the topic you are currently discussing orstudying and the text selection provided

Sample Objectives:

• Identify types of non-fiction• Summarize text to reflect main ideas, significant details, and underlying

meaning• Use prior knowledge to extend meaning of a text• Identify main idea and supporting details in non-fiction• Identify the author’s message• Synthesize main ideas from two or more texts• Explain how two or more texts are related• Explain how the ideas in two or more texts are related

Reading for InformationIndicator: Explain the usefulness oftext

Grade: 6, 7


• Tell how or if the reader can use a text

Sample Objectives:

• Determine audience needs• Identify the author’s purpose• Compare the audience needs and the author’s purpose• Analyze the main idea of a text and compare it to the audience’s needs• Compare the reader’s purpose with the author’s purpose

Reading for InformationIndicator: Analyze the structure andfeatures of functional workplacedocuments, including format, graphics,sequence and headers and how authorsuse these features to achieve theirpurposes and to make informationaccessible and useable.

Grade: 6


• Analyze how organization (structure) and text features (highlighting, boldface,underlined text, captions, graphics, maps, etc.) is used by authors to makeinformation more available or easier to use in documents such as email, memos,tax forms, newspapers, application forms, menus, scientific charts, timelines,pamphlets, maps, and other “workplace documents”

Sample Objectives:

• Identify and explain how the following types of structure make meaning:

Description, narration, comparison, cause-effect, problem-solution

• Identify and explain how the following types of text features makeinformation accessible and useable:

Titles, sub-titles, pictures, captions, graphs, tables, maps, charts, underlining, bold-face,italics, use of all capital letters

Reading for InformationIndicator: Evaluate the usefulness,clarity, and internal consistency of thetext’s organizational structure

Grade: 6, 7, 8


• Examine a text to determine how the structure of a text makes informationmore useful or clear for a reader

• Examine a text to determine of the text’s structure is parallel throughout(internally consistent)

Sample Objectives:

• Determine the organizational structure used (description, narration,comparison, cause-effect, problem-solution)

• Examine how the structure of a text makes meaning• Identify places in a text where inconsistencies in the structure cause

confusion for the reader• Analyze how a text is organized to increase clarity for a reader• Analyze how a text is organized to increase usefulness for a reader• Identify and explain the usefulness of text features used by a specific text

Reading for InformationIndicator: Evaluate text features togain meaning

Grade: 6, 7, 8


• Judge the efficacy or text features (i.e. pictures, title, graphs, etc.) in creatingmeaning for a reader

Sample Objectives:

• Use after reading strategies (comparing, contrasting, synthesizing, concluding)• Identify the text features used by a text• Analyze how specific text features make meaning

Reading for InformationIndicator: Determine the author’spurpose

Grade: 7, 8


• Discover the reason that the author wrote the article or procedures, what theintent of the author was, or what was the main idea the author wished to convey

Sample Objectives:

• Identify main idea in non-fiction• Identify significant details to gather information• Use note taking or highlighting to identify key ideas• Recognize fact and opinion• Gather information and details from across a text

Reading for InformationIndicator: Recognize instances ofpropaganda and persuasive techniques

Grade: 7, 8


• Analyze a text to determine how the author has used bias, stereotypes, logical,ethnical, and emotional rhetoric to persuade the reader

Sample Objectives:

• Identify rhetorical devices (logical, ethical, and emotional)• Determine the purpose of details provided in relation to the main idea• Recognize fact and opinion in non-fiction• Identify an author’s message• Define bias and identify how it appears in non-fiction• Define stereotypes and identify how they appear in non-fiction

Reading for InformationIndicator: Identify and trace thedevelopment of an author’s argument,viewpoint, or perspective in text.

Grade: 7, 8


• Explain the argument, viewpoint, and perspective that the author uses in a textto create meaning

Sample Objectives:

• Develop explanatory paragraphs and multi-paragraph essays using the writingprocess to persuade

• Identify a clear position• Analyze point-of-view• Identify author’s message• Identify and trace the development of an author’s argument• Examine cause and effect relationships in non-fiction• Identify main idea and supporting details in non-fiction• Determine author’s purpose• Identify the intent of a speaker as appropriate to the occasion and audience• Recognize fact and opinion in non-fiction

Reading for InformationIndicator: Assess the adequacy,accuracy, and appropriateness of anauhor’s details to support claims andassertions, noting instances of bias andstereotyping

Grade: 8


• Examine an information text to determine whether the information is reliable(e.g. is it accurate, free from bias or stereotyping, appropriate for the audience,etc.)

Sample Objectives:

• Identify main idea in non-fiction• Identify significant details to gather information• Use note taking or highlighting to identify key ideas• Paraphrase information from a text• Gather information and details from across a text• Determine the author’s purpose and message• Identify the needs of the audience• Compare the audience needs with the author’s intent• Identify instances of bias and/or stereotyping

Reading to Perform a TaskIndicator: Identify how someonewould use the text

Grade: 6, 7, 8


• Tell how to use the text by explaining what the task is to be performed and whysomeone would want to perform that task

Sample Objectives:

• Determine the author’s purpose• Identify the task to be performed• Determine audience needs and how they relate to the task to be performed or

to the author’s purpose

Reading to Perform a TaskIndicator: Compare and contrastinformation from different articles orprocedures on the same topic

Grade: 6, 7, 8


• Explain the similarities and differences of the details or two or more articlesthat are designed to get the reader to perform the same task

Sample Objectives:

• Identify the task to be performed• Determine audience needs and how they relate to the tasks to be performed

or to the authors’ purposes• Compare the steps and materials of two sets of directions• Compare the text features of two sets of directions

Reading to Perform a TaskIndicator: Draw inferences,conclusions, or generalizations abouttext and support them with textualevidence and experience

Grade: 6, 7, 8


• Form and support an opinion about a text or synthesize ideas from a text andprior knowledge or experiences and support the synthesis with text-based ortext-referential support

Sample Objectives:

• Synthesize prior knowledge of how to perform a task with details provided inone or more texts

• Form and support an opinion about a text• Draw conclusions based on details of one or more texts Compare and

contrast steps listed in two or more sets of directions

Reading to Perform a TaskIndicator: Connect and clarify mainideas and concepts and identify theirrelationship to other sources, relatedtopics or prior experience

Grade: 6, 7, 8


• Analyze how a set of directions is related to other sets of directions or toprevious experiences held by a reader

Sample Objectives:

• Determine the author’s purpose• Identify the task to be performed• Determine audience needs and how they relate to the task to be performed

or to the author’s purpose• Use prior knowledge to extend meaning of a set of directions• Compare and contrast two or more sets of dirctions• Explain how individual parts of a set of directions are related to other parts

of that set of directions (e.g. how the steps are related to the materials listedor how the pictures are related to the prose directions)

Reading to Perform a TaskIndicator: Compare and contrastinformation with prior knowledge

Grade: 6, 7, 8


• Explain how one set of directions is similar to or different from other sets ofdirections previously encountered

Sample Objectives:


to the author’s purpose• Compare the materials listed in two or more sets of directions• Compare the steps listed in two or more sets of directions• Compare the text features listed in two or more sets of directions• Compare the end product of two or more sets of directions• Compare previous experiences performing a similar task with the experience

likely to occur if one follows a set of written directions

Reading to Perform a TaskIndicator: Analyze the structure andfeatures of functional workplace docu-ments, including format, graphics,sequence and headers and how authorsuse these features to acheive theirpurppses and to make informationaccessible and useable

Grade: 6


• Analyze the organization and text features used in a set of directions that couldbe used in the workplace

• Determine how the author used the organization and text features to make iteasier for the reader to perform a task

Sample Objectives:

• Identify text features• Analyze how text features are used to make meaning• Identify the organizational structure of a set of directions• Analyze how the organizational structure of a set of directions makes it easier

to perform the given task• Identify the task to be performed• Determine how a set of directions might be used in the workplace• Explain how a task might be useful to a reader

Reading to Perform a TaskIndicator: Evaluate the usefulness,clarity and internal consistency of thetext’s organizational structure

Grade: 6, 7, 8


• Examine a set of directions to determine how the structure of the directionsmakes it easier for the reader to perform the task (usefulness)

• Examine a set of directions to determine how the structure of the directionsmakes it clearer for the reader to understand the procedures (clarity)

• Examine a set of directions to determine if the text’s structure is parallel (internalconsistency)

Sample Objectives:


to the auhor’s purpose• Identify the structure of a set of directions• Analyze the ease of use of the set of directions• Analyze the clarity of a set of directions• Determine if the text structure is parallel

Reading to Perform a TaskIndicator: Reorganize informationfrom different articles or procedures onthe same topic

Grade: 7, 8


• Analyze different sets of directions that ask a reader to perform the same taskand determine how to reformat the procedures to greater advantage for thereader

Sample Objectives:


to the auhor’s purpose• Analyze the organization of the text and text features to determine how they

create meaning

Writing to InformIndicator: Create an organizingstructure that balances all aspects of thepiece and makes effective transitionsbetween sentences and descriptions tounify key ideas and makie the messageor theme clear to the reader

Grade: 6, 7, 8


• Pre-write to organize thoughts before writing• Use key ideas and descriptions• Use transitions between sentences convey a clear message/theme• Use punctuation conventions to convey meaning

Sample Objectives:

• Identify and write narrative and explanatory paragraphs using the writing process• Generate and explore ideas for writing• Employ an organizational plan such as webbing or outlining• Use transitions• Identify time order words in a paragraph• Use correct spelling, capitalization and punctuation• Capitalize first word of a sentence, pronoun I, proper names, proper adjectives,

titles• Use end marks in a series and in letters during the writing process• Recognize and apply rules for grammar, usage, and mechanics• Use quotation marks with other punctuation

Writing to InformIndicator: Reinforce coherence withinand across paragraphs

Grade: 6, 7, 8


• Reinforce clarity in paragraphs and across a text

Sample Objectives:

• Identify and write informational prose using the writing process.• Generate and explore ideas for writing• Employ an organizational plan such as webbing or outlining• Use transitions• Identify time order words in a paragraph• Use sentence-combining techniques to write effective simple, compound,

complex, and compound-complex sentences.• Revise for word choice.• Use an effective organizational pattern for each paragraph.

(e.g. deductive or inductive)

Writing to InformIndicator: Use precise language, actionverbs, sensory details, colorful modifiersand active, rather than passive voice, toenliven written presentations.

Grade: 6, 7, 8


• Use clear language• Use action verbs• Colorful adjectives and adverbs

Sample Objectives:

• Identify and write informational prose using the writing process.• Distinguish between passages of directions and reasons• Use transitions• Edit text• Identify parts of speech (nouns, verbs, adjectives, and adverbs)• Use subject-verb agreement with simple subjects during the writing process.• Expand vocabulary through organized and systematic study.• Revise for word choice• Identify active and passive voice• Revise texts by adding sensory details• Identify how figurative language can enliven informational texts

Writing to InformIndicator: Improve the logic of theideas, word choice, and transitionsamong paragraphs, passages, and ideasby revising writing based on given orself-generated criteria and others’ re-sponses.

Grade: 6, 7, 8


• Organize thoughts and words in order during revision• Revise/check word choice and transitional words• Use peer-editing that relies on teacher-created rubrics and student-created

rubrics.

Sample Objectives:

• Identify and write informational prose using the writing process.• Distinguish between passages of directions and reasons• Use transitions Edit text• Identify parts of speech (nouns, verbs, adjectives, and adverbs)• Use subject-verb agreement with simple subjects during the writing process.• Expand vocabulary through organized and systematic study. Revise for word

choice• Recognize and apply rules for grammar, usage, and mechanics Use correct

spelling, capitalization and punctuation. Use quotation marks with otherpunctuation

• Revise a text using feedback (from others or generated by reflection)

Writing to InformIndicator: Support all statements andclaims with relevant anecdotes, descrip-tions, facts, statistics, and/or specificinformation

Grade: 6, 7, 8


• Use relevant information including anecdotes (short accounts of interesting,often biographical incidents), descriptions, facts, and statistics to supportstatements and claims.

Sample Objectives:

• Identify and write informational prose using the writing process.• Distinguish between passages of directions and reasons• Use transitions• Edit text• Employ an organizational plan such as webbing or outlining• Use correct spelling, capitalization and punctuation.• Use sensory details (appropriate use of modifiers) to extend meaning• Connect all facts or opinions to data.• Use texts to support ideas in composition.

Writing to InformIndicator: Write letters that addressaudience needs, stated purpose, andcontext in a clear and efficient manner,and adhere to stated purposes.

Grade: 6, 7, 8


• Use business letter format• Use friendly letter format• Write clearly• Know appropriate purposes

Sample Objectives:

• Identify and write informational prose using the writing process.• Employ an organizational plan such as webbing or outlining• Use transitions• Edit text• Identify appropriate language choices• Expand vocabulary through organized and systematic study.• Use letter format (business or friendly)• Explain how form, audience, topic, and purpose are used to generate ideas

for a letter.

Writing to InformIndicator: Write reports for and intendedaudience and purpose that conveys aclear and accurate perspective on thesubject, and that supports the main ideaswith facts, details, examples, andexplanations.

Grade: 7, 8


• Write organized, developed reports.

Sample Objectives:

• Select supporting evidence and expand content during writing stage.• Generate supporting details.• Recognize the importance of even elaboration of details.• Organize main ideas, sub-topics and supporting details.• Constnict a topical outline.• Classify main idea and supporting details• Develop informative paragraphs and multi-paragraph essays using the

writing process.• Identify a clear position• Use relevant personal and/or factual information.• Use word processing

Writing to InformIndicator: Write essays for an intendedaudience and purpose of the paper, thatfollow an organizational pattern, and thatoffer compelling evidence in the form offaxts and details to support the thesis.

Grade: 7, 8


• Write organized, developed essays.

Sample Objectives:

• Select supporting evidence and expand content during writing stage.• Generate supporting details.• Recognize the importance of even elaboration of details.• Organize main ideas, sub-topics and supporting details.• Construct a topical outline.• Classify main idea and supporting details• Develop informative paragraphs and multi-paragraph essays using the

writing process.• Identify a clear position• Use relevant personal and]or factual information.• Use word processing• Select sources• Document information• Identify relevant and irrelevant details

Writing to PersuadeIndicator: Write letters that addressaudience needs, stated purpose, andcontext in clear and efficient manner, andadhere to stated purposes.

Grade: 6, 7, 8


• Use business letter format• Use friendly letter format• Write clearly• Know approporiate purposes• Address audience needs through word choice, style, and tone.

Sample Objectives:

• Identify and write persuasive prose using the writing process.• Make appropriate language choices.• Use consistent verb tense during the writing process.• Use deductive or inductive organization.• Write a position statement.• Support an opinion using logical, emotional, or ethical arguments.• Use rhetorical devices to persuade others.• Identify audience needs and wants.

Writing to PersuadeIndicator: Write to persuade an intendedaudience by selectin an appropriate formthat makes a clear and knowledgeablejudgement and supports arguments withdetailed evidence, examples, andreasoning.

Grade: 6, 7, 8


• Form and support an opinion (position statement)• Use relevant information including anecdotes (short accounts of interesting,

often biographical incidents), descriptions, facts, and statistics to supportstatements and claims.

• Analyze an audience’s needs and create an arguement that meets those needs• Select a form that matches the objective of a persuasive piece of writing

Sample Objectives:

• Identify and write persuasive prose using the writing process• Employ an organizational plan (deductive or inductive)• Use transitions• Edit text• Identify audience needs and wants• Support an opinion using logical, emotional, and/or ethical arguments• Use rhetorical devices to persuade others.• Use texts to support an argument

Writing to PersuadeIndicator: Create an organizing structurethat balances all aspects of the piece andmakes effective transitions betweensentences and descriptions to unify keyideas and make the message or themeclear to the reader.

Grade: 7, 8


• Organizing structure - See resource guide for definition• Pre-write to organize thoughts before writing• Use key ideas and descriptions• Use transitions between sentences convey a clear message/theme

Sample Objectives:

• Select supporting evidence and expand content during writing stage.• Generate supporting details• Recognize the importance of the even elaboration of details• Organize main ideas, sup-topics and supporting details• Construct a topical outline• Classify main idea and supporting details• Use correct spelling, capitalization and punctuation• Make appropriate language choices• Develop multi-paragraph essays using the writing process

Writing to PersuadeIndicator: Reinforce coherence withinand across paragraphs.

Grade: 7, 8


• Reinforce clarity in paragraphs

Sample Objectives:

• Select supporting evidence and expand content during writing stage.• Generate supporting details to support a position• Recognize the importance of the even elaboration of details• Organize main ideas, sup-topics and supporting details to persuade an

audience• Construct a topical outline• Classify main idea and supporting details• Use correct spelling, capitalization and punctuation• Make appropriate language choices• Add, substitute, delete, and rearrange elements during the revision stage.• Identify clear position• Use transitions

Writing to PersuadeIndicator: Use precise language, actionverbs, sensory detail, colorful modifiersand active rather than passive voice toenliven written presentations.

Grade: 7, 8


• Use clear language• Use action verbs• Colorful adjectives and adverbs

Sample Objectives:

• Make appropriate language choices• Identify and use prepositional phrases and appositives during the writing

process• Identify pronoun cases• Expand vocabulary through organized and systematic study• Add sensory details to texts• Identify active and passive voice and choose the appropriate voice• Revise test using precise language• Use simile, metaphor, and personification in composition including creative

writing• Use correct spelling, capitalization and punctuation• Recognize and apply rules for grammar

Writing to PersuadeIndicator: Improve the logic of theideas, word choice, and transitionsamong paragraphs, passages, and ideasby revising writing based on given orself-generated criteria and others’responses.

Grade: 7, 8


• Organizing structure - See resource guide for definition• Organize thoughts and words in order during revision.• Revise/check word choice and transitional words• Use peer editing that relies on teacher-created rubrics and student created

rubrics.

Sample Objectives:

• Select supporting evidence and expand content during writing stage.• Generate supporting details.• Recognize the importance of the even elaboration of details.• Organize main ideas, sup-topics and supporting details to persuade an

audience.• Construct a topical outline.• Use subject-verb agreement with compound subjects and with intervening

phrases during the writing process.• Use correct spelling, capitalization and punctuation.• Make appropriate language choices.• Recognize and apply rules for grammar.

Writing to PersuadeIndicator: Support all statemetns withrelevant anecdotes, descriptions, facts,statistics, and/or specific examples.

Grade: 7, 8


• Use relevant information including anecdotes (short accounts of interesting,often biographical incidents), descriptions, facts, and statistics to supportstatements and claims.

Sample Objectives:

• Identify and write persuasive prose using the writing process• Employ an organizational plan (deductive or inductive)• Use transitions• Edit text• Identify audience needs and wants• Support an opinion using logical, emotional, and br ethical arguments• Use rhetorical devices to persuade others.

Writing for Personal ExpressionIndicator: Create an organizing structurethat balances all aspects of the piece andmake effective transitions betweensentences and description to unify keyideas and make the message or themeclear to the reader.

Grade: 6, 7, 8


• Organizing structure - See resource guide for definition• Pre-write to organize thoughts before writing• Use key ideas and descriptions• Use transitions between sentences to convey a clear message/theme

Sample Objectives:

• Use writing process.• Generate supporting details.• Employ an organizational plan such as webbing or outlining.• Identify time order and place in a paragraph.• Use correct spelling, capitalization and punctuation.• Make appropriate language choices.• Recognize and apply rules for grammar, usage, and mechanics.• Expand vocabulary through organized and systematic study.• Use consistent verb tense during the writing process.• Use sentence combining to unify key ideas.• Identify types of paragraphs and how each type is used to create meaning.

Writing for Personal ExpressionIndicator: Use precise language, actionverbs, sensory details, colorful modifiers,and active, rather than than passivevoice, to enliven written presentations.

Grade: 6, 7, 8


• Use language that is accurate and exact• Use details that appeal to the five senses• Construct sentences in which the subject performs the action (active voice)

Sample Objectives:

• Use writing process.• Distinguish between passages of directions and reasons.• Use transitions• Edit text• Identify subject and predicate• Use subject-verb agreement with simple subjects during the writing process.• Identify parts of speech. (modifiers and verbs)• Use correct spelling, capitalization, and punctuation.• Make appropriate language choices.• Expand vocabulary through organized and systematic study.• Identify active and passive voice and determine the function of each.• Utilize sensory details to create descriptive prose.

Writing for Personal ExpressionIndicator: Improve the logic of theideas, word choice, and transitionsamong paragraphs, passages, and ideasby revising writing based on given orself-generated criteria and others’responses.

Grade: 6, 7, 8


• Organize thoughts and words in order during revision• Revise/check word choice and transitional words• Use peer-editing that relies on teacher-created rubrics and student-created

rubrics.

Sample Objectives:

• Identify and write narrative and explanatory paragraphs using the writingprocess.

• Distinguish between passages of directions and reasons• Use transitions• Edit text• Identify parts of speech (nouns, verbs, adjectives, and adverbs)• use subject-verb agreement with simple subjects during the writing process.• Identify appropriate language choices.• Expand vocabulary through organized and systematic study.• Revise for word choice• Recognize and apply rules for grammar, usage, and mechanics• Use correct spelling, capitalization and punctuation.• Use pronoun-verb and pronoun-antecedent agreement.• Use relevant personal and/or factual information.

Writing for Personal ExpressionIndicator: Write to express personalideas that relate a clear, coherent eventsituation, and/or storyline by using well-chosen details, that reveal the signifi-cance of, or the writer’s attitude abouthte subject, and that purposefully includerhetorical elements, such as figurativelanguage, description, foreshadowing,and symbolism.

Grade: 6, 7, 8


• Use important details to express personal ideas in a story or situation.• Use figurative language.

Sample Objectives:

• Use the writing process.• Develop narrative using sensory details (well-chosen details)• Use rhetorical elements to enhance narrative• Identify rhetorical elements• Use simile, metaphor, and personification

English Language Conventions:Use standard English language conven-tions correctly to communicate clearly,including:• Sentence structure• Punctuation• capitalization• grammar usage

Grade: 6, 7, 8


• Use standard English skills correctly to write clearly.

Sample Objectives:

• Identify parts of speech• Use subject-verb agreement with simple subjects during the writing process.• Identify subject and predicate• Use correct spelling, capitalization, and punctuation• Recognize and apply rules for grammar, usage, and mechanics• Make appropriate language choices• Use pronoun-verb and pronoun-antecedent agreement during writing process.

English Language Conventions:

• Use language fluently andappropriately for a variety of contexts,purposes, and audiences.

Grade: 6, 7, 8


• Use standard English language correctly to write clearly.

Sample Objectives:

• Identify appropriate language choices• Expand vocabulary through organized and systematic study.• Word, origins, word relationships, historical and literary context clues• Recognize, read, pronounce and use words fluently, in and out of context to an

increasingly greater degree than at previous grade level.


• Use conventional spelling in personalwriting.

Grade: 6, 7, 8


• Use correct spelling skills.

Sample Objectives:

• Use correct spelling, capitalization, and punctuation.• Recognize and apply rules for grammar, usage, and mechanics.• Recognize how prefixes, suffixes, syllabification or roots influence conventional

spelling of words.


• Expand vocabulary through organizedand systematic study.

Grade: 6, 7, 8


• Increase ability to recognize the meaning of words in context.

Sample Objectives:

• Expand vocabulary through organized and systematic study.• Word origins• Word relationships• Historical and literary context clues.


• Explain how words are classifiedgrammatically.

Grade: 6, 7, 8


• Definitions fo the parts of speech.

Sample Objectives:

• Use the parts of speech.


1. Identify the indicator(s) you plan to teach and assess the student needs with regard to theindicator(s)

Indicator(s):


Unit Focus:


Assessment:

Scoring Tool:

4. Develop objectives for the lessons

5. Develop Summatiive Assessments and Scoring Tools for the Objectives

6. Choose appropriate strategies and techniques for teaching each objective

7. Plan the activities (direct instruction, guided practice. independent practice, independent assessment, summary)for the lesson

DirectInstruction:

GuidedPractice:

IndependentPractice:

Independent Assessment (see box #5 for daily lessons; box # 3 for end of unit)

Summary Activity for DailyLesson:


1. Identify the indicator(s) you plan to teach and assess the student needs with regard to theindicator(s)

Indicator(s): Explain how literary elements create meaning for readers


Unit Focus: Genre Study


Assessment: You are the editor of the school literary magazine. Your job is to find appropriate shortstories and poems to publish in the quarterly magazine. You are to create a magazine issue that will teachothers in the school how literary elements create meaning. For the issue, identify, excellent examples ofpreviously published works. Write a brief annotation for each selection to explain how the chosen workdemonstrates a literary element and how that element may create meaning for the reader.

Scoring Tool: This response gives evidence of the reader’s ability to explain how literary elements createmeaning when reading for literary experience.

4. Develop objectives for the lessonsStudents will be able to analyze how setting creates meaning in literary worksStudents will be able to analyze how characterization creates meaning in literary worksStudents will he able to analyze how plot creates meaning in literary worksStudents will be able to analyze how symbolism creates meaning in literary works

5. Develop Summatiive Assessments and Scoring Tools for the ObjectivesAs editor of the school literary magazine, it is your job to find appropriate poems to print each issue. For theWinter issue, you want to find poems that capture the spirit of the season. You decide to find poems that create awinter setting. Find one or two poems that create a Winter Setting and write a brief note to the other members ofthe editorial staff to explain how the setting of the poem(s) chosen helps to capture the meaning of the winterseason.Scoring Tool: Use Reading Scoring tool with stem indicator:

This response gives evidence of the reader’s ability to explain how the literary element, setting createsmeaning when reading for literary experience.

6. Choose appropriate strategies and techniques for teaching each objective

Preview poetryIdentify text features in poetry (e.g. stanzas, verses)Define setting using a literary dictionary

7. Plan the activities (direct instruction, guided practice. independent practice, independent assessment,summary) for the lesson

Direct Instruction: Preview a few poems that create setting of summer. Identify text features ul poetry.Define setting. Gather ideas on types of words that would be used to create setting. Demonstrate how asingle poem creates the setting of summer and explain how setting creates meaning.

Guided Practice Students work in teams of three to analyze additional poems that create setting of summer.Each team finds one poem that they believe captures the setting of summer and writes how setting ofsummer creates meaning of the poem. Teams pair with other ream and share.

Independent Practice: Do as independent assessment

Independent Assessment (see box #5 for daily lessons; box # 3 for end of unit)

Summary Activity for Daily Lesson: Choose three students to state how setting in poetry creates meaningFor readers.

Reading in the Content Area II:Indicator Language

What does this mean anyway???????????

Reading for Information:1. inferences. conclusions, generalizations… through comprehension, what did

the author tells you?2. to just compare or to just contrast... means to do both even if both are not

mentioned3. prior experience… asks the students to think about a situation that they have

been in. one that they may have beard about from a friend. OR one thatthey can make up or imagine that will FIT the situation

4. author s purpose... 1.) the reason that the author wrote the article orprocedure; what did he intend to tell the reader + 2.) an if be/she wrote topersuade, inform, or to tell about a personal experience

5. connect and clarify… explain the relationship between the topic you arecurrently discussing and the text selection given

6. usefulness of text… means to recognize how useful the text is to the reader,who the possible audience is, and bow the text features assist theusefulness of the text

7. stereotyping... simply refer to the three main types of exaggeration,generalization, and labeling

8. text ?c organizational structure.... the way the author presents the writteninformation- 1.) description 2.) sequence 3.) comparison 4.)cause andeffect 5.) problem solution

9. text features.... titles, sub-titles, pictures. captions, development of theparagraph, graphs. tables....

10. workplace documents… newspapers, applications, menus, scientificcharts, time lines, pamphlets, keys, maps, table of contents, textbookformat

Reading to Perform a Task:(much of the language is the same with this purpose)

11. reorganize the information... take apart the procedure and critically analyzethe steps and how they have been formed

12. text features... title, material list, short, detailed , numbered steps, step bystep pictures, finished product...

13. text’s organizational structure.... more informal than the informationalsuggestions— top to bottom, easy to follow, in steps, pictures nearappropriate step..

Sample Unitsand Lessons

SUGGESTED 90 MINUTE LESSON MENU

• Set the learning environment

• Present lesson objectives and course indicators

• Engage students

• Develop skills/concepts

• Practice/shape/reinforce

• Provide purposeful movement (crucial)

• Include opportunities for internalizing and reflecting

• Relate to practical, realistic experiences

• Provide closure

WHAT WE DID IN 45 MINUTES

We used to…

• teach one lesson.• plan in this sequence: objectives,

activities, summary.• have teacher centered lessons.• be curriculum/unit driven.• teach one core activity.• activity, i.e. 20 questions instead of 10.• teach isolated concepts.• take several days to teach complex

concepts.• use traditional assessments.• have “adequate” planning time.• be able to “wing” a lesson.• have more contact with other teachers.• rely on old dittos.

WHAT WE DO IN 90 MINUTES

But now we…

• know we can’t piggyback two 45 minutelessons.

• plan in this sequence: indicators,assessments, activities.

• have student-centered lessons.• are outcome/indicator driven.• teach one core activity plus enrichment

or multiple activities. We DON’TSTRETCH one.

• prioritize and connect concepts.• can teach a complex concept intact.• have added ongoing alternative

assessments.• never have enough planning time.• must thoroughly plan.• have limited contact with other teachers.• must be original and creative.• be prepared with enrichment activities• use more varied materials and

technology.• expect trial and error.• experiment and enjoy.

SET THE LEARNING ENVIRONMENT (DOL 1)

! Greetings – “How are you doing?”

! Room environment:! visuals, lighting, temperature! friendly bulletin boards! display of student work! music

! Establishment of confidence level in students

! Room arrangement

! Positive reinforcements

! Classroom procedures

! Modeling of interpersonal skills

! Awareness of the different learning styles of students

ENGAGE STUDENTS (DOL 2)

• Talk time• Connection to prior knowledge (KWL)• Motivation (warm-up activities)• Demonstration to arouse curiosity• “What’s in the bag?” What’s my name? (20 questions)• Skits• Show and tell• News articles• Drill and review• “Hands on” activities

a. Manipulativesb. Technological devices

• Video• Concept attainment - Miss McGillicuddee (find a pattern)• Thinking skill game (Creative Growth Games - see Works Cited page)• Energizers and Icebreakers - (see Works Cited page)• Homework review• “What if …?”• Presentation of problem to be solved• Mnemonics (e.g. Roy G Biv - colors of the spectrum)• Students paraphrase the drill• Pair/share• Listening activity• Procedural discovery• Sell critique

Topics are placed around the classroom. The class is broken down intoequal numbered groups. Each group will it spend a given time at eachtopic adding to that list. Students brainstorm in order to create listswhich will advance an Idea/topic. Within groups students are able toanalyze what other groups have done as well as discuss and developideas of their own.

After each group has been given a chance to add to each topic, the classas a whole will took at and discuss the final products.

Each person receives 3 colored dots or stickers. Students return to thecharts and place the dots next to the items they think are most important.

Each small group reconvenes to make at least 3 statements whichincorporate those ideas receiving the most votes.

Each group records its sentences. The large group chooses the statementswhich best reflect the concept.

Gallery Walk Four Corners

Dimensions of Learning2 - Acquiring and Integrating Knowledge3 - Extending and Refining Knowledge5 - Develop Productive Habits of Mind

DiversityGroups can be set up to reinforce advantages of diversity

Each corner of the room is labeled (e.g. Characters fromTo Kill A Mockingbird Addicus Finch, Boo Radley, Scout, Jem).Students are asked a question (e.g. Which —character bestrepresents your altitudes towards prejudice?) Reflect, then moveto the corner that most accurately reflects the answer/belief/opinion/stance. Students list reasons for their choices, then share

Dimensions of Learning2 - Acquiring and Integrating Knowledge3 - Extending and Refining Knowledge5 - Develop Productive Habits of Mind

NOTES:

Jigsaw

Students are assigned to groups and given individual and groupassignments. They work independently or with members fromother teams to master the topic. Students do a round robinwithin the teams to share/teach the new knowledge with theirteammates.

Dimensions of Learning2 - Acquiring and Integrating Knowledge5 - Develop Productive Habits of Mind

Balloon Activity

All students receive a balloon. They blow it up and write aword or statement reflecting what they learned that day. Bal-loons are tossed and batted around. Upon a signal, studentscatch a balloon. Catcher reads the word/statement and thewriter explains it.

Dimensions of Learning2 - Acquiring and Integrating Knowledge

NOTES:NOTES:

Grouping Sticks

Use tongue depressors coded on both sides to divide the classinto groups.

SHAPE HAPPY/SAD COLOR

LETTER NUMBER CARD SUIT

Set the sticks up toform groups as you desire. For example-ifyou wanted the class in 4 groups, you would use the card suits,2 groups the happy/sad, etc.

Inside Outside Circle

Students stand in two concentric circles. The inside cirle facesout; the outside circle faces in. Each student gets a flash card.on the front is a question, on the back is the answer. Thestudents ask the person across from them the question. Afterstudents have had sufficient time to answer, the circles rotate inthe opposite directions until the teacher signals to stop. Thequestioning process is repeated.


NOTES:

A 5

NOTES:

Classification Relay

Students form relay teams and are given index cards, pictures,etc. that need to be classified. Rules should be established e.g.,walking, hopping, etc. Students will race the clock to placetheir cards in the receptacles that have been labeled with theclassification titles, e.g., food groups, geometry angles/shapes,parts of speech, elements of design, etc.

Dimensions of Learning3 - Extending and refining Knowledge5 - Develop Productive Habits of Mind

Continuum

Take A Stand

The teacher makes a statement, then draws a number line from(1-6) somewhere in the roon, explaining that 1 represents“agrees stongly” and 6 represents “disagrees stongly.”Studetnswalk to the location along the number line that best representstheir feelings. Students on the ends try to convice students inthe middle to move to their sides. If students change opinions,they may move their position in the continuum.


3 - Extending and refining Knowledge5 - Develop Productive Habits of Mind

NOTES:NOTES:

Make an Appointment

Students make appointments with classmates and record thoseappointments on a clock graphic. At the signal, students meetwith their appointments to discuss and compete a given task,discus collabooratively, and then move to the next appointment.Each subsequent appointment may extend and refine knowl-edge.


3 - Extending and refining Knowledge

Methods of Assessment

LINE UP BY...

Teacher should observe that each student listens and followsdirections. Teacher may observe that students are in their corrctplaces in the line. Teacher asks students to expalin the processthey used to determine their place in line using “think aloud”process. Teacher should assess students interacting successfully.

NOTES:

Include Opportunities for Internalizing and Reflecting

! Journal – Stream of Consciousness (What do I understand? What don’t I understand?Am I focused? What can I do to do better?) Computer lab

! Learning log – (could be done on a computer)

! Think/pair share

! Graphic organizer

! Self assessment: “What if…?” questions, brag bag

! Creation of an analogy

! Concept map

! Speak – write activity

! Creation of problem and/or test question

! “I still need to know…”

! Illustration

! Recorded thoughts on a cassette (for foreign language or less able writers)

! Written steps for problem solving

! Sponge activity

! KWL – “What do I still want/need to know?” “What have I learned?”

! Checklist of thoughts, ideas, feelings

! Reconsideration of original problem

! See workshop members for an explanation.

1) Unit:

Using theme to study injustice. (Short stories from Language of Literature)

2) FCPS Indicators:

Reading for Literary Experience

Outcome # 1.1

Summarize the story

Outcome #1.6

Compare and contrast your personal view of injustice with the view of injustice asdescribed in the story.

3) Unit Focus

Use the theme of injustices to develop student’s ability to properly read for the literaryexperience.

See attached student workbook.

4) Summative Assessment

• Summarize the short story ‘Thanksgiving in Polynesia.”

• Compare and contrast your personal view of injustice with the view of injustice asdescribed in the story.

5) Expected Student Responses

Summarize the short story ‘Thanksgiving in Polynesia.”

“Thanksgiving the day when snobby Aunt Rhea and her goody-goody family come tovisit is always a trial for Missy’s family. This year

Missy’s mother is so nervous that she snaps at Missy, who hides in her parent’sbedroom and plans to escape to Polynesia in the Pacific Ocean. Just as Missy is leavingthrough the window, the doorknob turns. She hides under the bed and watches herbrother come in and start to crawl out of the same window. When the doorknob turnsagain, he joins Missy under the bed. This time their mother is the one trying to escape.She lies down on the bed until ... the door opens again! Now their father comes in anddiscovers his wife biding in the closet. As she complains about her awful day, thechildren speak up from their hiding place. Desperate, the family considers a mass escapefrom Aunt Rhea but instead settles for another Thanksgiving with her.”

(p. 303, Summary, The Language of Literature, Teacher’s edition 1997)RLE Score: 2LU Score: 2

Compare and contrast your personal view of injustice with the view of injustice asdescribed in the story. Use evidence from the text to support your answer.

In the short story, “Thanksgiving in Polynesia”, the main character, Missy, wastreated unfairly by her mother, Sara. Like Missy, I’ve had to accept the injustice ofmy mom when she was mad at me for no good reason. The same sort of thing hashappened at school in one of my other classes when I got in trouble for something Ididn’t do.

Missy got in trouble because her mom didn’t like the way she cleaned her room. DoI know how that feels? My mom is always on my case about cleaning my room andmaking my bed. If it’s not perfect I have to do it, “until you get it right.” When I tellher that, ‘You don’t have to sleep in my room, so what’s the big deal anyway?” Shegets really mad and grounds me for talking back. That’s one thing Missy and I dodifferently I talk back a lot to my mom, so when I get in trouble I sometime deserveit.

However, Missy shouldn’t have gotten in so much trouble. Her mom was mad atAunt Rhea and took it out on Missy. Missy’s mom even admits that she was toostrict on page 308 when she said, “‘Plus, I’ve been yelling at the kids for nothing.Well not nothing...’ “Getting yelled at unjustly will happen to me when my mom isangry with my dad. My parents and divorced and don’t always get along. Sometimesmy dad will drive my mom crazy with things he says. Then my mom will be upsetwith me for something like not cleaning the dishes right away. The same sort of thinghappens in school too. This teacher I have won’t let kids go

sharpen their pencil if you break it. She says, “You should have comeprepared for class.” Then, if you ask someone else for a pencil so you can doher stupid work, she makes you stay in for lunch detention for talking.

In the story, Missy faced injustice because her mom took out her anger on her. I’ve facedthe injustice of being treated unfairly at home and at school. Injustice stinks.

RLE Score: 2LU Score: 2

6) Scoring Tool

The response demonstrates the reader’s ability to summarize the text.2 The response demonstrates sufficient evidence of connections, extensions

and/or examinations of meaning. The reader uses text support to providesufficient evidence when summarizing the text. The response is text-based and/or text referential.

1 The response demonstrates limited evidence of connections, extensionsand/or examinations of meaning from a set of directions. The reader usedtext support to provide limited evidence when summarizing the text. Theresponse is text-based and/or text referential.

0 Other

Language in Uses Rule2 Consistently uses word and sentence order and language choices to

express meaning with style and tone. Text conveys uniform impression ofcorrectness and any errors that are present represent risk-taking.

1 Sometimes uses word and sentence order and language choices to expressmeaning with style and tone. Text generally conveys impression ofcorrectness and errors may or may not represent risk-taking.

0 Rarely or never uses word and sentence order and language choices to expressmeaning with style and tone. Text appears error-ridden.

* correct usage, punctuation, spelling, and capitalization.

The response demonstrates the reader’s ability to draw conclusions and generalizationsabout injustice and support them with textual evidence and Experience.

2 The response demonstrates sufficient evidence of cormections, extensions, and/or examinations of meaning. The reader uses text support to provide sufficientevidence when drawing conclusions about the text. The response is text-basedandlor text referential.

1 The response demonstrates limited evidence of connections, extensions and/orexaminations of meaning from a set of directions. The reader used text supportto provide limited evidence when drawing conclusions about the text. Theresponse is text-based and/or text referential.

0 Other

7) Daily Objectives

• Students will construct, extend, and examine meaning when reading forliterary experience.

• Students will write a summary.

• Students will draw conclusions and generalizations about injustice and supportthem with textual evidence and their own experience.

Examining Injustice:by

Developing Interpretation and Personal Responsesto reading using thematic study.

1) What do I need to do?

a. Read this bookletb. Complete all of the assigned activities.c. Turn in your work on time.

2) How much time is involved?

a. You will have ____ days from the start to finish not including weekends.

b. I started on ____________________________________ and will finish on__________________.

Name:

Date:

Period:

Teacher:

3) What will I need to read?

a) To study the theme of injustice you will read a total of three pieces of literature.

Read

• Abd al-Rahaman Ibrahima”, from Now Is Your Time (p. 257)

Choose two short stories from the list below:

• “Eleven” (p. 271)

• “User Friendly” (p. 277)

• ‘The Summer of the Beautiful White Horse” (p.291)

b) To test your understanding of theme you will read “Thanksgiving in Polynesia”(p.302)

4) What will I need to write?

a) You will write three sets of responses that proves you havei) Read for Informationii) Read for Literary Experience

b) You may be asked to take to a reading check quiz.

c) You will have the chance to rewrite all of your Reading for Information, arid Readingfor Literary Experience responses once we have checked them in class.

d) After you have completed all of the practice responses, you can choose one responseyou would like to have graded. If you fail to complete at lease one draft of all threeof the responses, you will automatically receive a “D” for your practice work andwill not be able to earn more than “B” on the test.

5) What is my homework?

a) All of the work for this unit ‘viii be done in class.b) If you are absent, when we work on this unit, you can make up the missed time

during Thursday tutoring. If this causes a conflict, please feel free to discuss thismatter privately with your teacher,

6) Do I have to type my answers?

a) No, you do not need to type your answers. You will not be given extra credit fortyping.

b) You must write your answers in your best cursive unless given permission to thecontrary,

7) Can I double-check my work?

a) You can have a peer, or an adult, or your teacher double-check what you havewritten before you turn it in.

b) You should turn in only your best work.

c) If you follow the rubric and seriously check your work instead of looking at itand saying to yourself, “Yea, I checked it,” you should earn a very high mark.

8) Can I earn extra-credit?a) No, there is not extra credit involvedb) If you follow all of the directions, use the rubrics to check your work, you will

not need extra credit.

9) How will I be graded?

a) You will earn two grades for this unit. One test grade and one notebook grade.

b) If you properly use the attached rubrics and scoring tools for each graded assignment,you should earn two very high grades.

10) What are the activities my teacher will ask me to complete?

a) After reading “Abd al-Rahaman Ibrahima”, from Now Is Your Time (p. 257)complete these Reading for Information activities:

i) Outcome #2.1Summarize the story “Abd al-Rahaman Ibrahima”, from Now Is Your Timeand the story from A Long hard Journey.

ii) Outcome #2.3Draw a conclusion or generalization about fairness in the story “Abd al-Rahaman Ibrahima”, from Now Is Your Time. Support your conclusion orgeneralization with textual evidence and/or your personal experience.

b) After reading two of the following fictional stories: “Eleven,” “User Friendly,” or“The Summer of the Beautiful White Horse” complete these Reading for LiteraryExperience activities for each story.

i) Outcome # 1.1Summarize the story.

ii) Outcome #1.6Compare and contrast your personal view of fairness with the stories viewof injustice. For “Eleven” think about Rachel’s feeling about becomingeleven. For “User Friendly” think about which character experiences themost injustice. For “The Summer of the Beautiful White Horse” thinkabout why John Byro does not take away the horse when he recognizes it.

c) For your test complete these Reading for Literary Experience activities for“Thanksgiving in Polynesia.”

i) Outcome # 1.1

Summarize the short story “Thanksgiving in Polynesia.”

ii) Outcome #1.6

Compare and contrast your personal view of injustice with the view ofinjustice as described in the story.

Wait for instructions when you should move on.

Task A

Directions

Complete Activiy 1.

Activity 1 45 Minutes

Read and then summarize the passage “Abd al-Rahaman Ibrahima”, from Now Is YourTime and the story from A Long Hard Journey. (p.257).


• Review the passage “Abd al-Rahaman Ibrahima”, from Now Is Your Time and thestory from A Long Hard Journey. (p.257).

• Draw a conclusion or generalization about fairness in the story “Abd al-RahamanIbrahima”, from Now Is Your Time. support your conclusion or generalization withtextual evidence and/or your personal experience.

Activity 3 (Optional)

Rewrite Activity 2

Task B

Directions

Complete Activiy 4.


Read and then summarize the story “Eleven” (p.271).


• Review the story “Eleven”.

• Compare and contrast your personal view of fairness with the story’s view of injustice.Think about Rachel’s feeling about becoming eleven.


Rewrite Activity 5

Task C

Directions

Complete Activiy 7.


Read and then summarize the story “User Friendly” (p.277).


• Review the story “User Friendly ”.

• Compare and contrast your personal view of fairness with the story’s view of injustice.Think about which character experiences the most injustice.


Rewrite Activity 8

Task D

Directions

Complete Activiy 10.


Read and then summarize the story “The Summer of the Beautiful White Horse” (p.291).


• Review the story “Summer of my Beautiful Horse”.

• Compare and contrast your personal view of fairness with the story’s view of injustice.Think about why John Boro does not take away the horse when he recognizes it.

You may not go back.


Rewrite Activity 11

Quiz

Examining Injustice

On your own paper complete the following activities:

1. Summarize the short story “Thanksgiving in Polynesia.”

2. Compare and contrast your personal view of injustice with the view ofinjustice as described in the story.

Paper Folding Center

READING TO PERFORM A TASK&

WRITING TO PERSUADE

by

Jeanne Crider, GTJMS ArtDarwin Petras, GTJMS 6th LA

1) FCPS Indicator

a) Outcome #3.7 Reading for Information (Task C, Activity 3)i.)Evaluate the usefulness, clarity of the texts organizational structure.

b) Outcome #3.3 Reading for Information (Task C, Activity 4)i.) Draw conclusions and generalizations about the text and support with evidence

from the text

c) Outcome #3.4 Reading for Information (Task D, Activity 5)i.) Clarify main ideas and concepts and their relationship to prior experience.

d) Outcome #5.2 Writing to Perform a Task (Task E, Activity 6B)i.) Write to persuade an intended audience by selecting an appropriate form that

makes a clear and knowledgeable judgment and supports arguments with detailedevidence, examples, and reasoning

e) Outcome #6 Language Usage (Language Usage Rubric)i) Use language fluently and appropriately for a variety of contexts purposes, and

audiences

2) Lesson Focus

a) Integrate arts into the regular curriculumb) Teach appropriate responses to Reading to Perform a Task and Writing to Persuade

activities.

3. Summative Assessment

Name:

Date:

Period:

Teacher:

STUDENT ANSWER BOOK


READING TO PERFORM A TASK&

WRITING TO PERSUADE

Introduction:

We will be working on a paper folding center in our classroom. When students have freetime, they will be able to go to this center on their own. Your teacher would like your helpin choosing which type of paper folding activity your class will do. You can choosebetween origami or paper airplane folding. First, you will preview two activities from eachunit. Then you will complete one of the activities to help you decide whether your class willcontain an origami center or in a paper airplane folding center. Finally, you will write aletter to persuade your teacher to agree with your choice.

Task A

Directions:

Today you will be reading to perform a task. When you read to perform a task, you willread to compare and contrast information from different directions on the same topic, andclarify main ideas about those topics. Take three minutes to preview, look over, the two setsof directions you may choose from. You will not have time to complete more than oneactivity today and may not change activities in the middle of the task, so choose wisely.When you have finished your preview, complete Activity 1. After completing Activity 1,stop and wait for further directions.


Write the name of the activity you will complete today on the line below:


Task B

Directions:

You will have 8 minutes to read the directions you chose in Activity 1. When you havefinished, stop and wait for further directions.


Did you read the directions?

Circle: Yes No


TASK C

DirectionsYou will now have 16 minutes to complete Activity 2 and Activity 3.

Activity 3 [3.7] 8 Minutes


What conclusions or generalizations about the art of paper folding from the directions canyou make? Support them with textual evidence.


TASK D

Directions

You will now have 10 minutes to complete Activity 5. use an illustration and words toshare your thoughts about what you have read.


Create a sketch or picture to clarify the directions. Be sure your illustration is differentfrom the one(s) included in the directions you read. Label your drawing.


TASK E

Directions

You will now have eight minutes to build the object you selected in Activity 1 and com-plete Activity 5. Everyone will start at the same time. When your teacher tells you start,begin.


Where you able to successfully complete the paper folding activity you choose?

Circle: Yes No


TASK F

Directions

Now you have had a chance to think a bit about the activity you completed. it is time todexide if we should have as a paper folding center in our class. Think about whether or notyou liked or did not like the activity you competed and why. Think about why others in theclass might want to do this and similar activities as a center.

Activity 7A 1 Minute

Do you think that the activity you completed should be placed in the class as part of acenter for other students in the class to do?

Circle: Yes No

Activity 7B [5.2] 23 Minutes

Now you will write to persuade. Write a letter to your teacher to persuade him/her whetherto include a paper folding center in your class. Be sure to use detailed evidence and ex-amples from the directions, along with well-developed reasoning to persuade your teacherto agree with your choice.

Optional Organizer

Activity 3 [3.7]

• A set of directions is clear, if you can complete them independently. Did you finishmaking the paper airplane or the water bomb?

Circle: Yes No

• Which specific step or steps were difficult?

• What confused you?

• How would you have rewritten this steps or steps?

Optional Organizer

Activity 4 [3.3]

• Think about paper folding as an activity. What can you say about paper folding ingeneral?

• Using your text, find an example of your generalization about paper folding.

Did you find one? Yes No

• Explain how this example relates to your generalization.

Optional Organizer

Activity 7B [5.2]


Should we have this Yes Nocenter in our class?

Reason

Reason

Reason

Example

Example

4) Expected Student Response

a) Activity 1

I choose the paper airplane folding activity.

b) Activity 2

Yes Responses to Activity 3 should be consistent with this choice

c) Activity 3

The directions were awful! I was so mad. The first five steps were easy. Numbersix was so confusing. Why should you have to go back to page 12? The authorshould have just put steps six to nine where step six is and labeled them 6a, 6b, 6c,and 6d. This would have made more sense.

Anyway, step six on page twelve is confusing. The directions are clear but thepicture doesn’t make any sense. Why is that star sign, *, there and how did theauthor get the paper to look like the picture? It took forever to figure out that I had toturn the paper over and to the right. And that star doesn’t seem to mean anything!

Plus the picture on step eight of page twelve has an extra line on the bottom.Why? The whole “unfold” direction in step nine is weird. Unfold what? The picturecould be better. There could be a drawing of what to unfold. Overall, the directionswere not clear.

RPT Score: 2d) Activity 4

Paper folding is not as easy as it appears. I like to make paper airplanes and Ithought reading these directions would be easy. I got stuck and couldn’t understandeverything. This never happens to me. I got in trouble in Science class last weekbecause I was making a paper airplane instead of doing my work. I though Iwouldn’t get caught because I can make airplanes quickly, but that didn’t happen.When you are making paper airplanes for the first time it really does take muchlonger than you think, especially if the directions are lousy like these. If we had apaper folding center in our class people might not get finished and throw away theirwork because they get frustrated.

Basically, the directions could have been written more dearly. I got very confusedwith step six and eight on page twelve. If we have a paper folding center in class weshould have a better book to work from or two different books so that we could seethe same type of plane explained two different ways. Also. kids should have to maketwo planes. one that they get to keep and one that they leave at the center sootherkids have one to look at while they are building them.

Finally, kids should not get punished for paper folding. If they bring their airplaneto another class, teachers shouldn’t tell them to throw them away if they made themas part of class. That wouldn’t be fair.

RPT Score: 2e) Activity 5

Answers will vary with different illustrations. All illustrations must beappropriately labeled indicating a connection between the drawing and text.

f) Activity 6

Yes

g) Activity 7A

Yes Responses to Activity 7B should be consistent with this choice.

h) Activity 7B

Dear Mr. John Doe,

I think that we should have a paper airplane folding center In our classroom,People don’t always want to read after they finish their work, especially in LanguageArts where our work might be reading. Kids who don’t really like to read boringchapter books might like to read books where you make things. Kids would still bereading even thought it’s not a library book. Also, an airplane paper folding centerwould be a great incentive for kids to get their work finished. I know that I wouldwork better if I could make a paper airplane ~f I finished my class work before itwas due.

If we have a paper airplane folding center, we should make sure that there are enoughmaterials for everyone. More importantly, kids should have two sets of directions for thesame airplane to choose from. Sometimes the directions for different airplanes aren’t clear.The plane I tried to make was difficult. First, I didn’t have a model to look at and movearound to see where I might be making a mistake. Second. the directions were poorlywritten in a few places. In step six I had to go to a different page with a different set ofnumbers. Plus, the picture for step eight on page twelve had a line on it that didn’t makeany sense whatsoever. If I had two sets of directions to look at. I might have been able tofigure out what I was doing. Having a second set of directions may have made finishing theairplane easier,

Kids should be able to take home the directions from their paper folding activity if theydidn’t get finished. My mom is always telling me that I don’t work hard enough inLanguage Arts. If my homework were to make a paper airplane, I would never give up. Iwouldn’t even mind answer a few questions about what I did.

So we should have a paper airplane folding center in our classroom so that kids couldhave a choice different kinds of reading to do in their free time, have a fun incentive, andpractice reading directions outside of class.

Sincerely,

Over Achiever

Score: 3 WP Rubric2 LU Rubric

5) Scoring Tool

Scoring ToolActivity 1 Do not score.

Activity 2 Do not score.

Activity 3 [RPT 3.7]

The response demonstrates the readers ability to evaluate the clarity of the text.

2 The response demonstrates sufficient evidence of connections. extensions, and/orexaminations of meaning The reader uses text support to provide sufficient evidencewhen evaluating the clarity of the text. The response is text-based and/or textreferential.

1 The response demonstrates limited evidence of connections, extensions, and/orexaminations of meaning from a set of directions. The reader used text support toprovide limited evidence when evaluating the clarity of the text. The response is textbased and/or text referential

0 Other

Activity 4 [3.3]

The response demonstrates the reader’s ability to draw conclusions and generalizationsabout the an of paper folding, and support them with textual evidence and experience.

2 The response demonstrates sufficient evidence of connections, extensions, and/orexaminations of meaning. The reader uses text support to provide sufficient evidencewhen drawing conclusions and generalizations of the text. The response is text-basedand/or text referential

1 The response demonstrates limited evidence of connections, extensions, and/orexaminations of meaning from a set of directions. The reader used text support toprovide limited evidence when drawing conclusions and generalizations of the text.The response is text-based and/or text referential.

0 Other

Name:Date:Period:Teacher:

Activity 5 [3.4]

The response demonstrates the reader’s ability to clarify concepts in the text,

3 The response demonstrates an understanding of the text with full and developedevidence of connections, extensions, and/or examinations of meaning. The reader usedtext support to provide full and developed evidence when clarifying concepts in the text.The response is text-based and/or text referential.

2 The response demonstrates an understanding of the text with sufficient evidence ofconnections, extensions, and/or examinations of meaning. The reader used text supportto provide sufficient evidence when clarifying concepts in the text, The response is text-based and/or text referential.

1 The response demonstrates an understanding of the text with limited evidence ofconnections, extensions and/or examinations of meaning. The reader used text supportto provide limited evidence when clarifying concepts in the text. The response is text-based and/or text referential.

0 Other

Activity 6 Non Scored ItemActivity 7A Non Scored ItemActivity 7E [5.2] Writing to Persuade

3 Points

Development:The writer identifies a clear position, and fully supports or refutes that position with anargument that incorporates relevant personal and/or factual information that isconsistently purposeful.

Organization:The writer establishes an organizational plan that is logical and is consistentlymaintained.

Attention to Audience:The writer clearly and effectively addresses the needs and characteristics of theaudience

Language:The writer consistently uses language choices to enhance the text.

2 Points

Development:The writer identifies a clear position, and supports or refutes that position with relevantpersonal and/or factual information that is usually purposeful.

Organization:The writer establishes an organizational plan that is logical and maintained. The plan mayhave some minor flaws.

Attention to Audience:The writer clearly addresses the needs and characteristics of the audience.

Language:The writer frequently uses language choices to enhance the text.

1 Point

Development:The writer identifies a position that may or may not lack clarity. The writer minimallysupports or refutes that position with an argument that incorporates personal and/or factualinformation that is sometimes purposeful or relevant. The position may be implicit orexplicit.

Organization:The writer attempts to establishes and organizational plan that is generally maintained.The plan includes some flaws.

Attention to Audience:The writer attempts to address the needs and characteristics of the audience.

Language:The writer sometimes uses language choice to enrich the text.

0 Points

Development:The writer identifies an ambiguous position with irrelevant personal and/or factualinformation to support that position; or, the writer fails to identify a position, either implicitlyor explicitly; or, the writer presents inadequate information to support a clear position.

Organization:The writer does not establish an organizational plan or minimally maintains an establishedorganizational plan.

Attention to Audience:The writer does not address the needs of the audience.

Language:The writer seldom, if ever, uses language choices to enhance the text.

Activity 7B [52] Language in Uses Rule

2 points

Consistently uses word and sentence order and language choices to express meaningwith style and tone. Text conveys uniform impression of correctness and any errors thatare present represent risk-taking.

1 point

Sometimes uses word and sentence order and language choices to express meaning withstyle and tone. Text generally conveys impression of correctness and errors may or maynot represent risk-taking.

0 points

Rarely or never uses word and sentence order and language choices to express meaningwith style and tone. Text appears error-ridden.

* correct usage, punctuation, spelling, and capitalization.

6) Daily Objectives that Lead to the Indicator

a) Students will construct, extend, and examine meaning when reading to perform atask. (Task C, Activity 3 and 4, Graded)

b) Students will accurately reorganize the information from a text using an illustrationwith labels. (Task D, Activity 5, Graded)

c) Students will write to persuade (take a position and accurately defend it). (Task F,Activity 7B, Graded)

Greek and Latin Roots

A. Indicator:

Outcome #2Students will demonstrate their ability to READ FORINFORMATION by construction, extending, and examining meaningfrom articles, editorials, content texts, and other expository materialsrelated to the content areas,

Grade 6:

Students are able to do everything required at earlier grades, usecontext clues, and read for:

Personal Response when they:

4. Connect and clarify main ideas and concepts and identify theirrelationship and ether sources, related topics, or prior experience.

Outcome #7:Students will demonstrate their ability to USE THESTRUCTURE AND CONVENTIONS OF THE ENGLISHLANGUAGE in their written communication.

Grade 6:

Students are able to do everything required at earlier grade level and:

2. Use language fluently and appropriately for a variety of context,purposes, and audiences.


B. Unit Focus:

Greek and Latin Roots

C. Summative Assessment:

Students will complete a cloze activity to demonstrate their ability to use languagefluently and appropriately using a variety of context clues,

Name:________________________________

Date: ________________________________

Vocabulary Quiz

ann = ________ & enn = _______

My parents own part of a company or something called a share. Once a year theirshare pays them an ________________________. Of course they would like to be paidmore often, perhaps a ________________________ payment or twice in one year. Iknow that this would make them happy because that way they could afford to plantmore pansies, an ______________ flower they love to plant every year. To save moneythough, they are always planting flowers, or ones that come up year after year. I End thisodd because they do it on their wedding ____________, which is June 15, 1964_______________________ or AD.

Speaking of weird dates, my sister was born on our county’s_____________________ or two hundredth year celebration, July 4, 1976. I reallydon’t remember her birth, but I do remember all the big celebrations last year atmidnight January 1, 2000. Will Smith even wrote a song about it. Another thing aboutdates I remember is that every leap year is a ______________ event or something thathappens every four years. I’m not sure why we have leap years, but we do.

I prefer the _____________________ sale, or the twice a year sale at J.C. Penny’s.My mom always takes me shopping there and I buy lots of clothes. Once I even got atelevision. My brother is always making the mistake of saying that this is a sale onceevery two years or a ____________________________ sale. Sometimes, I don’t thinkhe’ll ever learn. He has a mind that only works every one hundred and fifty years, orwhat I call a _______________________ brain. His thought are so spread out, I wonderif he ever thinks at all.

D. Expected Student Response See attached activity page.

See Tricia Halker’s PowerPoint presentation.

F. Scoring Tool

Spelling Counts!

Answer Key:

1. annuity2. biannual3. annual4. perennial5. anniversary6. anno Domini7. bicentennial8. millennium9. quadrennial10. semiannual11. biennial12. semi-centennial

F. Daily Objectives that Lead to Indicator

• Students will have the opportunity to correctly use a dictionary to accurately locateinformation.

• Students will have the opportunity to accurately break words into roots and syllableparts.

• Students will have the opportunity to effectively use a variety of strategies tosystematically study different vocabulary words.

Connects to Indicators: 1.7.3, 1.7.4, 1.8.1, 1.8.2, 1.8.3, 1.8.4

A LESSON IN THEMESara Thorburn

Mansfield Senior High — Cline Avenue Campus314 Cline Avenue

Mansfield. OH 44907WK: (419) 529-6347

Email: [email protected]

This is one of my favorite assignments. I use it at the beginning of the year during my shortstory unit. I teach freshman, and sometimes they have a hard time grasping the concept oftheme but they always do outstanding on this activity.

After we think of some examples together as a class and discuss them, they have to think ofa movie or a book that demonstrates the listed theme. They then have to choose three orfive of the examples and write paragraphs explaining how the theme fits in that movie orbook (sometimes they also list TV shows).

I hope that you can get as much use out of it as Ida. Please let t me know how it goes foryou!

THEME ASSIGNMENT

Directions: After each theme word, write in a movie you have seen or a book or story youhave read, that could be used as an example of that theme. For example — If the themeword would be Fate, you could put the short story “The Monkey’s Paw” as your example.After you complete your list, choose three themes/examples and write a paragraph for each,explaining how that movie or book fits that theme. Use specific examples, so even If Ihaven’t seen the movie or read the book, I will still understand why it fits that theme.

Anger Need

Beauty Obedience

Contentedness Prejudice

Death Questioning

Education Responsibility

Friendship Separation

Grief Teen-agers

Handicap Underdog

Individuality Values

Jealousy Wealth

Kindness Excellence

Love Youth

Music Zealousness

Connects to Indicators: 1.6.3, 1.6.4, 1.6.6, 1.7.6, 1.7.7, 1.8.5, 1.8.6

Vital Results: Problem Solving and ReasoningSample AlignmentJane Harvey, English Department, Brattleboro Union High School, VT

Course: English 2Unit/Literature: The Immigrant Experience/The Broad GiversComponent: Character Wheel

Standards to be met:2.2 Problem Solving Process

Students use reasoning strategies, knowledge, and common sense to solve complexproblems related to all fields of knowledge.

Evidences a., b., c., d., f., g., aa., cc., dd., aaa.2.6 Application

Students apply prior knowledge, curiosity, imagination, and creativity to solveproblems.

2.7 InformationStudents respond to new information by reflecting on experience and reconsideringtheir opinions and sources of information.

2.10 FluencyStudents generate several ideas using a variety of approaches.

2.11 ElaborationStudents represent their ideas and/or the ideas of others in detailed form.

2.12 FlexibilityStudents modify or change their original ideas and/or the ideas of others to generateinnovative solutions.

Instructional Strategies:Students are seated in small groups, and each group is given a large piece of poster paper or newsprintand a few markers. The instructions for completing a Character Wheel or Pie Chart are displayed onthe overhead projector. Each group (there arc 6 or 7 groups in this case) is given an index card with acharacter’s name printed on it.

Students are asked to complete a Character Wheel for their assigned character. Students workcooperatively, taking turns recording information. One student acts as timekeeper and another asspokesperson when the posters arc shared in a whole group environment.

Students need to describe, apply, compare, analyze, associate, and argue. Please Sec attached.

The objectives are:Students will work cooperatively.Students will think critically about characters.Students will compare and contrast characters and their relationships to each other.Students will record information in a concise manner.Students will effectively communicate their findings.Students will develop a deeper understanding of the characters.

Describe

Apply

Compare

Analyze

Associate

Argue

CHARACTER PIE CHART

1. describe - what character looks like; likes/dislikes; what’s unique

2. apply - what is the character’s role in the novel?

3. compare - to other characters

4. analyze - what is the character’s motivation or goal?

5. associate - who or what does this character make you think of?

6. argue - for or against

What do you like about this character or what would you criticize?

(Writing for personal expression.)

CREATING METAPHORS

This is one of my favorite lessons and normally takes a full period to complete.

Write a paragraph describing yourself.

Now think about what machine you are most like and why. It’s very important to write win.For instance, someone said they felt like a dryer because all they did all day was go aroundand around and never got anywhere.

What fruit are you most like and why? Someone said they are like a pineapple because theyare spikey on the outside but sweet on the inside.

What animal? Someone said they are like a cat walking the halls of school, so quiet that noone notices them but missing nothing.

What color? Someone said they are the color red because they arc so filled with anger.Another person said they are the color red because they are fill with excitement

What number? Someone said they felt like the number 3 because they’re odd.

Now write a second paragraph describing yourself using the above metaphors.

Read both paragraphs and compare.

If time allowed, I’ve collected the papers and read the metaphors aloud withoutidentifying the student. Last spring, I asked my students to use their metaphÒs to developa 7-paragraph essay about themselves, followed by a three-day visit to the computer lab. Ialso told them to pick one a/their metaphors/or a bulletin board display. Their metaphorswere amazing.

Lynda Daleo914-339-4571([email protected])Saugerties high SchoolSaugerties, NY 12477

(Writing for personal expression.)Teacher: Jennifer KucharGrade Level: 7th

School: Doherty Middle SchoolTown, State: Andover, MAGenre: Poetry

Purpose: lf you are looking for an interesting activity to teach students how to write poetry thatdemonstrates their understanding of sensory language and simile, you will have seine flu with this one.

Objectives:• Students will be able to identify sensory language in poetry• Students will be able to define and identify a simile• Students will be able to generate a sensory language chart in an attempt to describe an inanimate

object• Students will be able to write a poem that includes both sensory language and similes

Materials:> “Making Pies with Grandfather” (poem by Donald Graves)> One pie (or other food item) per two students> Forks and Knives> Sensory Language Chart

Procedure:1. Read the poem “Making Pies with Grandfather” orally, having the students circle any sensory

language that they see.2. Students should share their findings and determine which of the five senses each phrase or image

appeals to. Then, they should discuss the role that sensory language plays in conveying themeaning of a poem.

3. Students should divide a piece of notebook paper into five columns

See Hear Touch/Feel Smell Taste

4. Students should place their pie on their desk and record what they see in the “see” column. Havethem make some comparisons using metaphors and similes (ex. The crust rolls up and down likethe brown rolling hills of the desert)

5. Students should then cut the pie and record everything they hear and fell In the appropriatecolumns.

6. Students should then put a slice of pie on their plate and record what they see on the inside of thepie in the “see” column

7. Students should then touch the pie and record what the feel in the “feel” column8. Students should then smell the pie and record any fragrances in the “smell” column. Encouraging

them to associate memories, people or places with the aromas helps to extend their descriptionsbeyond the literal realm.

9. The students should then taste the pie and record the sound of their mouths eating in the “hear”column, as well as the texture and flavor of the pie in the “taste’ column

10. Finally, the students should take all of their similes and sensory details and turn them into a poem.

Although this can be a loud and messy activity, the kids love having the opportunity to eat in class andproduce some wonderful poems as a result!

(Writing for personal expression.)

Developing Setting in a Short Story

Level: SecondaryGeneral Description: I developed the following activity for teaching descriptive ~citing after reading toomany creative stories that listed a chain of events. The students’ stories lacked a sense of place. While Ialter the specifics of the directions (often including other senses), the activity always asks students tochange their focus as they detail a setting.Classroom Implementation: (30 minutes) This lesson can be used to develop purely creative settings orto practice observation of an actual location—the classroom for example. I start with the classroom firstand proceed to imaginary settings the next day.1) Provide approximately 5 minutes for each step, or extend writing time as each step is completed.2) Students should write in their notebooks. For their imaginary settings, I ask them to make certain allobservations are in complete sentences. Then, they trade papers when finished to see —if their partnerscan guess the location and a possible resident of the setting.

WHERE DOES MY STORY TAKE PLACE?Step I: In your notebook, brainstorm a list of objects that could appear in your room.Pizza boxes, tables, collector’s plates, coat tree, couch, old magazines, space heater, job carton

Step II: flow does your setting look from the outside? Describe the office, apartment building, orthe house. Could you describe the outside of you’re setting by comparing it to something else?Ex The cheap stucco chipped from walls, leaving a perimeter of chalky dust on the grass. Up the front,the windows arrange themselves in a three by three pattern, like the builder rolled the dice and thisbuilding landed on six.

Step III: What is the first thing you notice when you enter the room?Ex An ancient pizza box entering its third week smolders on the floor.

Step IV: What do you see straight ahead?Ex. Beyond the space heater and sunken linoleum, cheap collector’s plates cover holes in the plaster andcheap paper.

Step V: What do you see to the left?Ex. A tired coat rack and a tired coat protect the left corner, standing at ease rather than attention.

Step VI: What do you see to the right?Ex. The right side of the room presents a coffee table punctuated by an empty orange juice container andsmothered by the “good” back copies of the National Enquirer. A remote control hides in there. Betweenthe table and the wall sits the couch his mother bought right after she and his father were married.

Contact: Lee GoldbergRidgewood High School627 E Ridgewood Ave.Ridgewood, NJ 07450

[email protected]

(language Usage.)IDEA EXCHANGE Temperatures Going Up: Cool to Hot Words

BACKGROUND In our ardent desire to develop our students’ vocabularies, teachersoften push for quantity. Taking some time to ponder the “temperature” of words(connotations) and implications within a specific story serves two purposes. acquisition ofnew words and closer reading of texts.

OBJECTIVES: The students will compile collections of “themed” words, categorize words(cool to hot) along an emotional continuum, connect words to symbols and real-life examples,demonstrate understanding using textual evidence.

MATERIALS: Selected novels or short stories from a theme unit.EXAMPLE: Race Matters unit featuring the Mildred Taylor trilogy ROLL OF THUNDER,HEAR MY CRY, LET THE CIRCLE BE UNBROKEN, ROAD TO MEMPHIS.

PROCEDURE: Select a key word (such as “lynching,” “anger”). Brainstorm for otherwords that would form a collection of similar concepts (for “lynching” the list might includehanging murder, punishment, discipline, retribution, penalty). Arrange each word along a“vocabometer” (a thermometer-like scale rating the emotional temperature or connotationsfrom “cool” to “hot” of each item in the collection). Discuss symbols or icons that representthe collection (for example, a gun, a ruler or switch, a sad face); people who may demonstratethe word in action (a drunk driver, KKK member, parent); reasons for.. (to right a wrong, toscare into submission, to keep order). Moving into the literature, students find passages!scenes in which selected words from the collection are demonstrated or played out. Havestudents analyze the causes and effects, the emotional intensity of the scene, or the significanceof the scene in relation to the author’s craft. (For example, in ROLL OF THUNDER, StaceyLogan is disciplined/whipped by his teacher-mother for cheating on a test. This scene is ripewith emotional intensity and demonstrates the values of the Logan clan.)

OVERALL VALUE: Not only will students expand their vocabularies as they hunt forrelated concepts for their word collections, but they will engage in close re-reading andanalysis of text, internalize the strategies needed for developing a critical stance, andexperience the power of language.

Submitted by: Grace Polivka, North Branford Intermediate School, 654 Foxon Road,North Branford, CT 06471

Connects to Indicators: 2.6.4, 2.6.3, 2.7.3, 2.7.4, 2.8.2

USING NEWSPAPERS FOR RESEARCH

Maxene Kupperman-Guiñals, Instructional Specialist Literacy and EnglishManhattan High School Superintendents Office122 Amsterdam Avenue, New York City, New York 10023

PROJECT:HOW DO JOURNALISTS AND THE PRESS INFLUENCE OUR PERCEPTIONS?

Materials: a variety of daily newspapers for a week or so. scissors, individual folders,highlighters

Summary: Once a week, students look through the newspapers and cut out articles thatcover a particular individually pre-chosen topic. After they have collected articles and datedthem for a period of time (3-4 weeks), they analyze by date, tone, point of view, how ourthinking is influenced by the press.

Procedure: Brainstorm with your students topics that are in the news that are of interest tothem. Each one chooses a topic.

Students break into groups to facilitate use of the newspapers. (They should know eachother’s topics so they can be “on the lookout.’)

They identify articles by title and 1st few paragraphs. When appropriate, cut out the articles,including citations, and put in folder. Try to amass many articles...set a minimum for themfrom each source. Repeat this for about 3-4 weeks until students have amassed +/- 20articles.

Arrange articles chronologically and by newspaper. Read each article carefully, underliningkey ideas. Highlight key words that suggest point of view (of course, this can be subtle)

WHAT DOES THE JOURNALIST THINK? STUDENT GUIDELINES:Note where in the newspaper the article is located and what this says about the editorialpolicy.

Do different papers perceive this topic differently? And how can you tell?

Cite explanatory language In each article, then defend your thesis. (‘Newspapers and thepress do/do not influence out perceptions about _______”)

Write an essay defending your thesis with citations from a wide variety of articles.

CULMINATING ACTIVITIES: Essay with citations from articles supporting student’sthesisGraphic illustrations depicting point of viewPresentation to other studentsDebate proposal: Journalists do/do not influence public perception

Sample Unit: CourageA. Indicator (s):

6.1.3—Identify elements of plot and characterization and analyze how the qualitiesof the central characters determine resolution of the conflict.

6.1.6—Compare and contrast ones personal view with the author’s view of humanexperience and character.

6.4.1—Create an organizing structure that balances all aspects of the piece andmakes effective transitions between sentences and descriptions to unify key ideasand make the message or theme clear to the reader,

B. Unit Focus: Thematic

C. Summative Assessment:Imagine you are a newspaper reporter assigned to do an investigative article on

Courage in Our Lives’. Your article should compare and contrast your personal view ofcourage with that of a character you have read about. In the stories “Erne from the Coast”and “Luke Baldwin’s Vow” both main characters portray courage in different ways. Chooseone of the characters to write about in your informative article. Be sure to:

o describe your view of courageo describe the view of courage of the character you choseo explain how these views are similar and how they are differento organize your writing as an article

D. Expected Student Response: Students should have a clear definition of their ownidea with examples. They should also include the characters view of courage. Then theyneed to compare and contrast these views. The whole writing piece needs to have the textfeatures and structure of an article.

E. Scoring Tool: (Use RLE rubric)

F. Daily Objectives:• Identify the authors message.• Determine conflicts and resolutions in a narrative.• Analyze character traits.• Identify characters’ motivations and reactions.• Analyze the text features of an informative article.

Write to Inform

A. Indicators:4.5 Support all statements and claims with relevant anecdotes, descriptions,facts, statistics and/or specific information.4.6Write letters that address audience needs. stated purpose, and context in aclear and efficient manner, and adhere to stated purpose.

B. Unit Focus: Genre Approach — Nonfiction


Imagine that you are one of the Titanic passengers who managed to survive thesinking. Write a journal entry describing what happened during the last hoursaboard ship, the rescue and how the personal probably felt about theirexperience.

Refer to fact sheets and the article for supporting details. Use dialogue to keep thestory moving and to entertain the reader.

D. Expected Student Response:• Create an extended response• Clear sequence of events; however; the emphasis should be on the number of

details from the nonfiction reading piece.• For lower achieving students, it might be helpful to set a definite number of

details to he included.

F. Scoring Tool: EWP (0-3)

E. Daily Objectives that Lead to the Indicator:! Compare and contrast information from different articles or procedures on

the same topic (KWL on Titanic)! Use pre-reading strategies (prior knowledge)! Use after-reading strategies (comparing, contrasting. synthesizing)! Summarize material read or beard to reflect main ideas. significant details

(reading article in text book and viewing Dateline video excerpt on Titanicsee also National Geographic video available through FCPL)

! Examine cause and effect relationships.! Select supporting evidence and expand content during the writing stage.


A. Indicator: 1.1 Identify the authors message1.2 Explain how the theme represents a view or comment on life.1.6 Compare and contrast ones personal view with the author’s view

of human experience and character.1.7 Explain how literary elements create meaning for readers.

B. Unit Focus: Genre Study — Poetry

C. Summative Assessment: see attached.

D. Expected Student Response:• Final products should be multi-paragraph essays.• All statements and claims should be supported with relevant details from the self-

selected poem.• Some connections should be shown between elements of the poet’s life and the

poems content.

E. Scoring Tool: EWP for Reading for Literary Experience (0-3)

F. Daily Objectives that Lead to the Indicator:

• Identify literary devices.• Identify simile, metaphor, personification.• Identify universal themes in literature.• Compare and contrast the ways themes are expressed in multiple texts.• Identify the author’s purpose.

Poetry Paper

After you have selected your poem, be sure to copy it down by hand or type it. Make sure to include thebook you selected the poem from, the author, and the title. Give the title and the author to [teacher’sname].

Prewriting/PrethinkingRead over your poem a few times. Each time you read the poem, jot down a few notes about how youfelt while reading , what it reminded you of, what it was about, and anything else that comes to your mindwhile reading. This will be helpful when writing your paper about your observations on the poem.

In the computer lab, we will be working with Inspiration to help you analyze the poem better. in the labyou will critique each line of the poem. This is where you include some observations on the poeticdevices used, what each line is about, and how each line contributes to the poem in some way.

Look for the following poetic devices in each line:

AlliterationMetaphorsSimilesPersonificationOnomatopoeiaRhyme SchemeToneMoodImagery

Questions

Think about how each of the poetic devices contributes to the poem. Why did the poet use that specificdevice? What is he/she trying to illustrate? how does the poetic device contribute to the poem’s tone,rhythm, and style?

Investigate the Poet?

Using the internet and the library, research background information on your author and/or poem. Find outsome brief interesting information that may contribute to the meaning and/or significance of your poem.

What motivated them to write the poem? Does their background information affect their poetic style? Dothey interpret the poem differently than you do? What do others say about your poem? Is the poem wellknown? What for?

Writing the Paper

Your paper should fully analyze the entire poem, including all the poetic devices mentioned above. Yourprewriting with Inspiration will be very helpful with organizing your critique of the poem. Talk abouthow the poem makes you feel and the hidden meanings behind the words. Remember that everyone hasdifferent interpretations and no one interpretation is correct. I want to know what you think the poem isabout and how you feel while reading it. Use quotes and examples from the poem to support yourstatements.

After you have fully analyzed the poem, mention some brief background information on the poet and/ortheir particular style. Discuss things about the poet that can be related to the actual poem. Include anyinformation you gathered while researching the lab and the library.

It should be in final draft format or typed.

Presenting

Practice reading your poem to your friends, parents, siblings. Use proper voice inflections while readingthe poem. The more you practice, the better you will present. It doesn’t have to be memorized; it doeshave to be read properly.

After you have read your poem, you will explain it’s meaning. Pick one or two poetic devices to discuss,but concentrate on the actual hidden meanings of the poem. If you found something very interesting onthe poet you may include that also. it will be a very brief presentation.

Resources to use:

www.britannica.comwww.biography.comwww.ala.org/parentspage/greatsiteswww.bartleby.comwww.poets.org/poets/index.cfm or www.poets.org

EncylopediasGrolier Encyclopedia onlineOPAC – look up books/reviews on your poem


A Indicator: compare and contrast the motivations and reactions of characters fromdifferent historical eras who confront similar challenges and situations and connectthem to prior knowledge or the experiences of others when reading for literaryexperience.

B. Unit Focus: Genre! Thematic Study “Crush” and “Retrieved Reformation”

C. Summative Assessment:Imagine that you are Jimmy Valentine Write a letter to Ernie the main character inCrush in which you compare arid contrast your experience of falling in love withAnnabel Adams to Ernie’s experience of falling in love with Dolores.

Be sure to fell how you and Ernie both changed as a result of falling in love- describeany challenges and situations that you both experienced which affected the outcome.

D. Expected Student Outcome:• Multi-paragraph• Compares and contrasts• Multiple examples from text (referential or text-based)• - Examines characters motivations and reactions as revealed in the story.• Connects challenges arid situations both characters experienced.

E. Scoring Tool: EWP for Reading for Literary Experience (0-3)Generic Reading Tool: Responses to this activity demonstrate the ability to compareand contrast the motivations and reactions from characters from different historicaleras who confront similar challenges and situations and connect then, to priorknowledge or the experience of others when reading for literary experience.

F. Daily Objectives that lead to the Indicator:• Analyze character traits.• Describe major characters thoughts and feelings.• Determine the extent to which major characters change• Compare and contrast characters motivations and reactions.• Examine cause and effect relationships in narration.• Determine the relationship between setting arid other narrative elements.• Determine the effect of setting on plot and characters.


A. Indicator 1.6 Compare and contrast ones personal view with the author’s view ofhuman experience and character

B. Unit Focus: Genre: Thematic Study - “Waiting”

C. Summative AssessmentBudge Wilson has written about her reasons for writing “Waiting”: “I have oftenbeen interested in bullies - adult bullies as well as ones who are children. Why dothey behave the way they do?” Write a letter to Budge Wilson, comparing andcontrasting your personal view with the author’s view of his human experienceand character(s).

D. Expected Student Response:• Multi-paragraph• Compares and contrasts• Multiple examples from text (both referential and text-based)• Be sure that BOTH author and personal view are included

E. Scoring Tool: EWP Personal Experience - 0-3Generic Reading Tool: Responses to this activity demonstrate the ability tocompare and contrast ones personal view with the authors view of humanexperience and character when reading for literary experience.

F. Daily Objectives that Lead to the Indicator:• Summarize material read or heard to reflect main ideas, significant details, and

underlying meaning.• Examine cause and effect relationships in narration and in real-life situations• Compare and contrast characters motivations and reactions• Describe major characters’ thoughts and feelings


A. Indicator: 1.1 Identify the authors message.1.2 Explain how the theme represents a view or comment on life.

B. Unit Focus: Genre/Thematic Study – “A Crush”


According to Eric de Armas, a seventh-grade member of our student board, the mainmessage of this story is that everybody is equal, and nobody should be discriminatedagainst because of something they cannot help< how would you express the mainmessage of this story?

Use text evidence to support your answer.

D. Expected Student Response:

Students may paraphrase the seventh grader’s statement, or formulate their ownversion of author’s message. All responses should give several supporting details thatare text-based or text referential.

E. Scoring Tool: BCR

Generic Reading Rubric: Responses to this activity demonstrate the ability toidentify author’s message and to explain how the theme represents how the themerepresents a view or comment on life when reading for literary experience.

F. Daily Objectives that Lead to the Indicator:

• Summarize material read or heard to reflect main ideas, significant details andunderlying meaning.

• Examine cause and effect relationships in narration

• Determine the extent to which major characters change.

Read for Literary Experience

A. Indicator(s)1.7 Compare and contrast the motivations and reactions of characters from

different historical eras who confront similar challenges and situations andconnect them to prior knowledge or the experience of others.

1.3 Compare and contrast the ways similar themes are expressed in multipleliterary works.

1.4 Compare works that express a universal theme, providing evidence to supportthe ideas.

1.5 Evaluate the influence of culture, ethnicity and historical eras on the themesand issues of literary texts.

B. Unit Focus: The Art of Slapstick, Media Literacy and/or Characterization

C. Summative Assessment: See attached handouts.

D. Expected Student Response: See “evaluation” sheet attached.

E. Scoring Tool: Use generic reading rubric – reading for literary experience

Responses to this activity demonstrate the ability to compare arid contrast themotivations and reactions of characters from different historical eras who confrontsimilar challenges and situations and connect them to prior knowledge or theexperience of others.

F. Daily Objectives that lead to the Indicator• Use pre-reading strategies• Determine the authors purpose• Analyze character traits• Describe major character’s thoughts and feelings• Compare and contrast character’s motivations and reactions• Identify universal themes in literature• Compare and contrast the ways themes are expressed in multiple texts

UNIT 2 | ACTIVITY 2.1 | THE ART OF SLAPSTICK

Students learn about the earliest history of comic characteristics in ancient and medievalentertainment and to see how current comedy characters embody some of the traitsfound in historic characters.

Getting StartedThis activity includes a two-page reading on Activity Sheet 2.1 (A) and (B) and a page withquestions for students to answer on Activity Sheet 2.1 (C). Students will need all threepages to complete this activity.

Show the video marked 2.1 to introduce students to the importance of physical comedy aspart of storytelling traditions. Ask students if they can identify alt the actors and names offilms and TV shows included in the video montage. You may be surprised at how many ofthese images are familiar to them.

Pass out copies of the reading. Ask students to read the first page, including the boxed text.Take time to explore the meaning of the short anecdote about the village idiot in England,described in the text box. Discuss students’ reactions to this story.

Invite students to continue reading page two. You may want to have students complete thequestions as part of individual student seatwork. Or you may prefer to use the questions asa small-group activity, to stimulate large-group discussion, or as a homework activity.

Questions and Answers:1. Who is the “he” referred to in the first sentence of this article? “He” is the fool as

portrayed throughout history, including theater and literature.

2. What does the author mean when she writes “buffoon was the foot’s first name”?Fools and jesters are not a Jim Carrey or an Adam Sandier invention. The Greco-Roman theater featured fools, called buffoons, who amused audiences with theirphysical humor and clever practical jokes.

3. What medieval superstition surrounded jesters? Jesters, because they broughtlaughter, were ouch Luck and could possibly prevent misfortune.

4. How did the word ‘slapstick” come into use? The word derives from Harlequin’sprop, the wooden paddle made of two slats of wood, which the character used topretend to whack his adversaries.

5. In what wag is Pantalone a stereotype? He is portrayed as wealthy, old, and miserly.Expand discussion to explore why it is easier to Laugh at a stereotype than at a fullydeveloped character. A fully developed character would have more than just positiveor negative personality traits. Pantalone was abstract, an object of scorn.

6. What common character trait or behavior do most “fools” share; whether they areGreek buffoons, court jesters, village idiots, or a cartoon coyote? They use theirapparent mental or physical deficiencies to get what they want.

7. Explain the meaning of the last sentence. How is Wile E. Like the Coventry idiot?The idiot always takes the Larger but Lesser-valued coin because he knows he’ll getmore of them. The joke is on the townsfolk who continue to bring people to him withmoney. The coyote fails every time but that ensures that he’ll be given anotherchance to try again.

8. Create a timeline showing the history of slapstick. The timeline should include theseelements:• Greco-Roman Theater (buffoons)• Medieval England (court jesters and village idiots)• Commedia dell’Arte, Italy (harlequin, pantalone)• Slapstick in vaudeville• Three Stooges• Abbot and Costello• Charlie Chaplin• Wile E. Coyote

ExtensionsAsk students to bring in examples of modern-day stars of physical humor who exemplifythe characteristics of the buffoon.

Name:_________________________ Class:________________ Date:___________UNIT 2 | ACTIVITY 2.1 (A)

THE ART OF SLAPSTICKA BRIEF HISTORY OF SLAPSTICK HUMOR

By Catherine Gourley

He sometimes wears a court jester’s hat with bellsor a patchwork costume of Loud colors. Or thefool may wear baggy-legged trousers, floppyshoes, and a derby too small (or too big) for thehead. The fool may not even be human—rather askinny coyote who pins a sheriff’s badge to hisfurry chest and mail-orders ACME demolition kitsand rockets in an attempt to capture the fastestbird in the desert, the Road Runner.

No matter the costume or the prop, the fool hasperformed buffoonery since the days of the ancientGreeks and Romans. In fact, buffoon was thefool’s first name.

In an ancient Greece, “buffoons” traveled aboutthe count/side, telling stoles and playing tricks,cleverly stealing a coin from an unknowing personin the audience. Buffoons also performed in thetheater, wearing heavily padded costumes andboisterously boxing each other on the head belly,and buttocks. The mock violence was exaggeratedand silly and apparently very

amusing to the ancient Greeks and Romans.

In the 1200s, jesters appeared in England.Many were clever an intelligent; using wit andword play not only to amuse but also to advisekings and other nobility. Some were musicians andacrobats who performed pratfalls and juggling.But others jesters were disabled or deformed andtreated cruelly by villagers—ridiculed, prodded, orsplatted with rotten fruit. Playing the village idiotoften was the only way to earn a meal.

Even so, a widespread belief during these medievaltimes was that good-humored joking protected aperson from misfortune Jesters, therefore, weregood Luck pieces who might spread their goodfortune to those who were their masters.

Of course if the king were having a bad day or arun of bad luck, he might order the court jesterbeheaded, according to Daniel Achterman fromPrinceton University. Was the fool dim-witted orwitty? Mocked or the mocker? Read the jestbelow and decide.

The village idiot provided meat amusement to the townsfolk of Coventry They likednothing better than bringing every visitor to town to see the foot. They told the visitor toplace two coins on the ground before him—a sixpence and a pence. Now, every’ one knewthe sixpence had greater value than the pence. Ah, but the pence was larger in size. Theidiot snatched the pence white the townsfolk laughed at his stupidity.

One day, the townsfolk were amusing themselves at this game once again. Thenewcomer placed the two coins on the ground. As always, the idiot chose the pence. Thetownsfolk wandered away, stilt guffawing. The newcomer squatted, stared the idiot in theeyes, and scolded him. “Don’t be a fool! The sixpence is worth more! Next time show themyou aren’t stupid and choose the sixpence!”

The idiot grinned. “And would I be getting all these pennies if I carried on like that?

QUESTIONS: What assumption about the idiot do the townsfolk make?What does the story reveal to be true?

—page 2

Like a jack-in-the-box, a new kind of fool—andcomedy—sprang up in the 1500s during whathistorians all the Italian Renaissance. (that’s just afancy word for revival of the arts.) The art ofcomedy, called Commedia dell’Arte in Italy,featured two contrasting characters: Harlequinand Pantalone.

Harlequin was poor and stitched his patched tightsand tunic from colorful bits of material. He didn’twear the court jester’s hat with jingling bells butrather a mask. harlequin also carried a paddlemade of two slats of wood that he pretended towield as a weapon. The slats slapped togetherstartlingly. It was just more mock violence,however. Like the buffoons and fools who hadcome before him, Harlequin appeared simple andstupid but really wasn’t. His wit—not hisslapstick—always got the better of those whowere greedy and arrogant.

Pantalone was one of the arrogant. This wealthymerchant constantly looked over his shoulder lestsomeone rob him of his gold. The old man was astereotype and no match for Harlequin.Theatergoers of the 1500s loved harlequin’s zanyantics and for three hundred years they never tiredof watching Pantalone get his comeuppance.Harlequin’s character, not to mention his woodenpaddle, inspired still another form of comedy inthe 1900s…slapstick.

Slapstick was more than just telling jokes. Thehumor often developed from an unexpectedsituation that suddenly arose (also calledimprovisation), or an ordinary activity thatsuddenly went wrong.

Name:_________________________ Class:________________ Date:___________UNIT 1 | ACTIVITY 2.1 (B)

THE ART OF SLAPSTICK

The Three Stooges bake a cake but Curly gets theingredients wrong and adds bubble gum—anentire box of gum—to the mixture. In Stooge-fashion, he tries to correct the situation but fails.When the wealthy socialite lady bites into hercake, suddenly—to her embarrassment and theaudience’s hilarity—she blows bubbles each timeshe tries to speak!

Even in slapstick the wealthy, the greedy, thearrogant, and the powerful get theircomeuppance—often a cream pie in the face.

Laurel and Hardy, Abbott and Costello, FattyArbuckle, and Charlie Chaplin were the masters ofslapstick. The costume and the props had changed,but the exaggerated violence and the triumph ofthe quick-witted underdog—the fool—were stillpart of the jest.

In 1949, an artist names Chuck Jones created ascrawny cartoon coyote. Wile E. hardly spoke aword but often introduced himself with a businesscard that read: WILE E. COYOTE, GENIUS. Nomatter what method he tried—tying a boulder tohis feet to gain speed on the Road Runner,painting false tunnels on granite cliffs, strappinghimself onto a rocket and lighting the fuse—hefailed every time.

So much for genius.

And yet, like the village idiot of Coventry, maybeWile E. Coyote wasn’t so stupid after all. Thinkabout it. If he had caught the Road Runner, wouldhe still be a cartoon celebrity fifty years later?

Name:_________________________ Class:________________ Date:___________UNIT 1 | ACTIVITY 2.1 (C)

THE ART OF SLAPSTICK

Instructions: Answer the questions below using what you learned from the reading.

Questions:

1. Who is the “he” refereed to in the first sentence of this article?_____________________

2. What does the author mean when she writes “buffoon was the fool’s first name”?_______________________________________________________________________________

3. What medieval superstition surrounded jesters?__________________________________________________________________________________________________________

4. How did the word “slapstick” come into use?_____________________________________________________________________________________________________________________________________________________________________________________

5. In what way is Pantalone a stereotype?__________________________________________________________________________________________________________________________________________________________________________________________

6. What common character trait or behavior do most “fools” share, whether they are Greekbuffoons, court jesters, village idiots, or a cartoon coyote?_____________________________________________________________________________________________________________________________________________________________________________

7. Explain the meaning of the last sentence. how is Wile E. like the Conventry idiot?________________________________________________________________________________________________________________________________________________________

8. On the back of this page, create a timeline shouing the history of slapstick humor, using theinformation you learned from this article.___________________________________________________________________________________________________________________________________________________________________________________________

UNIT 2 | ACTIVITY 2.4 | THE UNDERDOG

This activity involves students in a critical reading activity that generates opportunities fordiscussion about bullying, violence, and social relationships.

This activity provides a valuable opportunity to explore Character Education concepts,including friendship, compassion, caring, and loyalty. This activity also provides a usefulframework for talking with students about bullying and interpersonal violence.

Background and ContextJerry Spinelli won the Newbery Award for his novel Maniac McGee. In that novel, hetouched upon a serious subject in a not-so-serious way. Maniac is a homeless kid whomanages to survive and bring inspiration and happiness to others.

This activity provides a reading excerpt from another of his novels, Crash. In Crash, theserious subject is bullying. Crash is a seventh grade football hero. Physically, he’s big.Behavior-wise, he gets what he wants mostly by running people over or knocking themdown. It is, in fact, how he got his nickname. Penn Webb, however, is Crash’s opposite.He’s a Quaker. He doesn’t believe in violence. He wears peace buttons. And more thananything else, he wants to he Crash’s best friend,

When read aloud, these selected passages WILL trigger Laughter. Spinelli wrote them withthat goal in mind. But he also had an ulterior motive, to sensitize kids to the stings ofbullying. In the final scene, Penn—the underdog, the Harlequin—wins. Crash gets hiscomeuppance but he brings it on himself. He stomps his water pistol into pieces.

Getting startedPass out the two-page a Activity Sheet 2.4 (A) and (B). You might want to begin by readingscene one aloud to motivate student interest, or you may prefer to have students readsilently.

The questions at the bottom of activity sheets (a) and (b) can be used ,n a number of ways.You may prefer to use the questions as an in-class writing activity with students completingthe questions by answering on a separate piece of paper. Or you may prefer to use some ofthe questions as a small group discussion, with students discussing answers as a smallgroup. You may also want to use the questions as part of a large-group discussion. Finallyyou may want to assign the questions as a homework activity

Conclude the activity by asking students to use the character wheel presented in activity 2.3to explore the characters of Crash or Penn. Students can find specific words or phrasesfrom the worksheet to fit each spoke of the wheel.

Questions and Answers:Scenes 1 and 2

1. What specific words or information suggests Crash’s age? “Little red shovel”“digging a hole” plus the response “Poop State” suggest he’s five, six, or seven.

2. What information suggests Penn is new in town? He doesn’t know Crash. He’swearing a button that he explains is about North Dakota.

3. On what does Crash form his first opinion of Penn? Penn’s physical appearance (thebutton) and his behavior— wanting to shake hands, not fighting back when Crash steals thebutton.

4. Why does Crash make up a name for Pennsylvania and why does he steal andbury Penn’s button? He’s trying to be funny but he’s also trying to bait or tease Penn.

5. Why does Crash think Penn is pitiful? His house is small; even though he has lots oftoys, none of them are guns or soldiers.

6. At what points in the scenes did you laugh? Discuss student answers. It’s ok for themto laugh. Spinelli wants them to. But the value comes in analyzing why.

Questions and Answers:Scene 2: Water Pistols

1. What is funny here? Humor derives from word choice/language (Dummkopf!,hambone) and from Crash’s behavior.

2. What serious message is Spinelli sending to his readers? Crash has neverencountered someone who chooses not to be violent. Spinelli is making a comment onthe society in which kids grow up, including media blitzes that feature violent charactersand violent situations. Crash’s reaction to his frustration is to become violent himself.

3. Explain the ages of the kids who might read this and enjoy it. Then explain whyhumor is an important toot in constructing a serious message for this age group.Discuss student a answers. Typically, this book is read by students in upper elementarygrades, ages 8 through 12. Spinelli succeeds at crawling inside the heads of kids andseeing life through their eyes. Often, it’s a funny picture.

4. Who is the victor in this scene—Penn, with water dripping oft his nose or Crash?Penn is the victor. Crash destroys his own guns—throwing one away and stomping theother, If they were Penn’s guns, of course, the effect wouldn’t be funny and Spinelli’spoint would not be made

Scene One: FLICKERTAILIt was a sunny summer day. I was in the front

yard digging a hole with my little red shovel. Iheard something like whistling. I looked up. It waswhistling. It was coming from a funny-Lookingdorky little runt walking up the sidewalk. He waswalking like he owned the place, both hands in kmpockets sort of swaying lah-dee-dah with eachstep. Strolling and gawking at the houses andwhistling a happy little tune like some Sneezy orSnoozy or whatever their names are.

He wore a button, a big one. It covers about halfhis chest. Which wasn’t that hard since his chestwas so scrawny.

So I jumped up from my hole and planted myselfright in front of the kid. And what did he do? Hegives me this big grin and says, “Good morning.I’m your new neighbor. My name is Penn Webb.What’s yours?” And he sticks his hand out toshake.

“What does your button say?’ I asked him.“It says, ‘Hi, I’m a Flickertail.’”“What’s a flickertail”

“It’s a squirrel. There are Lots of them inNorth Dakota. That’s why it’s called theFlickertail State. What is Pennsylvania called?”

“The Poop State.” He didn’t crack a smile,didn’t even know it was a joke

I plucked the silly button off his shirt,dumped it in the hole I was digging and coveredit over with dirt.

The kid froze. His eyes took up his wholehoe. Then he turned and walked down the block.He wasn’t whistling now. I figured that was theLast time I’d see that hambone.

Scene Two: PENN’S HOUSEI couldn’t believe it. His house was no bigger

than a garage. In fact, I found out that it reallywas a garage once, until somebody changed itinto the world’s dinkiest house. The front yardwas the size of a bathroom mat.

I looked under his bed. I nosed into hiscloset. Dump trucks. Fire engines. Cars.Batman. No guns, no soldiers. How pitiful couldyou get?

Name________________________ Class____________________ Date_______________UNIT 2 | Activity 2.4 (A)

THE UNDERDOG

The story below is an excerpt from the novel Crash written by Newberry Award author Jerry Spinelli. Itis told from the point of view of John “Crash” Cogan, a seventh grade football wonder. Penn Webb isCrash’s opposite. In these scenes, John remembers how he first met Penn.

Questions:1. In Scene One, seventh-grader John “Crash” Cogan is remembering the day he first met Penn.

What specific words or information suggest Crash’s age at the time?2. What information suggests Penn is new in town?3. On what does Crash form his first opinion of Penn?4. Why does Crash make up a name for Pennsylvania and why does he steal and bury Penn’s button?5. In Scene Two, why does Crash think Penn is pitiful?6. At what points in the scenes did you laugh and what was funny about the scene:

Scene Three: WATER PISTOLSI ran to my room. I got two water pistols,

loaded them at the bathroom sink and broughtthem out. I gave him one. “Here’s yours. Stick itin your pocket like this. We stand five stepsapart. At the count of three, draw and fire. Gotit?”

He didn’t say anything for a long time. Thegrin was gone. He just stared at the green plasticgun in his hand. He wasn’t even holding it right.Finally he looked up at me. “I can’t.” He lookedme dead in the eye. “I’m a Quaker,” he said.

“A Quaker?” I screeched. “What’s aQuaker?”

“It’s somebody who doesn’t believe inviolence.”

“Who says you have to believe in it? You justdo it.”

“I don’t fight in wars.I Laughed. “You hambone, this ain’t war.

This is water guns.

Name________________________ Class____________________ Date_______________UNIT 2 | Activity 2.4 (B)

THE UNDERDOG

I shot him right between the eyes with mywater gun. He didn’t move. Water trickled downhis nose.

That was crazy. Whoever heard of a kid whodidn’t shoot back? Then all of the sudden I got it.“Hah!” I sneered. “You’re trying to trick me!”

I fired three quick shots. He didn’t moveexcept to blink when water hit his eyes. I waslaughing so hard I thought I’d bust a gut. he heldout the water gun I’d given him. His loadedweapon. I stopped laughing.

“You’re supposed to shot back, hambone!”Iwound up and whipped his gun over the roof ofour house. “Dummkopf!”

I slammed my own gun to the ground. Istomped and stomed on it till it was green plasticsplinters.

...I took a deep breath. I got up in face. Istared. I dared him to blink first. I wanted to hatehim. I wanted to stay mad, but I was havingproblems.

Questions:

1. How does Spinelli use humor to construct this scene? What is funny here?

2. What serious message is Spinelli sending to his readers?

3. The book from which these passages come are written for a young adult audience. Explain the agesof the kids who might read this and enoy it. Then explain why humor is an important tool in con-structing a serious message for this age group.

4. Who is the victor in this scene-Penn, with water dripping off his nose? Or Crash? Gvie reasons foryour choice.

5. Work with a partner to create a character wheel for either Penn or Crash, using examples from thethree passages to fill in the six spokes of the wheel.

Name________________________ Class____________________ Date_______________UNIT 2 | Activity 2.3

THE CHARACTER WHEEL:A GRAPHIC ORGANIZER FOR DEVELOPING

CHARACTERIZATION

THOUGHTS PHYSICALAPPEARANCE

SETTING

BEHAVIOR/ACTIONS

SPEECH/DIALOGUE

REACTIONSOF OTHERS

Physical Description: Describe the physical appearance of the character using words that appeal to one ofthe five senses.

Setting: Describe particular place and a time inhabited by your character, such as a city, acave, a bedroom, or a school gymnasium. The time could be the future, the present, orthe past.

Behavior: Describe your character doing some action.

Speech: Provide examples of how the character talks.

Reaction of Others: Describe your character through the eyes of another character, capturing that person’sattitude.

Thoughts: Describe your character’s thoughts, such as desires, fears, or regrets.

UNIT 2

CREATE A CHARACTER SKETCH

Invent a comedic character and use the character wheel to write a charactersketch, a short descriptive writing that gives a vivid picture of a character.

Review the ChecklistPass out the Production Activity worksheet and review the steps in the process needed tocomplete the activity. Encourage students to check off the steps by using the circles on theleft margin. Establish a realistic deadline and monitor students’ work during the process.

Evaluationuse the Evaluation Rubric provided to give students feedback about their writing. Youmight also want students to evaluate each other’s work using this evaluation sheet.

Publishing Student Work on www.AssignmentMediaLit.comSee the Resources section on page 157 to learn how you or your students can sendcompleted character sketches to be published on the Assignment: Media Literacy website.

ASSIGNMENTUNIT 2


ASSIGNMENT: Invent a comedic character and write a character sketch, a shortdescriptive writing that gives a vivid picture of a character.

USE THIS CHECKLIST TO COMPLETE THE ACTIVITY:

Invent an imaginary character by creating a character wheel.• Draw the character wheel on a sheet of paper.

• Spoke 1: Physical description. Write about what the character Looks Like. You don’thave to describe everything, Consider: face (lips, eyes, hair); physique; clothing; hands,feet.

• Spoke 2: Setting. Write about where your character is Located right now—at school, athome, at a sports game, at the mall, at a Lake, in a dark alley? What’s in your charactersLocker? Gym bag? Pockets?

• Spoke 3: Behavior. Make your character do something. Don’t use spoken dialogue yet,just focus on action. Think of vivid verbs to make the action come alive.

• Spoke 4: Speech. Create two or three Lines of dialogue, but Let it grow out of thebehavior established on spoke 3.

• Spoke 5: Reaction of others. On this spoke, create a second character who observes orinteracts in some way with your character. Who is that person and what is his or herreaction?

• Spoke 6: Thoughts. What memory does your character suddenly recall? OR what wishdoes he or she make? Revealing something private about your character, something onlyyou, the character, and the reader know, can create suspense, but it can also help thereader to relate to your character.

Write a character sketch based on your character wheel.• Review your character wheel and add bits of detail here and there, filling in any blanks

Select one spoke—perhaps dialogue or maybe reaction of others—and begin writing. Ifyou get stuck, refer to the ideas and phrases you placed on the wheel for inspiration.Remember that a character sketch is not short story—it has no beginning, middle, andend. It is a rich description of a character.

EVALUATIONUNIT 2


Students Name:

Character is described with rich descriptive detail.

4 The character sketch includes a rich description of the physical characteristics, thesetting, the character’s behavior and actions, their speech, the reaction of others, andtheir thoughts. Language choice is effective and communicates rich detail.

3 The character sketch includes a physical description, the setting, the character’sbehavior and actions, their speech, the reaction of others, and their thoughts, butlanguage choice does not communicate rich detail.

2 Some of the components of the character wheel are not included.1 Many of the components of the character wheel are not included.

Character is original and imaginative.

4 The character, setting, behavior, and speech are original and imaginative. Thischaracter is a “one-of-a-kind.”

2 The character, setting, behavior, or speech are reminiscent of other characters inmedia or literature. This character does not seem “one-of-a-kind.”

Sentences are well written.

4 Sentences are written in complete sentence form with no spelling or usage errors.3 Sentences have some spelling or usage errors.2 Sentences are not written in complete sentence form.1 Sentences are not written in complete sentence form and have spelling or usage

errors.

Comments: Grade:

Assessment

SCORING RUBRIC: WRITING TO PERSUADE

3 PointsDevelopment: The writer identifies a clear position1, and fully supports or refutes that position with adetailed argument that incorporates relevant personal and/or factual information that is consistentlypurposeful.Organizational: The writer establishes an organizational plan that is logical and is consistentlymaintained throughout.Attention to Audience: The writer clearly and effectively addresses the needs and characteristics ofthe audience.Language: The writer consistently uses language choices to enhance the text.

2 PointsDevelopment: The writer identifies a clear position1, and supports or refutes that position with anargument that incorporates relevant personal and/or factual information that is usually purposeful.Organization: The writer establishes an organizational plan that is logical and maintained. The planmay have some minor flaws that do not affect the persuasiveness of the argument.Attention to Audience: The writer clearly addresses the needs and characteristics of the audience.Language: The writer frequently uses language choices to enhance the text.

1 PointDevelopment: The writer identifies a position1 that may lack clarity, and minimally supports or refutesthat position with an argument that incorporates personal and/or factual information that is sometimespurposeful.Organization: The writer attempts to establish an organizational plan that is generally maintained.The plan includes some flaws that affect the persuasiveness of the argument.Attention to Audience: The writer attempts to address the needs and characteristics of the audience.Language: The writer sometimes uses language choices to enhance the text.

0 PointsDevelopment: The writer identifies an ambiguous position1 with irrelevant personal and/or factualinformation to support that position; or, the writer fails to identify a position, either implicitly orexplicitly; or the writer presents inadequate information to support a clear position.Organization: The writer establishes a weak organizational plan that is minimally maintained. Thelack of organization makes the argument non-persuasive.Attention to Audience: The writer does not address the needs of the audience.Language: The writer seldom, if ever, uses language choices to enhance the text

1 The writer may identify a position explicitly; or when feasible, it is possible for the writer to clearly identify aposition implicitly.

SCORING RUBRIC: WRITING TO EXPRESS PERSONAL IDEAS

3 PointsDevelopment The writer consistently develops the ideas into a complete, Lily developed piece.Organization: The writer establishes an order of ideas that is purposeful and is consistently andlogically maintained.Attention to Audience: The writer fully anticipates and clearly answers the audience’s needs(audience may include self).Language: The writer consistently uses language to enhance the text and in a manner appropriateto the literary form.

2 PointsDevelopment: The writer develops the ideas into a complete developed piece.Organization: The writer establishes an order of ideas that is purposeful and is maintained. Theordering of ideas may be interrupted with some minor flaws in the logical flow.Attention to Audience: The writer anticipates and clearly answers the audience’s needs (audiencemay include self)Language: The writer frequently uses language choices to enhance the text and in a mannerappropriate to the literary form.

1 PointDevelopment: The writer minimally develops the ideas, but the response may or may not be acomplete piece.Organization: The writer attempts to establish an order of ideas that is generally maintained. Theordering of ideas is interrupted with flaws in the logical flow.Attention to Audience: The writer attempts to anticipate and answer the audience’s needs (theaudience may include self).Language: The writer sometimes uses language choices to enhance the text and in a mannerappropriate to the literary form.

0 PointsDevelopment The writer insufficiently develops the ideas,Organization: The writer establishes an order of ideas that is random or not purposeful. Theordering of ideas is interrupted with flaws that hinder the logical flow.Attention to Audience: The writer has not anticipated and/or answered the audience’s needs(audience may include self).Language: The writer seldom, if ever, uses language choices to enhance the text and in a mannerappropriate to the literary form.

SCORING RUBRIC: WRITING TO INFORM

3 PointsDevelopment: The writer incorporates specific relevant information that is extended andexpanded to fully explain the topic. The information is consistently purposeful.Organization: The writer establishes an organizational plan that is consistently and logicallymaintained.Attention to Audience: The writer incorporates information that clearly and effectively addressesthe needs of the audience.Language: The writer consistently uses language choices to enhance the text.

2 PointsDevelopment: The writer incorporates relevant information with some extension of ideas thatexplains the topic. The information is usually purposeful.Organization: The writer establishes an organizational plan that is maintained. The plan may havesome minor flaws in the logical flow.Attention to Audience: The writer incorporates information that addresses the needs of theaudience.Language: The writer frequently uses language choices to enhance the text.

1 PointDevelopment: The writer incorporates information that minimally explains the topic. Theinformation may be general and/or extraneous, and may or may not be purposeful.Organization: The writer attempts to establish an organizational plan that is generallymaintained. The plan includes some flaws in the logical flow.Attention to Audience: The writer attempts to address the needs of the audience.Language: The writer sometimes uses language choices to enhance the text.

0 PointsDevelopment: The writer incorporates insufficient relevant information to explain the topic. Theinformation provided may be overly general and/or not purposeful.Organization: The writer establishes a weak organizational plan that is minimally maintained,The ordering of information is interrupted with flaws that hinder the logical flow.Attention to Audience: The writer does not incorporate information relevant to the needs of theaudience.Language: The writer seldom, if ever, uses language choices to enhance the text.

Reading Scoring Tools

Responses to this activity demonstrate the ability to identify the mainidea when reading for literary experience.

3= An understanding of the text with full and developed evidence orconnections, extensions, and/or examinations of meaning. The reader usestext support to provide frill and developed evidence when identifying themain idea. This response is text-based and/or text referential.

2= An understanding of the text with sufficient evidence of connections,extensions, and/or examinations of meaning. The reader uses text supportto provide sufficient evidence when identifying the main idea. Thisresponse is text-based and/or text referential.

1= An understanding of the text with limited evidence of connections,extensions, and/or examinations of meaning. The reader uses text supportto provide limited evidence when identifying the main idea. The supportmay be overly general or overly specific and may contain someindefensible as well as defensible information. This response is text-basedand/or text referential.

O= Others


Responses to this activity demonstrate the ability to identify the mainidea when reading to be informed.




O= Others


Responses to this activity demonstrate the ability to identify the mainidea when reading to perform a task.




O= Others


Responses to this activity demonstrate the ability to identify the mainidea when reading for literary experience.




O= Others


Responses to this activity demonstrate the ability to____________________ when reading for literary experience.

3= An understanding of the text with full and developed evidence ofconnections, extensions, and/or examinations of meaning. The readeruses text support to provide full and developed evidence_____________________. This response is text-based and/or textreferential.

2= An understanding of the text with sufficient evidence ofconnections, extensions, and/or examinations of meaning. The readeruses text support to provide sufficient evidence_________________________. This response is text-based and/or textreferential.

1= An understanding of the text with limited evidence of connections,extensions, and/or examinations of meaning. The reader uses textsupport to provide limited evidence___________________________.The support may be overly general or overly specific and may containsome indefensible as well as defensible information. This response istext-based and/or text referential.

0= Other.


Responses to this activity demonstrate the ability to____________________ when reading to be informed.




0= Other.


Responses to this activity demonstrate the ability to____________________ when reading to perform a task.




0= Other.

Possible Products for PerformanceAssessment Tasks

Written Oral Visualadvertisement audiotape advertisementbiography debate bannerbook report discussion cartoonbrochure dramatization collagecrossword puzzle interview collectioneditorial oral report constructionexperiment record play designgame rap diagramjournal skit displayletter song dioramalog story drawingmagazine teach a lesson filmstripmemo graphnewspaper mapplay modelproposal paintingquestionnaire posterresearch report scrapbookreport sculpturescript slide showtest story

videotape

Language Usage

Whenever you see this picture, it is important to make surethat what you have written

• is clear and complete• demonstrates correct spelling, grammar, punctuation,and capitalization• uses different sentence bytes and forms• uses language purposefully

Writing Process

Whenever you see this picture, it is important to make surethat what you have written

• is organized and complete• responds to the audience’s needs• uses language purposefully

MSPAP ICONSClip Art Clip Art

Proofreading GuidesheetGrades 5 & 8

! ! ! ! ! ! ! ! !

1) Have you used sentences of differentlengths and types to make your writingeffective?

2) Have you chosen language carefully so thereader understands what you mean?

3) Have you done the following to make yourwriting clear for someone else to read:

! used appropriate capitalization?

! kept pronouns clear?

! checked the spelling of words youused?

! used correct punctuation?

! used complete sentences?

! made all subjects and verbs agree?

Language Usage Icons Clip ArtClip Art

MSPAP ICONSClip Art Clip Art

GLOSSARY OF TERMSAlignment – the essential Curriculum defines Frederick County curricula in terms of national and state learning goals, the

Maryland School Performance Assessment Program (MSPAP) and the forthcoming required high schoolgraduator tests.

Anchor – the representative products or performance used to illustrate each point on a scoring scale. The top anchor issometimes called the exemplar.

Assessment – continuous process of measuring what students know and are able to do

Authentic Task/Assessment – a developmentally appropriate task/assessment which involves students in demonstratingthe application of their knowledge and skills in a real world context

Benchmark – a description of where students should be at certain point in their educational progress ConstructedResponse Items - assessment items that require students to create short responses (fill-in the blank)

Criteria – guidelines, rules, characteristics, or principles by which student responses, products, or performances areassessed.

Dimensions of Learning (Dot) – an instructional framework that is based on research to help teachers better plancurriculum and instruction; the Dimensions of Learning instructional model is based on the premise thatfive types of thinking (dimensions) are essential to successful learning (1) positive attitudes andperceptions about learning. (2) thinking involved in acquiring and integrating knowledge, (3) thinkinginvolved in extending and refining knowledge, (4) thinking involved in sing knowledge meaningfully,and (5) productive habits of mind.

Disciplinary Instruction – instruction that focuses on a single subject area

Goal/Outcome – the required, non-negotiable curriculum that must be consistent throughout the Frederick County PublicSchools

Evaluation – judgments regarding quality, value, or worth based upon criteria measured through assessment FormativeAssessment - diagnostic, ongoing assessment used to determine instructional needs Coal/Outcome - abroad statement of what students art expected to know and be able to do

Indicator – a demonstration of progress at the program or course level toward attainment of a goal (written in the to knowand to do format)Indicators• are measurable• identify the core knowledge of the subject area• reflect higher order thinking• reflect knowledge of content• reflect skills needed in that content

Integrated Instruction – instruction in which boundaries among subject areas are not identifiable

Interdisciplinary Instruction – instruction that connects discrete, identifiable content of more than one subject area

MSDE Indicator – a demonstration of student progress toward attainment of Maryland (MSDE) Outcomes

Continued…

GLOSSARY (continued)

MSDE Performance – Based School Improvement Exemplar - a model lesson intended to provide teachers with examplesof performance-based instruction and assessment that emulate the kinds of tasks included in MSPAP.

Maryland School Performance Assessment Program (MSPAP) – annual statewide test that require students in grades 3, 5,and 8 to apply what they know in reading, rnathematics, science, social studies, writing and languageusage. It evaluates the effectiveness of a schools’ or systems’ instructional program.

MSPAP Public Release Task – “retired” task from grade 3, 5, or S of the Maryland School Performance Assessment to beused to train educators and familiarize students and parents with MSPAP

Maryland School Performance Program (MSPP) – a dab-based program for measuring how well schools, school systems,and the state prepare each student for higher education and successful careers. The databased areasprovide information regarding how students are performing and help to guide decisions about improvingschools.

Objective – a description of what students will That-n in a lesson and how they will demonstrate that learning

Performance Task – an activity that requires students to demonstrate what they know and can do by constructing aresponse, readng a product, or doing a presentation. A performance task may be used for eitherinstructional or assessment purposes:• Performance instruction involves the teacher as the facilitator to provide feedback throughout• Performance assessment places the responsibility on the students to demonstrate what they know and

are able to do (Examples: MSPAP tasks, products, performances, exhibitions)

Portfolio – a collection of work selected using established criteria and that gives evidence of performance over time. Theprocess of developing a portfolio involves student collection, selection, evaluation, and reflection.

Proficiency Level – an established level of achievement, quality of performance, or degree of skill

Resource Documents – materials used to plan for implementation of curriculum including curriculum guides and othermaterials such as textbooks, teacher’s guides, software, and visuals

Rubric – a scoring tool with a set of general criteria used to assess a student’s level of performance. Rubrics consist of afixed measurement scale (e.g.. 4 point), a list of criteria that describe the characteristics of produce orperformances for each score point, and sample responses (anchors), which illustrate the various scorepoints on the scale.

Scoring Tools – instruments that assess a student’s performance. Scoring tools may include checklists, rating scales,rubrics, keys, and other scoring guides for specific activities.

Selected Response Items – assessment items that require students to select from among given items.Examples: multiple choice, true/false, matching

Summative Assessment – culminating assessment used to measure student achievement at the conclusion of the learningcycle

Teaching for Understanding – the ability to: use the concept, information, or skill in new or unfamiliar contexts; talkabout it intelligently; explain it to others; answer challenging questions about it; teach it

Vignette – a short performance assessment that measures a limited number of indicators

4/97 Adapted from the Maryland Assessment Consortium

Maryland School Performance Assessment Program

1996

A sampling of verbs from students’ tasks on the MSPAP

add plananalyze predictchange proofreadchart recommendchoose recordcircle reportcompare/contrast reviewcomplete review the darecomplete the chart revisecomplete the map studyconvince support the predictioncopy support your ideascreate a design take outcreate a pattern with triangles tell why/why notcreate a table thinkdecide underlinedemonstrate use a protractordescribe use examples to describedisplay write a conclusiondraw/label write a letter to a friendestimate write a letter to an artistevaluate write a letter to your principalexplain write a number sentencefigure out write a questionfill in the pyramid write a speechfind the mean write a summarygather data write an articlehighlight write an equationidentify write an explanationillustrate write instructionslist write support formeasureobserveorganizepersuade

Mar land School Performance Assessment Program

1995

A sampling of verbs from students’ tasks on the 1995 MSPAP

calculate organizechart persuadechoose plot the linescompare readcomplete read aloudcontrast recordcreate selectcreate a box and whisker plot sketchdecide study/explaindescribe summarizedesign surveydetail telldetermine think/pickdiagram think/telldiscuss use detailsdraw/label use the alphanumeric codeestimate use the protractorexplain webexplain a mathematical process writeexplain in geographic terms write a number sentenceexplain patterns write a speechfind write/support your point of viewfollow instructionsgive examplesgraphidentifyillustrateincludeinterpretjudgejustifymatchmeasurenameorganize

Performance Task Assessment List Skit

Element PossiblePoints

Earned AssessmentSelf Teacher

The central theme of the skit presents a concept that isappropriate to the assignment.

The concept is presented accurately.

The actors have important parts in conveying theconcepts and information.

The story of the skit is interesting and helps to preentthe information accurately.

The actions of each actor mesh well and help to conveythe information accurately.

Music and other sound effects support the story lineand also present the information accurately.

Dialogue support the developement of the charactersand the plot as well as the presentation of accurateinformation.

The skit was rehearsed sufficiently.

The audience could easily hear and see the skit.

The skit is entertaining to the audience.

Total:

Adapted from materials developed by Pomeraug Regional School Distirct, Middlebury, CTThrough an agreement with the Maryland Assessment Consortiium, permission is granted to Maryland Public Schools to reproduce this

material for non-profit, educational use.

Assessment Review Worksheet(Intended for Use in Reviewing Middle School CRES Assessments)

Assessment Reviewed:Content Area: Grade Level:

1. Each question measures student performance of the intendedstandard and/or indicator.

2. The stem of each question clearly states the student perfor-mance expectations.

3. The content is appropriate for the grade level.

4. The assessment is free of bias or sensitivity issues.

5. Student responses can be readily scored by teachers, usingaccompanying scoring tools.

6. Time allowances are clear and appropriate.

7. Where appropriate, questions are open ended, requiring exten-sions and connections.

8. The assessment reflects a level of difficulty in line with enrolledgrade standards and MSPAP “satisfactory”, as appropriate.

9. The assessment provides a connected and authentic context forstudent performance, rather than a series of isolated steps.

10. The assignment is engaging for students at a variety of profi-ciency levels.

11. The assessment mirrors the format of MSPAP.

Questions/Comments/Recommendations:

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

QUESTIONING FOR QUALITY THINKING

1 Knowledge – Identification and recall of informationWho, what, when, where, how_________________?Describe___________________________________.

2 Comprehension – Organization and selection of facts andideasRetell ______________________ in your own words.What is the main idea of_______________________?

3 Application – use of facts, rules, principlesHow is __________ an example of _____________?How is __________ related to ________________?Why is ___________________________ significant?

4 Analysis – Separation of a whole into component partsWhat are the parts or features of ______________?Classify ______________ according to _________?Outline/diagram/web ________________________.How does _____ compare/contrast with ________?What evidence can you list for ________________?

5 Synthesis – Combination of ideas to form a new wholeWhat would you predict/infer from _____________?What ideas can you add to ____________________?How would you create/design a new_____________?What might happen if you combined _____________with ______________________________________?What solutions would you suggest for ___________?

6 Evaluation – Development of opinions, judgments, ordecisionsDo you agree_______________________________?What do you think about _____________________?What is the most important ___________________?Prioritize _________________________________.How would you decide about _________________?What criteria would you use to access __________?

Strategies to Extend Student Thinking

• Call on students randomlyNot just those with raised hands

• Utilize “think-pair-share”Two minutes of individual think time, two minutes discussion with a partner, then openup the class discussion

• Remember “wait time”Ten to twenty seconds following a “higher level” question

• Ask “follow-ups”Why? Do you agree? Can you elaborate? Tell me more. Can you give an example?

• Withhold judgmentRespond to student answers in a non-evaluative fashion

• Ask for summary (to promote active listening)“Could you please summarize John’s point?”

• Survey the class“How many people agree with the author’s point of view?” (“thumbs up, thumbsdown”)

• Allow for student calling“Richard, would you please call on someone else to respond?”

• Play devil’s advocateRequire students to defend their reasoning against different points of view.

• Ask students to “unpack their thinking”“Describe how you arrived at your answer.” (“think aloud”)

• Student questioningLet the students develop their own questions.

• Cue the student responses“There is not a single correct answer for this question. I want you to consideralternatives.”

Langauge and Learning Improvement BranchDivision of Instruction

Maryland State Department of Education

Performance Assessment Template

STEP I: Select an MDSE Learning Outcome (reading, writing, language usage, mathprocess, math product, science, social studies).

LEARNING OUTCOME

STEP II: Brainstorm possible meaningful activities to meet the requirements of the Learn-ing Outcome. Consider some of the different products, audiences, and purposeslisted in the other pages of this section. use this information to create your task.

TOPIC: PURPOSE:

FORM: AUDIENCE:

STEP III: Before continuing generate a brief list of activities leading to the finishedproduct. Try to limit yourself to three or four.

Activities:1. _______________________________________________________

2. _______________________________________________________

3. _______________________________________________________

4. _______________________________________________________

STEP IV: Now create the directions for your final task.

PARAGRAPH ONETopic, Purpose, Form, Audience

PARAGRAPH TWORequirements

STEP V: Consider what kinds of thinking and organizing students should do in order tocomplete your task satisfactorily. Make certain that your prewriting activities(Step III) and final task (Step IV) reflect the kind of thinking and organizingyou expect students to practices and master.

STEP VI: Think of measurable outcomes that will show whether or not a student hassuccessfully completed the common task. Use these to generate your rubric.

What qualities willmake the “4” papertruly outstandingand thoughtful? Itis an “A-HA!”product.

START HERE

The “3” should beevidence of attain-ment of the re-quirements ofcommon task.

A “2” exhibitspartial attainmentof the requirementsof the commontask. Each of therequirements isattempted, but atleast one is donepoorly.

A “1” product isdeficient by omit-ting certain basicrequirements orskills.

"

Performance Assessment Rubric

A 4 product will••••




OPPORTUNITIES FOR USING APPLICATION STRATEGIES

BEHAVIORS SKILLS CREATIONS WRITE

Picture-visualize Draw K-W-L Chart A Summary

Look back for info Label Web A picture caption

Identify Main Idea Categorize Outline Events that come next

Work in Pairs Give examples Chart: Problem/Solution A persuasive paragraph

Think Aloud Predict Sequence Chain A letter to convince

Think-Pair-Share List Floor Plan The author’s purpose

Give examples from text Find Who/What/Why Chart A friendly letter

Complete a Venn Chart Advertisement A dialogue

Show work Name Key A business letter

Record Describe Graph A newspaper article

Tell Why Use Schedule An explanation

Give Reasons Develop Changes Support for Predictions

Construct

Calculate

Show

Tally

Compare

Include

POSSIBLE AUDIENCE TO OBSERVE/RECEIVE PERFORMANCE TASKS

Classmates

younger students

older students

student government

student assemble

students at another site

adults

parents

decision makers

newspaper readers

local business executives

decision makers

committee members

superintendent

siblings

judge

funding agency

candidates

department chairs

board members

representatives

senators

PTA

customers

senior citizens

politicians

community groups

grants

principal

chairperson

editor

grandparents

jury

Creative Alternatives

adsadvice columnallegoriesalphabetsanecdotesannouncementsapologiesarchitectural plansautobiographiesawardsbaked goodsbedtime storiesbeginningsbillboardsbiographiesblurbsbooksbook jacketsbook reviewsbrochuresbulletinsbumper stickerscalorie listscampaign speechescartoonscaptionscereal boxescertificationscharacter sketchescooked foodscoupletscomparisonscomic stripscomplaints

compressedconflictscomputer gamescomputer programconstitutionscontractscritiquescumulative storiesdata sheetsdefinitionsdescriptionsdialoguesdiariesdietsdirectionsdirectoriesdocumentsdoublespeakdramasdreamseditorialsembroideryencyclopediaentriesendingsessaysevaluationsexaggerationsexclamationsexplanationsfablesfairy talesfantasiesfashion reports

faxesflagsfolklorefolk songsfortunesgraffitigraphsgood news/bad newsgreeting cardsgrocery listsgossiphintsheadlineshoroscopeshow to’sindexesinquiriesinterviewsintroductionsinventionsjob applicationsjokeslegendslegislationlesson plansletterslistsluscious wordslyricsmachinesmarqueesmasksmemoriesmetaphors

menusmonologuesmovie reviewsmovie scriptsmysteriesmythsneedlepointnews analysisnewscastsnewspapersnumber systemsnonsensenursery rhymesobservationsodesopinionspalindromespamphletsparodiesparty tipspersuasivelettersphrasespicture mapsplayspoemspost cardspostersproblemsprologuesproposalspropagandaprotest signsproductsproverbspuns

puzzlesquipsquizzesquestionnairesquestionsreactionsreal estatenoticesrebuttalsrecipes remediesreflectionsrequestsresumesrevisionsriddlessales pitchessatiresschedulesself-portraitssentencesequelsserialssewingsignssloganssnigletssoap operassociety newssongsspoofsspoonerismssports analysessuperstitionsT-shirtsTV guidestall talestape covers

telegramstextbooksthank you notestheater programstheme partytitlestoystranscriptstravel brochurestributestriviauseless factsvehiclesvideoswant adswanted posterswarningsweavingwishesweather reportsweather forecastswoodworkingyarnsyellow pages

Using M

ultiple Intelligences in Instruction and Assessment

Summ

ary of the “Seven Ways of Teaching

Intelligence Teaching Activities

Teaching Materials

Instructional Strategies (exam

ples) (exam

ples)Linguistic

Logical-Mathem

atical

Spatial

Bodily-Kinesthetic

Musical

interpersonal

Intra-personal

from Armstrong. T. Multiple Intelligences in the Classroom.Alexandria, VA, ASCO. 1994

lectures, discussions, word

games, storytelling, choral

reading, Journal writing, etc.

brain lessons, problem solving.

science experiments, m

entalcalculation, num

ber games. critical

linking, etc.visual presentations. art activities.im

agination game.. m

ind-m

apping, metaphor. visualization

etc.hands-on learning, dram

a, dance,sports that teach, tactile activities.relaxation exercises, etc.superlearning, gapping, long.that teachcooperative learning, peertutoring, com

munity involvem

ent,social gatherings, sim

ulation, etc.Individualized instruction,Independent study, options incourse of study, sell-esteembuilding. etc.

books, lops recorders,typew

riters, stamp eels, books

on tape, etc.calculators, m

ath manipulatives.

science equipment, m

ulti games,

etc.

graphs, maps, video, LEG

Osets. art m

aterials. opticalillusions, cam

eras, picture library,etc.

building tools, clay, sportsequipm

ent, manipulatives. tactile

learning resources. etc.tape recorder, tape collection,m

usical instruments board

games, party supplies. props for

role plays, etc.

sell-checking materials, journals,

materials for projects, etc.

read about it, write about it.

learn about It, listen to it

quantify it, think critically aboutit conceptualize it

see it, draw it, visualize it, color

it. mind-m

ap it.

build it, act it out, touch it. get a“gut feeling” of it,

dance it sing it, rap it, listen to itteach it, collaborate on it, w

ith respect to It

connect it to your personal life,m

ake choices with regard to it

SCORING RULE: WRITING TO INFORM

2 = Consistently addresses audience’s needs by using purposeful and specific information to fully explainthe topic. Text is uniformly organized, and language choices often enhance the text.

1 = Sometimes addresses audience’s needs by using purposeful and mostly specific information toaccurately explain the topic. Text is generally organized, and language choices sometimes enhancethe text.

o = Rarely or never addresses audience’s needs by using purposeful or specific information to explainthe topic. Text lacks organization, and language choices seldom, if ever, enhance the text.

SCORING RULE: WRITING TO PERSUADE

2 = Consistently addresses audience’s needs by identifying a clear position and fully supporting orrefuting a position with relevant information. Text is uniformly organized, and language choices oftenenhance the text.

1 = Sometimes addresses audience’s needs by identifying a somewhat clear position and partiallysupporting or refuting that position with relevant information. Text is generally organized, andlanguage choices sometimes enhance the text.

o = Rarely or never addresses audience’s needs by failing to identify a clear position or failing toaccurately support or refute a position that has been identified. Text lacks organization, and languagechoices seldom, if ever, enhance the text.

SCORING RULE: WRITING TO EXPRESS PERSONAL IDEAS

2 = Consistently addresses audience’s needs by presenting personal ideas in a complete, well-developed whole. Text is uniformly organized, and language choices often enhance the text and areappropriate to the literary form.

1 = Sometimes addresses audience’s needs by presenting personal ideas in an incomplete or partiallydeveloped whole. Text is generally organized, and language choices sometimes enhance the text andmay sometimes be appropriate to the literary form.

o = Rarely or never addresses audience’s needs by failing to present personal ideas in a complete, well-developed whole. Text is often disorganized, and language choices seldom, if ever, enhance the textand are often inappropriate to the literary form.

LANGUAGE IN USE RULE

2 points

??????Consistently uses word and sentence order and language choices to express meaning with style andtone. Text conveys uniform impression of correctness and any errors that are present represent risk-taking.

1 point

??????Sometimes uses word and sentence order and language choices to express meaning with style andtone. Text generally conveys impression of correctness* and errors may or may not represent risk-taking.

0 points

??????Rarely or never uses word and sentence order and language choices to express meaning with styleand tone. Text appears error-ridden.

*correct usage, punctuation, spelling, and capitalization

Teacher Worksheet

Title of story or book

Low Level Thinking Questions

1. Who ?

2. What ?

3. Where ?

4. When ?

5. How ?

6. Why ?

7. ?

High Level Thinking Questions

1. What are all the ways ?

2. What if ?

3. How is different from ?

4. What is your point of view about ?

5. How come ?

6. How do you feel about ?

7. ?

Lenore AbrahamSt. Andrew’s Episcopal School

Potomac, MD 20S54

Round Robin Quizzing

This is a method of quizzing (when I want to be sure students know the material before we moveinto discussion or a project on it) which I have used successfully on a novel and on short stories,but could be adapted to any discipline. It has the following advantages:

a. It makes students review the material thoughtfully and carefully.b. It gives them a vested interest in learning it.c. Students do all the work of preparing the quiz. taking it and evaluating the results.d. Students love every step of the process.

Materials needed:3 x 5 cards, preferably of 3 different colorslibrary card-pockets — handy, but not requireda small plastic bowl (or equivalent container) for each groupred and black checkers or 1-inch circular ‘removable labels’ of two different colors(2 labels stuck together back-to-back), at least 6 per groupa small bell or other attention-getter can be helpful with a large group

Here is the method:1. Divide the class into groups of 4 (or 3 for a small class). If numbers fall unevenly, group them asevenly as possible; then at time of play (see below) use ‘extra’ students to keep score and/ordirect procedure (“master of ceremonies”).

2. Each group then prepares quiz questions on the whole book (in the case of the novel) or theirsection of it (2 short stories, in our case). For lengthy material — the novel — we used 3 easyquestions, 4 medium difficulty, 4 challenging; for briefer material (the 2 short stories): 2 easyquestions. 3 medium and 3 challenging. Questions should be clearly worded and fair. Each questionis written on a 3 x 5 card and the answer written on the back. The set of cards can then be handilyslipped into a library card-pocket, if available, or rubber band if not. Each card should be labeledwith author and title (of stories), and the set should be marked with the names of the group. Mygroups enjoyed color-coding the cards like traffic lights: green for easy, yellow (caution) formedium, red for challenging questions. Teacher keeps the card sets in the classroom.

3. Next day students sit in their groups, each group as far removed from the others as possible (toeliminate overhearing of questions). For a small class with groups of 3, 2 of the group askquestions, I travels with ‘begging-bowl’ to the other groups. each in turn, to answer an agreednumber of questions (I easy, I medium, I hard, for short material; or I easy, I or 2 medium, I or 2hard, for long material). Right answers receive a black checker, wrong answers receive a red. Thetraveler then takes his/her bowl to the scorekeeper to have score recorded, then returns thecheckers to the group that awarded them. Having made the entire circuit, traveling clockwise, thetraveler becomes questioner and someone else from the group becomes traveler, until all have hadtheir turn. The teacher or score-keeper then adds the scores of all participants and awards prizesto the group with the highest score. Or the teacher can award grades for the scores, as desired.

NINTENDO PROJECT: SELF-EVALUATION

Nintendo, Inc., is looking to develop a new game. Your group is in charge of designing one,sketching it, describing it in an essay, preparing an advertisement for a print medium, andpresenting the idea orally to the Board of Directors (your classmates).

NAME(S):

SCREEN(S):

Is (are) the screen(s) in color?

Has the screen been drawn on plain white paper?

Does the screen illustrate what the game will look like?

Is the visual portion of the project clear enough theta player could understand from thedrawing(s) an essential part of the game?

TEXT:

Does the text include a narrative that introduces the scenario of the game and thecharacters included?Does the text include a detailed description of how the game is played? Couldsomeone “complete” the game using the instructions you have given?Does the text include a description of the various levels of the game? Does each levelhave a different “look” with different challenges?Is the text in final draft form? Have you corrected all spelling and grammatical errors?Have you followed the basic rules of composition?Does the text “catch” the audience’s attention? Is the text interesting?

ADVERTISEMENT:

Identify the primary appeal.

Does the ad follow the suggestions discussed in class about composing headlines andbody copy?

The headline should introduce an idea or intriguing.The headline should incorporate “announcement” words.The headline should address each individual.The body copy should follow the primary recommendation-Keep it SHORT...shortwords, short sentences, short paragraphs.

Have you included some examples of “loaded language”?

Is the product clearly represented in the advertisement?

NINTENDO PROJECT: JOB ASSIGNMENTS

Group Members:

The following are the tasks necessary for the completion of this project. Beside each, recordthe names of the group members working on this task (place a by the name of the person incharge). In the far right column, write the date the task is completed.

Task Persons working on task Completion date

Game Coordination

Game Text

Art Work for Game

Coordination for Ad

Copy for Ad

Art Work for Ad

Sales Coordination

Sales Analysis

Visual Aids

Sales Presentation

Performance Assessment (Problem of the Day)

Sample 1:

Objective: Students will interpret and explain data from a scatter plot that they have constructedthemselves.

Problem of the Day: Derek Jeter has signed a contract with the Yankees that pays him 117 million dollars.Dr. Ham thinks this is more money than most baseball players earn. Using the data provided, construct ascatter plot. Interpret the data to decide if Derek Jeter’s salary is or is not higher than that of most baseballplayers. Write a brief note to inform Dr. Ham why you decided Derek Jeter’s salary is or is not higher thanthat of most baseball players. In your note, he sure to include the scatter plot you drew and to use thelanguage of mathematics.

Sample 2:

Objective: Students will analyze and explain the economic and/or social factors that caused the rise infemale employment in the United States from 1940 to 1970.

Problem of the Day: Yesterday we read about the scarcity of human resources during WWII and theconsequential rise in women’s employment. We analyzed how the laws of supply and demand created theneed for women to work. We decided that without women workers, the Allies would not have won the warbecause there would not have been enough capital resources to fund a winning campaign.

Some economists have claimed that the economies of the era of 1940-1970 demanded a greater femalepresence in the work place. Others have claimed that social factors, rather than economic ones, caused theupswing in female employment from 1950-1970. Today you will enter the debate. We are going to readabout the rise of women workers from 1950-1970 in the United States. We are going to study someprimary documents from the Office of the Budget. We will read a short selection - the social factors thatsome historians believe influenced the rise of female employment from 1940-1970. You will use theinformation gathered to decide if the increase in women workers is best explained using economic or socialfactors. To help you make your decision, you wili draw a detailed time line with economic and social factorslisted. Then, beneath your time line, you wili write a caption using the language of economies to capture youropinion in the debate.

Sample 3:

Objective: Students will analyze acidity levels in soil to discover and explain the properties of acids andbases.

Problem of the Day: Ms. Henke’s family is having a reunion October 21st this year. Ms. Henke., wholives in Baltimore, and her sister, who lives in Baton Rouge, each plan to bring a sweet potato pie madefrom fresh sweet potatoes grown in their gardens this year. Mr. Bond has decided to send each of thewomen the seeds for this year’s sweet potato crop, but there are two varieties to choose from, and Mr.Bond is unsure which one to send to each of the Henke sisters. Today, you will analyze the soil from each ofthe women’s gardens. You will determine which type of sweet potato would grow best in each garden basedon the acidity levels of the soil. Then, you will write a letter to Mr. Bond to explain which seeds to send toeach sister. Since Mr. Bond is not a gardener himself~, you will need to explain the properties of acids andbases and why some plants require more acidic soil than others.

Sample 4:

Objective: Students will increase hand-eye coordination and use an appropriate technique to serve andbump a volleyball

Problem of the Day: The annual faculty-student volleyball game is coming up, mud yon may be called onto play for the students. To help the team win, yon need to be able to serve and bump the volleyball.

Sample 5:

Objective: Students will use shading to create perspective (dimensionality) urn a pencil-drawing.

Problem of the Day: When we look at objects in a still life drawn by professional artists, we see that theseobjects appear to be three-dimensional Today, we will learn how shading can be used to create thisappearance. Then, we will redraw the basket of apples we drew last week using shading to add perspectiveto our drawing)

Processes ofReading/

Reading Strategies

When Reading for Literary Experience

Use questions to help students construct meaningwhen reading for literary experience.

· What is the theme of this selection? (Global stance)· Describe and use several examples from the story to

justify your answer. Based on what you know and have read,predict (Global, interpretive stances)

Use questions to help students extend meaningwhen reading for literary experience.

· What reasons might have for wanting to ? Use inferences from the text to support your answer.(Interpretive stance)

· Did you ever know or read about someone who ?Describe and compare this situation to the one in this story.(Personal stance)

Use questions to help students examine meaningwhen reading for literary experience.

· Compare this version of the story to other versions. Evaluate whichone you like the best. Use specific references from the story tosupport your opinion. (Critical stance)

· What part of the selection best expresses the author’s message andwhy? (Critical stance)

When Reading to Be InformedUse questions to help students construct meaning

when reading to be informed.

· Explain in your own words how... (Global stance)· Using information from the text, explain the difference between

and . (Global, interpretive stances)· Explain why . Use examples from the text to help explain

your answer. (Global, interpretive stances)

Use questions to help students extend meaningwhen reading to be informed.

· Using information from the text, compare and contrast (Global, interpretive stances)

· Why do you think the author says on page “ ?(Interpretive stance)

· Describe a personal experience in which you or a friend had the experience of. Compare this experience to the one described in the text.

(Personal, interpretive stances)

Use questions to help students examine meaningwhen reading to be informed.

· Evaluate how effective the author is in informing readers about· Use specific examples to provide praise and polish suggestions for the author.

(Critical stance)· As the reader, evaluate how well the author has presented the information on page

. Use specific examples to judge how well you think the author has writtento inform us about . (Critical stance)

· Explain how the author’s choice of words in reflects hispoint of view. Suggest ways that a different choice of words could have changedthe tone of the text. (Critical stance)

When Reading to Perform a TaskUse questions to help students construct meaning

when reading to perform a task.

· Review and reread the steps for Retell the steps to another person. (Global stance)· What is ? Write a learning log toexplain to a younger

student. (Global stance)

Use questions to help students extend meaningwhen reading to perform a task.

· Predict the steps in the activities that you think may cause problems for a person who was notpresent when the directions were distributed. In your own words, explain the steps to this person.(Global, personal stances)

· What information did you learn in the procedure and when would you use it? (Personal stance)

Use questions to help students examine meaningwhen reading to perform a task.

· What directions might you change or add to the ones already given to make them better? (Criticalstance)

· Evaluate how well the author wrote the steps to perform a task of .Decide if you could perform the task according to the author’s directions. Use examples from thematerial to provde feedback to the author. (Critical stance)

Reading and Writing/Language Usage Strategies

The use of mnemonic devices helps students recall good readin2 and writing techniques. The CUCCStrategy helps students to follow all directions in a multi-pan question or activity. When answering questionsabout reading, the Comma-Quote Strategy helps students to be sure to include evidence from the text tosupport their answer~ .~long with the Comma-Quote Strategy, the ACE Strategy reminds students to citeevidence from the text to support their answer and then extend or explain their answer. The DOAL andCUPS Strategies are to be used to reinforce good writing techniques.

CUCCC = Circle the direction

words.U = Underline key words

after the direction words.C = Count the number of

direction words.C = Check off/complete the

steps.

ACE StrategyA = Answer the question.

C = Cite evidence from thetext to support youranswer. Use“commaquote.”

E = Extend or explain youranswer.

CE = Means to cite andextend again and again.

C.u.p.S.C - Capitalization

U - Usage/Grammar

P - Punctuation

S - Spelling

Comma - Quote Strategy

• Cite specific words and phrases from the text.• Cite a passage from the text, using quotation marks to

show that it is a direct quote.> On page 12, the author said, “Xxxxx.”> I agree with the author when he/she wrote, “Xxxxx.> An example from the text is on page 2, where it says,

“Xxxxx.”• Be sure to explain how the evidence you chose supports

your answer.

D.O.A.L.D = Development

· Responds to the task· Follows directions· Uses correct form· Has a topic sentence, at least three details, and a closing

sentence that is fully supported0 = Organization

· Has a beginning, middle, and end· Has a clear plan

A = Attention to Audience· The writing is geared toward the understanding and age

of the intended audience.· There must be enough information to inform, persuade, or

express personal ideas.L = Language

· Uses appropriate and varied vocabulary· Uses descriptive language· Uses a variety of sentence structures

What Is Strategic Reading?

Strategic readers actively construct meaning as they read, interacting with the text. They setpurposes for reading, select methods of accomplishing these purposes, monitor and repair their owncomprehension as they read. and evaluate the completed task. A strategic reader constructs. examines, andextends meaning before, during, and after reading for a variety of texts.

‘Teachers who understand that reading is a strategic process establish environments that provideopportunities for children to learn language and learn about language while they are using language for realpurposes.” (Halliday)

There are a number of differences between strategic readers and poor readers during all phases of thereading process.How Do Strategic Readers Differ from Poor

Readers?

1. Before Reading, Strategic Readers...• Build up their own background knowledge about

reading and the topic• Set purposes for reading• Determine methods for reading, according to their

purposes.

2. During Reading, Strategic Readers...• Give their complete attention to the reading task• Check their own understanding constantly• Monitor their reading comprehension and do it so

often that it becomes automatic• Stop to use a fix-up strategy when they do not

understand• Use semantic, syntactic, and graphophonic cues to

construct meanings of unfamiliar words• Synthesize during reading• Ask questions• Talk to themselves during reading.

3. After Reading, Strategic Readers...• Decide if they have achieved their goals for reading• Evaluate their understanding of what was read• Summarize the major ideas• Seek additional information from outside sources• Distinguish between relevant and irrelevant ideas• Paraphrase the text• Reflect on and personalize the text• Critically examine the text• Integrate new understandings and prior knowledge• Use study strategies to retain new knowledge.

Poor Readers...• Start reading without thinking about the

process of reading or the topic• Do not know why they are reading but

merely view the task as “ground tocover.”

Poor Readers...• Do not eliminate distractions from

reading• Do not know whether they understand• Do not recognize when comprehension

has broken down• Seldom use fix-up strategies to improve

comprehension• Skip or ignore meanings of unfamiliar

but crucial words• Do not integrate text with prior

knowledge• Read without reflecting on meaning or

text organization.

Poor Readers...• Do not know what they have read• Do not follow reading with

comprehension self-check• Rely exclusively on the author’s words• Do not go beyond a surface

examination of the text• Apply no conscious strategies to help

them remember what they havelearned.

Reading rubric: ACE the Question and Hit the Bull’s Eye on the Target

A Answer all parts of the question

C Cite at least two examples from the text

E Elaborate each example using specificdetails from what you know and what you read

3 An understanding of the text with full and developed evidence of connections, extensions, and/orexaminations of meaning. The reader uses multiple text supports to provide full and developed evidence of

This response is text based and/or text referential

2 = An understanding of the text with sufficient evidence of connections, extensions, and/or examinations ofmeaning. The reader uses multiple text supports to provide sufficient evidence of

The response is text based and/or text referential.

1 = An understanding of the text with limited evidence of connections, extensions, and/or examinations ofmeaning. The reader uses text support to provide limitedevidence of . Thesupport may be overly general or overly specific and may contain some indefensible as well as defensibleinformation. This response is text based and/ or text referential.

0 - This answer shows no evidence of understanding the text.O(A)- Blank

0

1

2

F.E.A.T3

“THE TEXT SAYS”

Resource Sheet

Analyzing the Development of an Argument, Viewpoint, or Perspective

Student Checklist

o What is the writer’s purpose?

o How is the argument presented?

o What is the tone of the article?

o How is the argument organized?

o How does the organization support the writer’s purpose?

o What persuasive language is used?

o How are other persuasive techniques used to create an emotional appeal?

o How fairly is the issue or topic presented in the article?

o Is there evidence of bias or stereotyping?

o What is the overall effectiveness of the argument?

o Did the writer make an effective call to action at the end?

o What types of factual support are used to back up the argument?

o Is the factual support valid?

o What attempt is used to discredit the opposing point-of-view?

STATE THE QUESTION INYOUR ANSWER.

USE QUOTES FROM THETEXT TO SUPPORT YOURANSWER.

REREAD THE QUESTION TOENSURE THAT

EVERY PART OF THEQUESTION HAS BEENANSWERED.

F.E.A.T. - USEFOR EXAMPLE &ACCORDING TOIN YOUR ANSWER!

S -

U -

R -

E -

Resource Sheet

How to Read a Picture

Step 1What is the title?

Step 2Who is the artist or photographer?

Step 3What information is presented in the caption?

Step 4What kind of a picture is it? Is it a photograph, a painting, a

drawing?

Step 5 Ask yourself what is the main idea of the picture?

Step6 What additional information is provided in the detail?

Step 7 How is the picture used to enhance the text?

Reading to Perform a TaskUseful to You?

Text Title

Title of selection

Reader’s Purpose

Author’s Purpose

Intended Audience

Useful Text In your Text? Text Examples to Support EvaluationCharacteristics

• Text Features• Title• Subtitles• Pictures• Diagrams• Drawings• Captions• Bold Text

• Text organization

• Details/Examples

Is this text useful for your purpose? Explain why it is or is not? Use examples from the text to supportyour recommendation.

Echo Reading

Echo Reading is a strategy for emergent readers to practice readingwith a more fluent reader. Emphasis is placed on the flow of reading and tooffer voice support as the emergent reader works to improve reading andsight vocabulary fluency.

Use:

1. Increasing reading fluency

2. Increasing self-confidence in emergent readers

Procedure:

1. A selection is chosen that is at the instructional level of themarginal reader. This reader is paired with the teacher or otherindividual who can serve as a model.

2. The fluent reader sits slightly behind the emergent reader andboth readers read the passage at a normal rate with no hesitations.The fluent reader moves his/her finger under each word. (Theemergent reader may miss words and not keep up but the fluentreader continues.)

3. As echo reading is initiated, it is suggested to repeat at least thefirst two pages/paragraphs several times to help the emergentreader adjust to reading in unison.

4. Reading of The passage continues in unison. Modeling is thefocus, not missed words or not keeping up. After reading, the pairdiscusses progress. A calendar or checklist may be used torecord progress. 1t is important that the fluent reader NOT: correctmistakes, teach skill during the experience, direct attention toillustrations, or ask questions after reading.

5. As the reading progresses, the fluent reader becomes lessinvolved and the emergent reader takes the lead.

Literature CirclesI am looking forward to beginning our next session of literature circles! After receiving input from you abouthow the literature circles functioned with They Cage the Animals at Night I have changed the roles and puttogether groups so you be working with some other classmates. Your new roles will be as follows. We willrotate each role clockwise around the table as we did previously.

1. Discussion Director: Develops a list of 5 questions the group might want to discuss. Keeps the

group on task and calls on other members to present their parts.2. Literary Luminary: Locates five interesting, powerful, puzzling, important sections of the text to readaloud and discuss. (Either Copy directly from book, or include page references. Include a brief explana-

tion as to why you chose each one.)3. Connector: Finds three connections between the reading and the world outside, the reading and

personal life and/or yourself, the reading and other pieces of literature you have read previously, etc.4. Character Commentator: Choose a character with a major role in the section of the book you haveJust read. Comment on any outstanding aspects of their personality, as well as any changes they have

provoked in the plot, conflict, etc.5. Predictor: Will make predictions about what will happen next to the characters, plot, etc. (Don’t give

anything away if you read ahead!)6. Summarizer: will write a brief summary of the assigned pages. This should 1-2 paragraphs long.Those groups containing seven people only will have the seventh person also performing the responder/reactor role.7. Reactor/Responder: React/ respond to two section of the text about which you had a strong feeling(either in a positive way or a negative way). Eg: Did you agree/disagree with something which occurred?

Do you parti6ularly like/dislike the author’s style of writing/use of symbolism/theme/setting, etc.?

Those groups containing five people will take out the role of the summarizer and just do roles 1 -5!The breakdown of the pages is as follows:

The Girl Who Walk Two Moons The View from That was Then. Owned the City Saturday This is NowFri., 3/10: pgs. 1-60 pgs. 1-69 pgs. 1-57 pgs. 1-35Mon., 3/13: pgs. 61-97 pgs l 70-141 pgs. 58-93 pgs. 36-81Wed., 3/15: pgs. 99-l46 pgs. 142-204 pgs. 94-125 pgs. 82-111

Fri., 3/1 7: pgs. 149-end pgs. 205-end pgs. 126-end pgs. 112 end

MIDDLE SCHOOL Sheri Federici Central Middle School

Findlay, Ohio sfederic @Findlay.k12.oh.us

Mystery Reading/Book Report Alternative Name

*As you read your mystery book, keep track of vocabulary words, using your yellowcard to record them. Also, as you come to a colored card, respond to it on the indexcard, and hand it in no later than the due date. Take your time and be thorough with yourresponses since each card is worth 15 points.

1. blue card - due Tuesday, January 25Describe the primary setting of your book. Remember to include time and location.

2. pink card - due Friday, January 28Clearly describe the crime involved in this mystery. If there is no crime, whatexactly is the mystery to be solved?

3. green card - due Wednesday, February 2Describe your favorite character. Include a physical description. personalitytraits, etc. Why is this character your favorite?

4. orange card - due Tuesday, February 8Describe the scariest or most suspenseful part of this book. Use a variety of gooddescriptive words to make your scene come alive.

5. yellow card - due Tuesday, February 8As you read, find ten words that are new to you or that you find interesting orespecially like. List the word, its part of speech, and the definition.

· Based on an idea shared at an OCTELA fall conference.· Easily adapted la the reading of any genre, this is a non-intimidating way for students toreport their progress while reading a book. The students divide their books into four equalsections and mark each spot with a colored index card. The yellow vocabulary card can serveas a bookmark as well. Students respond on the index cards when they reach those points ofthe book

STORY PREDICTION WITH WORD LISTS

Objective: Students will use a list of words to create a storypredicting how the words might have been used in the original story.

Materials: Story, a list of 15+ words sequentially chosen from the story,and an overhead projector/chalkboard

Procedure.: Model this first with the whole class! Before making the wordlist available, place the wards up where they’ll be visible by all students(see below) to activate prior knowledge and articulate word meaning andusage.

WORDS No clue Sounds familiar Know meaning Can glue example

“No clue” - haven’t heard of the word before“Sounds familiar” - have heard the word before“Know meaning” - can define the word“Can give example” - can use in sentence, give examples ofmeaning, or share facts about it

Using heterogeneous grouping, have each team of students create a storywhich they believe will closely follow the original story the words camefrom. Once written, each team’s story should be shared with the class.The final component is to read the actual story and do a compare!contrast activity or discussion.

Assessments: Team work, creativity of story, use of grammaticalconventions, spelling, oral presentation, Venn diagrams, proper use ofwords/terminology, etc.

This is not an original idea, but one of those that Just exists!Tru Dee Griffin Kinnikinnick Middle School

5410 Pine LaneRoscoe, IL. 61913 815-623-2166

Reading and Writing Survey

NAME: AGE: GRADE

What’s your favorite school subject?

What’s your favorite television show?

Who’s your favorite singer or group?

What are your hobbies or out~of-school interests?

Do you read for pleasure?

Name some of the books you have read recently.

Do you read magazines regularly? Which ones?

Do you try to read “for pleasure” daily?

Does someone in your family, or a friend, read to you?

If yes, how often?

Do you keep a journal (diary)?

Have you written any poetry?

Do you feel uncomfortable having someone read what you have written?

Do you have difficulty thinking of topics to write about if they aren’t specified?

Do you have difficulty finding the appropriate words for expressing your ideas?

Do you write letters to anyone? yes no.

Do you think you need to improve your spelling? yes no.

Do you feel confident about your ability to use correct punctuation? yes no.

Do you avoid writing? yes no.

Would you write more if you weren’t graded on it? yes no.

CHECK OFF THE KINDS OF BOOKS YOU LIKE TO READ:mysteryhistorysciencepets/animalswesternsdeep seamath

adventurepoetryfantasyplaysarts/craftsghostswar

science fictiontravelbiography/autobiographybooks about people your agehow-to-books/what topics?

other

Reading Interview

1. Before I read, I

2. While I am reading, if I come to a word that I don’t understand,

3. is a good reader.

4. is a good reader because

5. Do you think that ever comes to word he/she does not know?

6. If comes to a word he/she does not know, what do youthink does?

7. What do you do when you come to a word. that you don’t know while you are reading?

8. What would the teacher do to help someone who doesn’t know a word while he/she isreading?

9. What do you do to help yourself understand and/or remember a story after you have read it.

10. Are you a good reader?

Share and TellA Program of Reading and Thinking for

Middle School Students

Each term students are asked to complete reading outside the classroom and to sharetheir results with classmates. Added to this is research on an internet site. By reporting onvarious works both orally and in writing, students develop a culture of outside reading in theclassroom. Students become eager to share books, films, and internet sites. I keep a library ofbooks in my classroom; the students have access to our Media Center, and they have accessthrough the internet of the card catalogs of local libraries. I help students keep track of workthey have done by listing their books/site! films next to their names on a poster on the wall.

Janet S. SchwartzAvon Middle SchoolAvon, CT [email protected]/jonathanrschwartz

Share and Tell

Book Talks Keep this sheetWelcome to the wonderful world of oral presentations. During each term you will have the opportunity tospeak about books and movies you have read and seen The books and movies must be ones that you haveread or seen on your own, not ones read or seen in another class. Each presentation will begin b~ writingthe title and the author of the book or film on the board along with the type of book or movie you arereporting on..

Your oral presentation must be between 2 and 3 minutes long - no longer! You will hold a note card withsome notes on it. You may not read a prepared statement. Please hand in the notecards after thepresentation. Each presentation should have an introduction and a conclusion. The following informationshould also be evident:Book:

· Intro-includes title and author, type of book· Rating of book Use language to tell how much you liked the book and how challenging the book was to

you.· A short summary explaining who, what, when, where, and a little bit of why or how. This should not be

more than one minute long.· Personal connection with book (comparison w. book, movie, experience, person you know; empathy

for characters)· Conclusion

Movie:· Intro-includes title and stars or director· Rating of movie. Use language to tell how much you enjoyed the film and how challenging the film was

to understand or what made this a well-made film.· A short summary explaining who, what, when, where, and a little bit of why or how. This should not be

more than one minute long.· personal connection with movie (comparison with book, movie, experience)· Conclusion

Internet Site:In addition you will submit a written summary of an internet site you have visited. This site may be connectedwith a topic you have studied in another class. Search for sites on the internet using a good search engine.(What topic associated with school do you want to learn about?) Go there! Read it, study it, then review it

Intro: title of site, author, address of site, the main point of the siteNext paragraph: a summary of the site-(what is there?)Do not tell facts you learned, just the type ofinformation available.Next paragraph: How you connected to the Site, why did you choose this site. What did youexpect? Was it there?Next paragraph: Why others might want to visit the site, how useful it is, and a closing

All presentations will be graded.A grade for each of the presentations will be given

Share and TellThird Term

Again, the rules of Share and Tell will change slightly. Here are the requirements of this term· An oral on a Free Choice book· An oral on a book of mystery or horror.

· An oral on a film which has been nominated for an academy award for make-up or costumes.Report on how the make-up or the costumes help us understand the character in at least twoinstances. Remember Major Braun in Miracle at MoreauX? The dark circles under his eyes andhis wan complexion made the audience feel that this was a death-like appearance. We did nottrust him as much as we did the tanned, older, pudgy Sargeant Schlimmer.

As always, you will be required to have an introduction and a conclusion to your presentation. When yourate the books and the film, remember that you are rating not only how much you liked it, but you are ratingthe art and the skill that went into this work. Why has this film, for example, withstood the test of time?What do you respect about the art of this work? What is your personal connection? Maybe you haven’tdone what this person has done, but you understand the emotions involved. Remember that you are toconnect your experience with the work. You can’t expect the audience to do your thinking for you. Yournote cards will remind you of this. I have the note cards for you to use. Remember, with note cards, you areexpected to have eye contact with your audience; it is expected that you will deliver your presentation, notread it.

· Find a recommended book from the BLACK BOX on the bock counter! Take a look at the books thatreal kids around the country are recommending to you. Choose one based on the recommendation. Write aletter to this person doing the following:Thank for recommendation

Talk about your favorite part of the plotTalk about you favorite characterTalk about what you thought the main idea of the book wasTalk about your personal connectionConclusion

· You will submit a review of an internet site. This site (remember, this means the whole site, not just onepage from the site!) will be on science. Go to www.geocities.com/jonathanrschwartz and find a site here!(Don’t tell me that you couldn’t find one!)

Remember that the site follows this format:Intro: title, ,address, author, do you know who this person is? Credentials? Date of last revision?Next paragraph: summary of type of information found here; if it is true, can it be verified withreferences?Next paragraph: How you personally connected to the siteNext paragraph: Why others might want to use the site, other possible links from this site

Fourth Term Share and Tell

For your final term, you are now old hands at oral presentations.The note cards will continue. Here are the types of works you will be reading:The following are oral:

1. A free choice book

2. A film which either won or was nominated for an Academy Award for Best Picture. I suggest thatyou go to the internet to www.oscar.com. Or check the list in the room

The following are written:3. A book of historical fiction on any era This book must be read by April 30,. At that tune I will

ask you to bring the book to class and we will write on the book in class.

4. You will submit a review of an internet site. This site (remember, this means the whole site, notjust one page from the site!) will be on science. Go to www.geocities.com/jonathanrschwarrzand find a site here! (Don’t tell me that you couldn’t find one!)

Remember that the site follows this format:Intro: title, ,address, author, do you know who this person is? Credentials? Date of last revision?Next paragraph: summary of type of information found here; if it is true, can it be verified withreferences?Next paragraph: How you personally connected to the siteNext paragraph: Why others might want to use the site, other possible links from this site

5. Write a letter to a person in class about a book or a film that you have read or seen based uponthis students recommendation. Remember to write in ink and in paragraphs. Remember youraudience; he/she has read the book! Please express your ideas about the book.

Possible form:Paragraph Intro-tide, author, ratingParagraph- Favorite character and support (why is this a favorite character?) Paragraph- Favoriteevent and support (why is this a favorite event?) Paragraph- Theme or Main idea and support(What is the purpose of this book? What idea is being explored?)Paragraph-Personal connection (Remember to connect your experience to the book, do not expectthe experience to speak for itself)Paragraph- Conclusion, thank you for recommendation, further thoughts

Book ListAs a member of the audience, you too have a responsibility. Your responsibility is to take notes on eachpresentation. You are to write the following information:

Title of workAuthor or stars of movieRating given by speakerType of workA few words about plot, character, theme, or setting

This information will be collected at the end of the term and will be placed into your writing folder. Keepyour notes clean, legible, accurate. Keep types of books together on a page

For the first term you are to report on the following works:

· A book about a different culture, your summer reading book. This will not be an oral. You willcreate a book jacket for this book. Title, author, and an appropriate cover will be on the front ofthe jacket. Do not copy the cover of the book. A summary of the bookll be written on the insideflap of the jacket. Please submit to me also two paragraphs explaining what your cover isillustrating and your personal connection to the book.

· An animal or sports book· A free choice book· An Internet site: Go to http//rnembers.home.net/jonanschwartz Find an interesting site to report

on. Don’t report on the information, talk about the site!· A movie which was nominated or which won an academy award for either special, visual or

sound effects. Go to www.oscar.orgClick on the Academy awards database. Ask for allnominees, you will find the list. (Or check the cupboard doors for the list!)

One choice for a choice book could be a book recommended by someone in the class. If the book hasalready been reported, please make reference to the other report Did you agree or disagree with the rating?Please voice your appreciation or dissatisfaction in receiving this recommendation. Be sure to support yourviews with details from the work.

Here are some suggestions for movies:

Possible boks:

Second Term

For this term, the rules of Share and Tell will change slightly. This term you will be required to read or seethe following:

· A books of choice· A fiction or non-fiction book about World War II· A new internet site from Schwartz’s home page or a new one that can help you with Social

Studies work.. Remember this is the SITE. not just one page of info.· A movie which was nominated for its musical score before you were born!— NO R rated

movies!

Remember that the site follows this format:Intro: title, .address, author, do you know who this person is? Credentials7 Date of last revision?Next paragraph: summary of type of information found here; if it is true, can it be verified withreferences?Next paragraph: How you connected to the articleNext paragraph: Why others might want to use the site, other possible links from this site

Book or Film:Intro-includes title and author, type of bookRating in own language. Why rated this wayPlot-short synopsis-who, what, when, where, why, how

Include when the movie was nominated and whether or not it won. Discuss at least two parts ofthe movie where the music adds to the emotion. What is the setting, and what emotions arehighlighted?Include when it was nominated for musical score and whether or not it won

Personal connection (comparison w. book, movie, experience, understanding of character, theme)Conclusion

Now READ this:Instead of presenting an oral on the classic book, you will create a poster which advertises this book whichhas been made into a film..

Include the following:Name at least three stars in the movie plus the part each playsUse at least three images from the book on the poster

You will then write a letter to a fictional producer, explaining how this film will work so well. Include thefollowing information:

Why would this book make a great film?Why would (choose one of your stars) be great in this film?Why use these images on the poster to sell the film?

This letter should be at least 5 paragraphs long. Don’t forget the introduction and conclusion.

In addition to the content of your Share and Tell presentations, I will also be looking at your delivery. Youare to be poised, have eye contact with your audience, and speak loudly and clearly so that youraudience can easily understand you. Crutch words and ugly words are not to be used. If conclusions arelacking, you will not earn above a C. A conclusion summarizes your comments. A conclusion to yourpresentation is not a conclusion to the plot of your book or movie! You might want to tell us where to findthis book or movie. You might say that you are looking for other books like this one.Yes, you will continue to keep a book list. Clean papers for this term!

Movie Work Sheet

Title

Director:

Starring:

Who: (Main Characters)

When

Where

What (Main idea of movie)

Why and How (Main events)

Special sound or Visual Effects Year Nominated:Best examples:

Personal Connection

Book Review Work sheet

Title:

Author:

Who:

When:

Where:

What is the main part of the book about:

Why and how do they arrive there:

How would you rate this book?

Why?

Personal Connection

Reading for Information

Determine the Author’s Purpose(What Does the Author Want Me to Learn?)

Tips for Success· Ask yourself what the author most wants you to learn.· Look at the title to help reveal the author’s purpose.· Remember that a selection will contain many true statements that are not the author’s purpose.· The author’s purpose is usually a general statement about the whole article.

I read

I think the author’s purpose in writing is to

Some of the details in the text that prove this are

and

KNOW YOUR PURPOSES FOR READING

• We read to perform a task.

• We read to get information.

• We read for literary experience.

FOLLOW THESE STEPS IN READING

Before

• Predict• Envision• Preview

During

• Revisit text• Question•

After• Summarize• Evaluate• Retell

RESPOND IN THESE STANCES WHEN READING

GLOBAL - get the overall picture

PERSONAL - make connections

INTERPRFITVE - get the meaning

CRITICAL - evaluale the ideas

Helpful hints For Writing Stance Questions

· Make sure the reading material you have selected willallow for stance questioning.

• When writing stance questions always write youranswer using the text for support.

• Have someone try to answer the question that has notread the material, if they can answer the question youneed to rewrite.

• Cue students to use text based support in theirresponses.

• Stance questions require think time so allow yourstudents adequate response time.

• Review student responses to determine if the questionintended is the question students answered.

• As part of your instructional program teach studentsnecessary strategies to demonstrate their constructionof meaning through the stances.

• Once students are comfortable with answering stancequestions allow them to generate their own stancequestions.

Questions about Stance Questions

· When should I ask global understandingquestions ?

· Do my global understanding questions requirestudents to summarize?

· When should I ask developing interpretationquestions?

· Do my developing interpretation questionsrequire students to demonstrate clarification,verification, or revision to their initialunderstanding?

· When should I ask personal response questions?

· Do my personal response questions allowstudents an opportunity to respond usingpersonal and prior knowledge with informationfrom the text?

· When should I ask critical stance questions?

· Do my critical stance questions build on studentsability to identify and analyze the author’sperspective and craft?

· Do my questions reflect a variety of activitiesthat will help my students differentiate theirorientation to the stances?

· Do my developing interpretation, personalresponse, and critical stance questions requirestudents to revisit the text?

THE 3 REASONS FOR READING

Directions: In each of the following cases, decide whether you would be reading To Performa Task (TPT), For Information (Fl), or For Literary Experience (FLE). Put your answers onthe lines provided.

1. Your teacher asks you to find in the dictionary the meaning of the word“conundrum.”

2. A friend suggests a book called First Blood and says you should read It becauseit’s action-packed and a good story.

3. You buy your little sister a doll house for Christmas and now must put It togetherfor her using the Assembly Instructions.

4. You’re into reading science fiction and a new bestseller comes out!

5. You consult a book of road maps to determine the shortest route to take betweenBaltimore and St Louis, Missouri.

6. Your mother gives you a recipe to make her famous apple pie.

7. You refer to the owner’s manual for your VOR to learn how to program It to recorda television show.

8. You go to the library to research the first settlers of Randallstown.

9. You read mysteries for entertainment during your spare time.

10. You consult the entertainment section of the newspaper to find out when the newJackie Chan movie is showing.

11. You can’t afford karate school, so you get a how-to book on martial arts andpractice all the steps page by page.

12. You want to find out what the state bird of Maryland is and you get anencyclopedia.

13. You find a section In the encyclopedia article about how to make a bird house fororioles.

14. You’re a big fan of birdwatching and you love to read about rare bird sightings.

15. You read your textbook to find out when World War I started.

A Reader’s Checklist for Success in

Reading to Perform a TaskNote: These considerations are samples of the kinds of things that effective readers do to increasetheir understanding: they are not absolute prescriptions. Student readers should use them only asstarting points from which to build their own strategies - strategies that they can freely modifyaccording to the demands of their reading purposes and the text.

Before you read...

• Determine what you want to be able to do.

• Skim to find out how the author has chosen to present the material.

• Determine if the directions are organized in a way that would be easy for you to follow.

As you read...

• Read all of the directions once to get a general sense of the task you are being asked to perform.

• Read the materials again to learn the specific directions.

• Pause after each direction you read, and make a picture in your mind of what you are sup, posed

to do.

• Pay close attention to the illustrations or diagrams the author has provided. Do they reflect the

directions accurately?

Summarize each direction on paper in your own words, or highlight key words in the directions.

• When you come to something important that you don’t understand, try rereading it, or ask

someone else for help if you can.

• Use resources such as a dictionary to look up important words that you don’t understand.

• Think ahead about any difficulty you might have in being able to perform the task.

After you read...

• Review your summary of the directions by comparing them to the original materials.

• Revise your ideas as necessary.

• Decide if you would be able to perform the task as written.

A Reader’s Checklist for Success inReading to be Informed

Note: These considerations are samples of the kinds of things that effective readers do to increasetheir understanding; they are not absolute prescriptions. Student readers should use them only asstarting points from which to build their own strategies - strategies that they can freely modifyaccording to the demands of their reading purposes and the text.

Before you read...

• Determine what you want to learn or find out from the material.

• Look over what you will read.

• Skim to find out how the author has chosen to present the material.

• Ask yourself what you already know about the topics the author will cover.

• Jot some predictions on paper about what you expect to learn from the text.

As you read...

• Underline, highlight, or take notes to help you construct meaning and recall important information.

• Ask yourself continually, “Do I understand what I just read and see how it fits?” Pay attention to titles,

chapters, and subheadings.

• Examine any tables, illustrations, bold-face print, underlining, colored print, captions, glossaries, and

other aids the author has provided.

• Pause during your reading to organize new information and link it to what you already know. When

you don’t understand something, review your notes to see where you got off track, reread the

passage, talk to another, or consult such resources as a dictionary.

After you read..

• Summarize what you have read by restating main ideas from the text.

• Evaluate your notes and understanding.

• Reread any passages that you did not understand.

• Apply new ideas from the text to broader situations to extend thinking.

• Evaluate the ideas presented in the text.

• Jot any questions you still have about the topic.

• Use study strategies for notetaking, locating, and remembering to improve your learning in the subject

area.

1. READ THE QUESTION

2. THINK ABOUT WHAT YOU ARE BEING ASKED

3. AS YOU READ THE INFORMATION,HIGHLIGHT KEY WORDS OR PHRASES THATWILL HELP YOU TO ANSWER THEQUESTION.

4. SUPPORT YOUR ANSWER WITH CITATIONSFROM THE TEXT, USING THE COMMAQUOTE STRATEGY.

5. EXTEND YOUR ANSWER BY:· BACKING UP THE INFORMATION FROM

THE TEXT WITH YOUR PERSONALEXPERIENCE OR PRIOR KNOWLEDGE YOUHAVE ABOUT THE TOPIC.

OR· EXPLAINING WHY THIS INFORMATION IS

IMPORTANT OR SIGNIFICANT“THIS MEANS,...”“IN OTHER WORDS…”“I KNOW THIS BECAUSE...”

The PEP TALK Strategy

Think PEP Ask questions, Look for answers, Keep Notes

PERSON (man or woman)

Read and Find• what???• why did???• when and where• important???• connect...

EVENT (something happened?)

Read and find???• what happened• ???• when and where• players• important words• connect...

PLACE (location?)

Read and find• where is it• what is it like• why is it special• important words• connect...

The PEP talk strategy. Note. From “The PEP Strategy.” Copyright 1997 by David S. Katims and Janis M. Harmon.Reprinted with permission.

Reading NameMap Skills Class

Date

Part A; Pre-assessment identify die statement to be T or F in the Before column to show what yOUknow about the following map topics.

BeforeMaps use the ????? talking about directions.

To have a good map, a person should include a key.

Maps have only words on them. in order to show locations and roadways.

The weatherman ??? at the bottom of the map is called

A ruler is helpful in determining distance on a map.

A city and state look alike on a map.

Part B: (1) Create five statements about what you observe while looking at the map of the stateFutura. (2) Then, “dig” to give a detail about that statement to show more elaboration about thatobservation.Ex. Obs. There is a key in the bottom left hand side of the map.Det. The key has 9 symbols represented in it.

1. O-D-

2. O-D-

3. O-D-

4. O-D-

5. O-D-

Part C: Answer the questions that are connected to the packet. Be sure to check your answers outwith the map thoroughly.

ADMIT ONE

Admit Slips

What is it?

• A warm-up activity used to access prior knowledge or review material from a previous class or activity

• a way to identify instructional needs of students

• A strategy for student self-reflection

Why use it?

• To help students recall and/or apply previously taught information or skills

• To access prior knowledge

• To generate interest for the topic about to be taught

When to use it:

• As a quick formative assessment

• When checking for understanding

• When accessing prior knowledge will help to improve student comprehension

Hoe to use it:

• Provide students with 3X5 cards or slips of paper as they enter the room

• Direct students to respond to a teacher-selected question

• Collect cards from students and share several responses at the start of class

KWL Know - Want to Know - Learn

What is it?

A way to list what you Know. What you Want to know, and wha you have Leqrned about a given topic

Why use it?

To tap prior knowledge

To develop questions

To set the stage for reading

·To set purposes for reading

·To set a framework for writing

·To summarize learning

K W L

What I wantWhat I know to know What I learned

When to use it:

· Prior to reading and viewing activities· At the beginning of a unit· To prompt students to re-read and re-think key points· After reading, as teacher guides students in a discussion and records the generated information

How to use it?

· Have students brainstorm what they already know about the concept and record under K· Have students develop a list of questions about what they want to know and record under W· After reading, have students record new information they learned under L (see sample on following

page)

Anticipation Guides

What is it?

A set of teacher-prepared statements or questions relatedto a reading selection to be assigned. It elicitsstudents prior knowledge, point of view, and personal predictions about the concepts involved.

Why use it?

• Motivates interest through pre-reading

• Sets purpose and focus

• Encourages higher level thinking

• Clears up misconceptions

• Activates prior knowledge

When to use it:

• when introducing new material in any content area

How to use it:

• Introduce major concepts from the reading to the students

• Determine students’ knowledge of these concepts

• create 6 to 8 statement: some true, some false; decide statement order

• Present the anticipation guide (6 to 8 statements)

• Discuss each statement briefly.. sttudents agree or disagree and record their response

• After reading, conduct follow-up discussions by returning to the anticipation guide to clarify under-

standing of the concepts and statements

Direct students to rewrite any statement that needs to be altered based on the selection they have read. (seesample on following page)

Anticipation Guide

Read each statement and decide if you think its more like true or false. Put a + if you think it is correct. Putan 0 if you think it is wrong. After we read, you can go back and check what you have learned

PUMPKINS

1. Pumpkin plants grow in the wild and come up every year.

2. The first pumpkins have been traced to South Asia. Traders brought them to Europe and thento america.

3. Pumpkin plants have two kinds of flowers. The pollen from the male flower must be carriedto the female flower in order for pumpkins to grow.

4. Pumpkin flowers bloom in the night and close up during the day5. Some pumpkins have grown to over 900 pounds. Some are very tiny6. Zucchini squash and watermelon are in the same family as pumpkins.7. ?????8. In some towns, there are contests for catapulting pumpkins and in others, for rolling them the

fastest with a bat.9. The state that grows the most pumpkins is Pennsylvania.10. Pumpkins play a role in “The Legend of Sleepy Hollow” and “Cinderella”

WHALES1. Whales are mammals.

2. Whales grow up without ever knowing their mothers.

3. The largest whale is the blue whale.

4. Whales inhale and exhale through their spouts or blow holes.

5. A large whale may weigh up to 150 tons.

6. Whales are monogamous. They stay with the same mate.

7. A baby whale may gain up to 200 pounds a day.

8. Some whales used to live on land.

Name

Preview and Predict

Name of Chapter / Article

Starts on page and ends on page

Look through the chapter / article. Put an X next to any of these you find:

title headings dates

pictures boldface or italics maps or charts

Predict what the chapter / article will be about

???????

Some major events will be

Some important dates seem to be

Colors

Boxes

Bullets/Steps•••

Bold print

Big letters

Labels Apple

Italic print

Maps

Photographs

Underlining

Captions This is a square. It has

4 equal sides

Arrows

Graphs

Pronunciation Keyear ( e r )

Diagrams

TEXT FEATURES USED by AUTHORS

Embedded QuestionsDURING READING STRATEGY

EMBEDDED QUESTIONING is cutting the text up and embedding questionsor writing them within the test.

Used to:

· promote higher level thinking· promote modeling of metacognition· promote reflective thinking· similar to “asking questions,” but the reader actually sees them

How to create embedded questioning:

1. Select a reading related to your teaching topic2. Find natural breaks or high interest points in the text.3. Literally cut the text apart where you have selected the breaks.4. Write/type in the critical thinking questions, or EMBED them into the

reading.5. Put the text back together and photocopy so that the students have

their own copy.6. Consistently embed questions so that the students view the modeling

regularly.

See example…

Fix-UpStrategies

A class list may include, but not be limited to. the following fix-up strategies. Teachers areencouraged to duplicate the list below as a bookmark. mini-poster, or notebook page for students.Teachers might also encourage students to add strategies to the list as they discover them.

• Skip a difficult word.

• Use sentence and paragraph context to explain new terms.

• Reread a difficult section of text.

• Read further on in the text.

• Ask a friend for help in understanding a term or section.

• Use a reference book to define or explain difficult terms.

• Look at the word pairs if the problem involves only one word.

• Locate and read less difficult material dealing with the sample concept.

• Look for hands-on material that will clarify the concepts.

Good readers use some strategies to monitor their comprehension when the meaningis lost. When necessary, they integrate semantic, syntactic and graphophonic cuesto construct meanings for unknown words.Often however, self monitoring uncovers comprehension break-downs beyond theword level. To teach fix-up strategies for comprehension at this level, teachers musthelp students generate and post for future reference a list of strategies to use whencomprehension breaks down for any reason. As students discover new fix-up strategiesthey should discuss and add them to the list. Oral reading by the teacher or studentsprovide opportuniti\y to monito reading and apply fix-up strategies.

Paraphrasing

What is it?

A restating of the text in reader’s own words which captures the authors meaning.

Why use it?

• Aids when reading a difficult passage• Helps in remembering factual information

When to use it:

• During reading a difficult passage of a larger selection• After reading a short selection

How to use it:• Identify the most important ideas in a text.• Have student repeat those ideas in their own words, capturing the author’s meaning.• Monitor students to make sure they do not add their own interpretations, and do not distort meaning by

eliminating too many details, and do not involve author’s exact words.• As students become better at paraphrasing, the length and difficulty of the selections should increase.• Teacher modeling and guidance are essential in developing paraphrasing skills.

Double Entry Journal

What is it?A journal in which students record information from text in one column and their own reactions, ideas, andfeelings about the text in another

Why use it?• To record necessay information from a reading selection• To allow students an opportunity to reflect on recorded information• To make and check predictions• To recall and refine knowledge

When to use it:•During reading to take notes• After reading to check comprehension and/or as a study tool• To react to information• To check predictions

How to use it:• Direct students to divide journal pages into two vertical columns• Guide students to determine the purpose of double entry, i.e.:

• notes/reactions• notes/questions• text excerpt reminds me of• character/my feelings• text excerpt support

• Students record appropriate information/reactions, ideas, feelings in correct column

Think AloudWhat is it?

· A strategy to make thinking public· Letting students in on the secret of how you think while reading· Verbalization of the processing of information

Why use it?

· To increase reading comprehension ability by taking the mystery out of comprehending text· To model thinking strategies for students to use on their own· To enable students to become metacognitive

When to use it:

· When comprehension lags· When teacher wants students to describe their mental images· With shared and paired reading· Before the activity to assess awareness· During the activity to assess performance awareness· After the activity to assess appropriate use of the strategy

How to use it:

· Teacher selects the reading selection· Teacher identifies appropriate strategy to be emphasized. i.e.. prediction, visualization, prior

knowledge connections through analogies, verbalization of confusing points· Teacher explains to students that he will model what experienced readers often do and think as

they read· Teacher reads text orally to students while students read along silently

NOTE: While reading, teacher simultaneously verbalizes the thinking process involved. After modelingstrategies. the teacher guides students in identifying and discussing use of the strategy. Strategiescan be charted to future use. After guided practice. students can be paired to practice “think-aloud” with each other.

Frayer ModelPre-reading Strategy for Content area text

*taken from Reading in the Content Area: If Not Me. Then Who? by R. Billrneyer

What is it?“The Frayer Model is a word categorization activity, developed to analyze and test theattainment of concepts important to develop understanding around ESSENTIAL AND NON-ESSENTIAL CATEGORIES.

HOW TO D0 IT:

1. Assign the content word or concept being studied.

2. Explain all the parts of the Frayer Model.

3. Complete a sample model(s) with the students until they appear to be confident.4, Have the students work in pairs or groups to complete assigned concepts.

5. Once the models are complete, have the students share their maps aloud. Usingcrayons, marker. etc/ and hanging the posters until the end of the unit will assist those“forgotten” concepts.

See Model:

Essential Characteristics Non-Essential Characteristics

WORDExamples Non-examples

Definition CharacteristicsA mathematical shape that * closedthat is a closed plane * plane figuredfigure bounded by 3 or more * more than 2 straight sidesline segments * 2 dimensional

* made of line segments

POLYGON

Examples Non-Examples

* pentagon * circle* hexagon * cube* square * sphere* trapezoid * cylinder* rhombus * cone

C.O.N.C.E.P.T. MAPPost Reading Organizer

-7 step cueing system that allows readers to note theimportance of one particular idea or concept

*This strategy needs to be rnodeled several times, practiced with assistance (guided),and used as a study tool independently.

C - convey the concept

O - offer the overall concept

N - note the key words

C - classify the characteristics

E - explore the examples

P - practice with new examples

T - tie down a definition

* Any style of organizer can be created, but the idea of exploring a new concept bycreating the same style of organizer each time is habit-forming for students. They caninternalize this strategy, and it allows them to interpret the information each time.

Comparison Table: People

Overall Concept

Concept Concept

Characteristics Characteristics Extensions

Like Characteristics Like Categories

Unlike Caracteristics Unlike Caracteristics Unlike Categories

Summary

Now, in review of the article, you can be questioned with 4 different types of .????

1.Global- information that can be retrieved from the text to simply answer a question.This is done by simply identifying general information.

ex. What is the topic of the article?What type of animal is being questioned in this article?What purposes do dogs serve here in the U.S.?

2. Interpretive- is information that is gained by revisiting and examining informationbased upon what they already know and connecting it to new information; goingbeyond what you already know.

????????? the coats?How is using coyote fur similar to using dog fur? The sameWhy arent the dogs shot for the use of their skin instead of drowned?

3. Critical- questioning the author’s writing /ideas; looking at the author’s craft;reflecting on the experience, judging it, and connecting to other texts.

ex. Why did the author provide both information from readers that agree anddisagree with the article?How does the format of the article allow you to move through theinformation easily?How did the author make it easier to distinguish between headings,subheadings, and the actual reading?

4. Personal- answering “what you think” kind of questions, your opinions, and how itaffects you as a person....

ex. What is your opinion on using a dogs fur for a coat? Do you like dogs as apet or for commercial use?Do you think there too many dogs in this country?

SUMMARIZING

What is it?

A strategy used to provide a brief written overview of essential information

Why use it?

· focuses students’ attention to the major points of text· assists students in organizing major points· helps to clarify students’ recall

When to use it:

· as a response to reading· after viewing or listening to a selection

How to use it:

· identify the most important information in the passage middle. and an end· organize information into a beginning, a middle. and an end· write the essential information in as few words as possible· check that extraneous information is not included

The Summarization ProcessDuring, Post Reading Strategy

What are summaries?A summary is a piece of writing that condenses the essential

information of an essay, article, or a book. A summary DOES NOT provide all detailsbut uses general statements about the text. _

Why use summaries?Summarizing is an effective way to foster increased understanding and

remembering. It also monitors cognitive process.Summaries allow us to pull out key ideas and compare and contrast them to otherconcepts.*Summaries should be about 10-25 percent of the total length of the text.

How to teach summaries:Have the students identify the who, what, where, when, and why of the text.

Then they can put all of this information into a paragraph.

Sample:2-7 Estimating products and quotients pg. 94 of Middle School Math, Course1

Who- the students doing the estimating problemsWhat- estimating products and quotientsWhere- in Ch.2 of Math classWhen- when using multiplication and divisionWhy- rounding numbers and using compatible num6ersHow- look at the digit to the right of the place you want to round to; 4f the digit is 5 or greater,

round up. If it is lower, leave it the digit that it is. Round products and quotients so thatony’ one digit is a non-zero number

Summary:While we are learning how to estimate products and quotients in multiplication and division in Ch.2, we need to remember to round numbers and use compatible numbers. After getting the productor quotient, we need to look at the end number and round up or down based upon the number tothe right of the identified place value. We can even round so that only one place value is a non-zero number.

Questioning the Authorr

What ids it?

A strategy used for critical analysis of reading material.

Why use it?

· To help the reader to develop an understanding of the author’s purpose.

· To judge the author’s success in making his/her purpose clear.

· To notice that the author’s style of presenting information can impede or enhance the reader’s com-prehension.

When to use it:

· During and after a selection usage

· To enable students to better understand the author’s point of view

· To explain or clarify the author’s purposes and ideas.

How to use it:

· Teacher directs students to read selected passages.

· Teacher creates prompts to enable students to critically evaluate the passage. (See example onfollowing page.)

· Teacher provides questions for students to use to analyze text.

· Teacher models how these questions should be applied using read-aloud and think-aloud strategies.

· Students are moved to guided practice in pairs or small groups led by the teacher.

Questioning the Author

What ids the author trying to tell?

Whay is the author telling that?

Is it said clearly?

How could you have said it more clearly?

What would you want to say instead?

EXITExit Slips

What is it?A 3x5 card given to each student at the end of an instructional activity. discussion, demonstration, orreading of a text. On one side of the card, students write one thing they learned: on the other side. theywrite one question they still have.

Why use it?• To help students reflect on what they have learned.• To identify ??????• To provide useful information to the teacher.

When to use it:At the end of a learning experience.

How to use it:

· Provide a 3x5 card for each student at the end of a learning experience. a class, or end of the day.

· Direct students to write one thing they learned on one side of the card, and one question they still haveon the other side.

· Collect cards for review and select several questions to use during the next lesson.

NOTE: During the next session, questions can be answered directly by the teacher (orally or in writing orstudents can be invited to respond. Selected questions may be put aside for future study. Modifica-tion: Rather than writing one thing learned, students can respond to questions such as: What wassurprising for you? What were you thinking about the most? What is one idea you are excitedabout?

Connecting Reading and Writing

There are various ways that we can connect readingand writing in ANY classroom on a consistentbasis.

1. Exit Slips2. Free Writing- focused, non-focused3. Journals4. Stance Questions5. Authentic Prompt Writing6. Dialectical Journals7. Response Journals- I think, I feel

Stages of Reading

Emergent Literacy? discover that writing is talk written down

?retell stories by pointing to pictures

Beginning Reading?realize that words have meaning? recognize sight words

Building FLuency? word recognition and comprehension become more automatic? read at a faster rate (chunking words and phrases)

? begin to read independently

Reading for Pleasure/Reading to Learn

? read a variety of books? read for enjoyment? read to find out information

Mature Reading

? read a variety of texts about one topic? continue to read for enjoyment

The Role of Text Structure in Comprehension and Learning

Content area texts are written to inform. Their primary purpose is to tell, show, describe or explain. Textpatterns represent the different types of logical connections among important and less important ideas in thismaterial. There are five text patterns that seem to predominate:

description, sequence, comparison-contrast, cause-effect, and problem-solution.

However, authors do not always write texts in neat, easily recognized patterns. They often use more thanone pattern to make a point or convey an idea.

1. Description. Listing information about a topic, event, object, person, idea, etc. (facts, characteristics,traits, features ), usually qualifying the listing by criteria such as size or importance.

2. Sequence. Putting facts, events, or concepts into a sequence. An author will trace the development ofthe topic or give steps in the process. Time reference may be explicit or implicit, but a sequence is evident inthe pattern.

3. Comparison-contrast. Pointing out likenesses (comparison) and/or differences (contrast) among facts,people, events, concepts, etc.

4. Cause-effect. Showing how facts, events, or concepts (effects) happen or come into being because ofother facts, events, or concepts (causes).

5. Problem-solution. Showing the development of a problem(s) and the solution(s) to the problem.

Reading Signals

Signals

Description Sequence Comparison Cause-Effect Problem Solution- Contrast

to begin with on (date) however becausemost important not long after but sincealso now as well as thereforein fact as on the other hand consequentlyfor instance before not only...but also as a resultfor example after either...or this led to

when while so thatfirst although neverthelesssecond unless accordinglythen similarly if...thenfinally yet thus

Reading in the Content area II

Stance QuestionsPart IFor quality written stance questions:

?Make sure the reading material that you have selected will allow forstance questioning. (the text is long enough...)

?When writing stance questions, always write your answer using thetext for support before giving the students the actual questions. (sothat you know the answer can be found in the text... work ahead!)

?Have someone who has not read the text answer your question; ifthey can answer the question, you need to re-write it.

?Cue students to use text-based support in their responses. (... refer to thetext, provide evidence, Include text-based details...)

?Stance questions require “think time,” so allow your studentsadequate response time.

?Review student responses to determine if the question intended is thequestion students answered. (.. there may be confusion within the questionitself..)

?As part of your instructional program, teach students necessarystrategies to demonstrate their construction of meaning through thestances. (teach them the stances and cue them on how to recognize thedifferences between them so answers reflect success)

?Once students are comfortable answering stance questions, allowthem to generate their own!!

?DO NOT CREATE A LIST CONTAINING A GREAT NUMBER OF STANCEQUESTIONS; FOCUS IN ON THE LEARNING OUTCOME! (.. IF YOU GIVEYOUR STUDENTS MANY QUESTIONS, THIS WILL TURN THEM OFF; A FEW WILL DO IFTHEY ARE THE RIGHT ONES...)

adaptadjustanalyzeapplyappraisearticulateaskassesscalculatechallengecheckclassifyclarifycollectcombinecornpare completeconductconnectconsidercontrastconstructcorrectcreatedecidededucedefenddefinedemonstratedescribedesigndetectdevelopdevisedifferentiatediscussdisplaydistinguish

engageestablishestimateevaluateexamineexhibitexperimentexplainexploreexpressfindgathergeneralizehelpidentifyincorporateinduceinguireinspectinstructintegrateinteractinterpretinventinvestigatejustifylabellocatelistmakemodifymonitororganizeparticipateperformplanpredictpresent

prioritizeproduceproposepursuequestionratereachreasonrecognizereflectrespondretrievereviewrevisesearchseekselectshowsolvestructuresupportsynthesizeteachtestuseutilizewrite

Sample Action Verbs

Source: Maryland assessment Consortium

Identifying Stance Questions

Global:In my head from whatI’ve read.

Interpretation:Into the book for a better look.

Personal Reflection:The book and me, connect you see.

Critical:A critical note about how the authorwrote.

The Reading-Writing Connection

Teaching Reading in the Contents Area II

THE WRITING PROCESS

Prewriting choosing a topic and planning to write aboutit...brainstorming with organizers and lists, etc...

Drafting writing a first draft...getting your ideas down on paper...not worrying aboutmistakes...usually in pencil and skipping every other line

Revising reading your drafts thoughtfully to define your ideas. add details, check theorder and include STRONG words...at this stage we may meet with the teacher to discuss ourideas or communicate as a group in order to make sure that we are on the right track...- BUTit is done by the writer only!

Proofreading Reading your draft carefully to check for C.U.P.S. mistakes...(capitalization, usage, punctuation, spelling) ...this can be done in pairs or by the writer on asecond occasion - checking for mistakes!

Publishing/Final Draft writing a final draft for assessment or sharing... this should be aclean copy free of marks/mistakes and normally written in ink...

Now, think about how these steps in the writing process connect with the following steps in theREADING PROCESS.........

THE READING PROCESS

Previewingviewing or looking over the entire text by recognizing the text

features and format of the text

Pre - readingrecognizing the topic, setting the purpose, and making predictions

about the text- building background knowledge

Initial Reading first time reading of the text so that construction of meaning can

be made - identifying first thoughts about the reading

Revisiting going back into the text to develop a deeper understanding of thetext - a possible second reading - visiting from a personal, interpretive, or criticalstandpoint- re-organizing your thoughts

Checking Editing responses so that complete understanding can be made -assessment from the various stances

.... Lets make the correlation; in your own words, howare these processes the same?

Reading in the Content Area IIBefore, During and After Reading Strategies

B What are before, during, after reading strategies?

B Are they the same as reading skills?

D What new strategies have you learned today?

A Provide an example of when you could have utilized a strategy in today’slesson in your classroom.

Learning: What is the purpose of reading strategies as they are usedin any and all classrooms?

The Thinking Reader

ThinkaboutwhatI knowabout the

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Strategies That Might Be Taughtwhen reading for a particular purpose:

Reading For Information:· Use of a KWL chart/pre-assessment chart· Separating main idea from the subordinate ideas (web)· Scanning/skimming· Looking for text features (table of contents, chapters, headings, bold face,

glossary· Note-taking in the margins· Insert strategy(comments using?, ??, !,,,· Highlighting key ideas· Post-it notes (when you can’t write in the text)· Embedded questioning· Critical comparison analysis of multiple pieces of text on the same topic· Read the assessment questions first before reading the text (when applicable)

Reading to Perform a Task~· Reading directions through at least twice; thinking aloud as you read the

second time· Checking the material list against the directions· Pantomiming each step· Draw eavh step or match then with the written steps provided· Rewrite directions so that they read correctly or for an adaptation to the

procedure· Breaking the paragraph-written procedures into steps by using numbers or

slashes· Comparing multiple sets of directions to determine the best set or to gain

information about what could go wrong with the procedure· Find key vocabulary terms which have been studied· *** You do not have to always perform the task... unless your curriculum calls

for it!

A Reader’s Checklist for Success in Reading to Perform a Task

1. Before you read:

?Determine what you want to be able to do.

?Skim to find out how the author has chosen to present the material.

?Determine if the directions are organized in a way that would be easy for you to follow.

2. As you read:?Read all of the directions once to get a general sense of the task you are being asked to perform.

?Read the materials again to learn the specific directions.

?Summarize each direction on paper in your own words.

?Pay close attention to the illustrations or diagrams the author has provided.

?Pause after each direction you reads and make a picture in your mind of what you are supposed to do.

?When you come to something important that you don’t understand, try rereading it, or ask someone elsefor help if you can.

?Use resources such as a dictionary to look up important words that you don’t understand.

?Think ahead about any difficulty you might have in being able to perform a task.

3. After you read:

?Review your summary of the directions by comparing them to the original

?Revise your ideas as necessary.

?Decide if you would be able to perform the task as written.

A Reader’s Checklists for Success in Reading to be Informed

1. Before you read:

? Determine what you want to learn or find out from the material.

? Look over what you will read.

? Skim to find out how the author has chosen to present the material.

? Ask yourself what you already know about the topics the author will cover.

? Jot some predictions on paper about what you expect to learn from the text.

2. As you read:

? Underline, highlight, or take notes to help you construct meaning and recall important information.

? Ask yourself continually, “Do I understand what I just read and see how it fits?”

? Pay attention to titles, chapters, and subheadings.

? Examine any tables, illustrations, bold-face print, underlining, colored print, captions, glossaries, andother aids the author has provided. Pause during your reading to organize new information and link itto what you already know.

? When you don’t understand something, review your notes to see where you got off track, reread thepassage, talk to another person, or consult such resources as a dictionary.

3. After you read:

? Summarize what you have read by restating main ideas from the text.

? Evaluate your notes and understanding.

? Reread any passages that you did not understand.

? Apply new ideas from the text to broader situations to extend thinking.

? Evaluate the ideas presented in the text.

? Jot any questions you still have about the topic.

? Use study strategies for notetaking, locating, and remembering to improve your learning in the subjectarea.

A Reader’s Checklist for Success in Reading for Literary Experience

When you are reading a story or a play, think about:what the story or play is aboutthe characters and settingthe eventswhat will happen nextthe problems and how they are solved

If you are reading a poem. think about:the topic of the poemhow the poet wants you to feelthe descriptive words that make the pictures in your mindthe form the poet has used

I. Before you read:

? Set a purpose for reading.

? Preview the material to generate questions you would like to have answered.

? Think about the title, pictures, and ideas to help you to predict what the story is about.

2. As you read:

? Stop and retell the main events to see if you understand what has happened.

? See if you can answer any of the questions you asked before you started to read.

? Continue to predict the outcome of the reading as you move through the material. Reread some partsor read ahead to see if you can figure out what is happening if things aren’t making sense.

? Think about how the author used special words or phrases to communicate.

? Use context clues or a dictionary to help you determine the meaning qf unknown words.

Think about how your own experience compares to the characters’ experiences.

3. After you read:

? See if you met your purposes for reading.

? Think about what questions you still have about the story.

? Consider whether the plot is realistic.

What Is Strategic Reading?

Strategic readers actively construct meaning as they read, interacting with the text. They setpurposes for reading, select methods of accomplishing these purposes, monitor and repair their owncomprehension as they read. and evaluate the completed task. A strategic reader constructs. examines, andextends meaning before, during, and after reading for a variety of texts.

‘Teachers who understand that reading is a strategic process establish environments that provideopportunities for children to learn language and learn about language while they are using language for realpurposes.” (Halliday)

There are a number of differences between strategic readers and poor readers during all phases of thereading process.How Do Strategic Readers Differ from Poor

Readers?

1. Before Reading, Strategic Readers...• Build up their own background knowledge about

reading and the topic• Set purposes for reading• Determine methods for reading, according to their

purposes.

2. During Reading, Strategic Readers...• Give their complete attention to the reading task• Check their own understanding constantly• Monitor their reading comprehension and do it so

often that it becomes automatic• Stop to use a fix-up strategy when they do not

understand• Use semantic, syntactic, and graphophonic cues to

construct meanings of unfamiliar words• Synthesize during reading• Ask questions• Talk to themselves during reading.

3. After Reading, Strategic Readers...• Decide if they have achieved their goals for reading• Evaluate their understanding of what was read• Summarize the major ideas• Seek additional information from outside sources• Distinguish between relevant and irrelevant ideas• Paraphrase the text• Reflect on and personalize the text• Critically examine the text• Integrate new understandings and prior knowledge• Use study strategies to retain new knowledge.

Poor Readers...• Start reading without thinking about the

process of reading or the topic• Do not know why they are reading but

merely view the task as “ground tocover.”

Poor Readers...• Do not eliminate distractions from

reading• Do not know whether they understand• Do not recognize when comprehension

has broken down• Seldom use fix-up strategies to improve

comprehension• Skip or ignore meanings of unfamiliar

but crucial words• Do not integrate text with prior

knowledge• Read without reflecting on meaning or

text organization.

Poor Readers...• Do not know what they have read• Do not follow reading with

comprehension self-check• Rely exclusively on the author’s words• Do not go beyond a surface

examination of the text• Apply no conscious strategies to help

them remember what they havelearned.

What is the Strategic Process?

A good, strategic reader constructs, examines, and extends meaning before, during, and after reading.The teacher of strategic reading continually introduces, models, explains, reinforces, and evaluates readingstrategies as students read various texts for diverse purposes. Thus, the teacher of strategic readingdevelops and follows an organized plan in promoting student growth in use of the strategies. See “Strategiesof Effective Readers,” Teacher Resources Section for a summary of strategies.

What is a Reading Strategy?

“A strategy is a plan of action for bringing about a desired product such as comprehension orindependence. Strategies require the use of more than one skill simultaneously when reading sentences,paragraphs, and longer passages.”

Edith Buckingham

What is the Difference Between a Reading Strategy and a Reading Skill?

“Strategies are plans readers use flexibly and adaptively, depending upon the situation. Skills, in contrast,are procedures readers overlearn through repetition so that speed and accuracy are assured every time theresponse is called for.

The differences influence instruction and learning. In teaching skills, the object is to create automatizedaccuracy through drill and practice activities (such as worksheets) which call repeatedly for the sameresponse. Students who receive skills instruction learn to answer isolated exercises quickly and accurately.

In teaching strategies, on the other hand, the object is to develop thoughtful and conscientious reasoningabout problems encountered in real text (such as trade books or magazines) where each situation demandsa slightly different response. Students who receive strategy instruction learn to reason adaptively with theirown knowledge about how reading works.”

Duffy and Roehler, Reading Teacher, January, 1987

What Are the Steps Teachers Should Follow in Planning and Providing Strategic ReadingInstruction?

See chart on the next page

Planning for Reading Strategy Instruction

Planning

1. Select material students can read comfortably.2. Identify a strategy.

Focusing Instruction

1. Name the strategy to be taught.2. Discuss the reasons why it is being taught.3. Display and explain the steps of the strategy.

Modeling - Direct Instruction

1. Teach the strategy in an appropriate context.2. Provide opportunities for whole-group work, collaborative group work, and individual work.3. Reflect with students on what was done and why.4. Discuss with students strategic applications within and across the curriculum,

Guiding Practice

1. Review the steps of the strategy with the students.2. Establish criteria for effective use of the strategy.3. Use the strategy in a variety of contexts and with a variety of texts.4. Reflect with the students on their growing competency with the strategy.

Encouraging Independent Applications

1. Return to the strategy whenever applicable.2. Provide opportunities for students to use the strategy to fit particular texts, contents, and

personal styles.3. Monitor the students’ expertise and independent application of the strategy.4. Require and enable students to assess their own growth in strategic behaviors through

instructional portfolio assessment.5. Monitor the gradual reduction of teacher support needed by individuals.6. Inservice team members on strategy procedures and applications.

How Can Reading Strategies Be Organized?

· BEFORE-READING activities should emphasize methods of merging reader, text, and content. therebyenabling students to set appropriate reading purposes, recall related prior knowledge. preview and predictwhat the text will be about, and select reading methods to suit their purposes and the text. Included inthese considerations may be readers’ decisions to expand their background knowledge through relateddiscussion, exploration of key concepts, or related reading.

· DURING-READING activities should enable students to monitor their comprehension through a varietyof strategies and experiences and acquire diverse fix-up strategies to improve their understanding wherenecessary.

· AFTER-READING activities should teach students to review their understanding of text, relate newideas to their background knowledge, revisit the text to clarify and extend meanings, make responsibleinterpretations and criticisms of ideas from the text, revise their thinking, apply the information to othertexts and disciplines, and remember crucial learnings for future application.

What Are Some Techniques for Teaching Before-Reading Strategies?

Before reading, strategic readers:· PREVIEW the text by looking at the title, the pictures, and the print in order to evoke relevantthoughts and memories.· BUILD BACKGROUND by activating appropriate prior knowledge through self-questioning about what they already know about the topic (or story), the vocabulary, and theform in which the topic (or story) is presented.· SET PURPOSES for reading by asking questions about what they want to learn during thereading process.

The following strategies can be used to assist students before they read the text. They enable the studentsto become actively engaged in metacognitive processes in preparation for reading.

Previewing •· Recall and consider prior personal experiences that are relevant to the text.• Build the necessary background knowledge for the text.• Observe how the text is organized.• Reflect on personal purposes for reading.

Example: When previewing Across Five Aprils by Irene Hunt, for example, the teacher might share a mapthat delineates Northern and Southern states of slavery. The teacher might read to the students Pink andSay ( a picture book which describes the friendship and perspectives of two Union soldiers during the CivilWar) by Patricia Polacco. The students might share their knowledge about Civil War events and local battlesites and then examine the textual elements of Across Five Aprils in order to predict novel events. Afterreading the front and back covers, copyright page, and dedication, the students use a visual organizer topredict novel events. The teacher might then save the organizer for later review and give a copy to eachstudent, asking each to record a personal purpose for reading the novel on the prediction sheet.

Survey Technique This technique is a whole-class adaptation of SQ3R (Survey, Question, Read,Recite, Review) study method. Steps include:

· Analyze the chapter title, subtitles, and visual aids.· Read the introductory and closing paragraphs.· Identify the main idea of the passage.

Predictions Making predictions increases student curiosity and motivation by stimulatingpurposes for reading. Predictions may be made after reading the title or first sectionof a selection, viewing an illustration, or from skimming an assignment. Predictionsmay be listed. Students should be asked to justify their predictions based onavailable clues.

Prereading Plan This technique enables students to use and analyze their prior knowledgeabout the subject of a reading. Steps include:

• Phase 1: Discuss key aspects of a topic according to the teacher’s purposes.• Initiate associations to help students elaborate on what they know about the

topic.• Reflect on the associations to clarify prior knowledge.• Reformulate knowledge; develop new insight; and add, delete, or modify

ideas.Phase 2: The teacher analyzes individual student responses to assess the priorknowledge of the class before presenting the content.

Directed · Survey the title, subheadings. and illustrations.Inquiry · Predict responses to these questions: Who? What? Where? Why? and How?Activity ~DIA) · After predicting, read the text to evaluate the predictions.

· Analyze the predictions using the given information.· Modify understandings of the content under the points of inquiry.

Directed The DRTA allows students to take an active role in setting their own purposesReading- for reading. It includes these steps:Thinking · Survey the title, subheadings, and illustrations, and make predictions aboutActivity the content.(DRTA) · Read the text.

· Examine the text in light of predictions and evaluate the predictions.· Continue reading and reflecting until finished with the text.

What Teaching Techniques Help Students Learn Self-Monitoring Strategies During Reading?

Self-monitoring is the active awareness strategic readers have of their own understanding andcontrol over that understanding while reading. It enables readers to measure their comprehensionand take steps to enhance it. When students become conscious of their thinking and comprehension, theycan deliberately apply different fix-up strategies when comprehension breaks down. A major goal of readinginstruction for students is to expose and equip them with productive self-monitoring strategies. Several of thefollowing techniques are useful to this end.

Self-Questioning Self-Questioning is a technique in which students generate story-specific questionsabout the important elements of a text as they read in order to integrate better priorknowledge with the text and the reading context. Story elements whose meaningsare extended by self-questioning might include the main character, goals, obstacles,outcomes, and themes of the story. Students move from a general question to astory-specific question. The generated questions may be used for group responseand discussion. They may also be used with explanatory materials.

Teachers may implement the self-questioning technique in the class room using thefollowing steps:

Self-Questioning · Model general questioning techniques for the students.

(continued) · Model how to generate text-specific questions based on the general questionswhile reading a text.

· Generate questions about a text together.· Generate individual story-specific Questions.

The following general-questions (GQ) and story-specific questions (SQ) for The Outsiders, by S.E.Hinton, show how this process may be applied in the classroom.

Character GQ: Who is the leading character?SQ: Is this story more about the Socs or the Greasers?

Goal GQ: What is the leading character trying to accomplish?SQ: What is Ponyboy trying to do in this story?

Obstacles GQ: What obstacles does the leading character encounter?SQ: How do the Socs cause problems for Johnny?

Outcome GQ: Does the leading character reach his or her goal?SQ: Is Ponyboy able to resolve the gang and family conflicts he faces in the book?

Theme GQ: What is the author saying to us about life in this story?SQ: What did I learn about solving conflicts from reading The Outsiders?

Think Aloud

Think-alouds remove the cloak of mystery surrounding thecomprehension process as teachers and students verbalize their ownthoughts while reading orally. A think-aloud may include the followingsteps:· The teacher selects a passage to read aloud that poses comprehensionproblems for readers, for example, complex or difficult concepts.contradictions, ambiguities, or unknown words. The teacher is carefulthe passage includes specific sections where comprehension breaksdown in order to model with students ways to deal with each.· The teacher reads the passage aloud and thinks out loud about theproblems encountered, reflecting how he or she monitors understandingof the text and makes decisions to remedy comprehension problems.The students observe the teacher’s modeling silently, noting themonitoring of comprehension. The teacher should include the followingconsiderations during think-alouds:

a. Make predictions (develop hypotheses): for example, “From thetitle, I predict that this section will tell how fishermen used to catchwhales . . . In this next part, I think we’ll find out why the man flew intothe hurricane.... I think this is a description of a computer game.”

b. Describe the pictures imagined from the information given: forexample, “As I read, I see this scene in my mind: The car is on a dark,probably narrow road; there are no other cars around....”

c. Make analogies (linking prior knowledge to new information inthe text): for example, “This is like a time we had a flat tire while drivingto Boston. We were worried and had to walk three miles for help..~.

d. Verbalize confusing points (monitoring ongoing comprehension):for example, “This just doesn’t make sense. . . . This is different fromwhat I had expected.”

e. Demonstrate “fix-up” strategies (correcting laggingcomprehension):

for example, “That is not clear; I’d better reread.... Maybe I’ll readahead to see if it gets clearer. . . . I’d better change my picture of thestory.. . . This is a new word to me, and it seems crucial to the meaningof the essay; I’d better try to figure it out what it means here....”· The teacher leads a debriefing discussion in which studentssummarize what the teacher did and why. They focus on the choicesmade by the teacher and the reasons and outcomes of those choices.· The teacher structures a small-group or paired activity in whichstudents take turns practicing think-alouds with difficult readingmaterials.

A class list may include, but not be limited to, the following fix-up strategies. Teachers are encouraged toduplicate the list below as a bookmark, mini-poster, or notebook page for students. Teachers might alsoencourage students to add strategies to the list as they discover them.

FIX-UP STRATEGIES

· Skip a difficult word and read on.

· Use sentence and paragraph context to explain new terms.

· Reread a difficult section of text.

· Read further on in the text.

· Ask a friend for help in understanding a term or section.

· Use a reference book to define or explain difficult terms.

· Look at the word parts if the problem involves only one word.

· Locate and read less difficult material dealing with the sample concept.

· Look for hands-on material that will clarify the concepts.

Fix-UpStrategies

Good readers use fix-up strategies to monitor their comprehension when themeaning is lost in a reading. (See Student Resources Section for ComprehensionSystem 8 Chart.) When necessary, they integrate semantic, syntactic, andgraphophonic cues to construct meanings for unknown words. Often, however, self-monitoring uncovers comprehension break-downs beyond the word level. To teachfix-up strategies for comprehension at this level, teachers must help studentsgenerate and post for future reference a list of strategies to use when comprehensionbreaks down for any reason. As students discover new fix-up strategies, theyshould discuss and add them to the list. Oral reading by the teacher or studentsprovides an opportunity to monitor reading and apply fix-up strategies.

Visualizing is the process of forming appropriate mental pictures based on a text to assistunderstanding. For example, in reading the Arthur Conan Doyle story, “The Adventureof the Red-Headed League,” readers must imagine accurately the layout of buildings asdescribed by the narrator, Dr. Watson, in order to solve the mystery before SherlockHolmes or even appreciate the solution when it is provided at the end of the story. Asstudent readers grow, so will their abilities to imagine the scenes, characters, and actionsof stories. They need concrete activities to help them develop this skill. The followingtechniques may help students’ skills grow in this area:

When reading material where comprehension requires visualization, select abrief excerpt and use it to model a new strategy. Begin with simple descriptionsand proceed to more complex ones as student capabilities improve.

· Read the selected description aloud, stopping as details are added to havestudents describe, draw, or diagram (depending on the nature of thedescription) what they imagine from the description.

· Have students evaluate their imagined or drawn descriptions by comparingthem with each other and with the text.

· Discuss strategies students may use while reading to improve their ownvisualization. Have them consider which strategies are most useful for variouskinds of descriptions. For example, students may choose to sketch maps ofthe scene of the crime in the Sherlock Holmes story to help them follow theplot; they may draw a floor plan to help them imagine the location of clues atthe scene of a crime; and they may sketch a stick figure or “gingerbread man”to help them record and pay attention to important details of a person’sappearance as described by the detective.

· Use imagistic poems - especially short ones, such as haiku - to have studentspicture and appreciate visual descriptions. Ask students to describe what apoet is observing when describing a scene or object.

Visualizing

The INSERT strategy is a marking system students use to record their reactions on the text.as they read. It helps students become more involved in their reading. make decisions asthey read. and clarify :heir own reading. It helps teachers know what parts students findconfusion: and plan accordingly.

Marking System for INSERT Strategy

I agreeX I disagree/I thought differently+ New information! Wow? I wonder.?? Don’t understand

Graphic Organizers

Graphic organizers provide the means for students to think about interrelationships in various elements of atext. Graphic organizers of various forms are available in a variety of locations (including most recently the1996 Grade 7 English guide) and can be adapted to many reading purposes. Their uses include story maps,plot or character flowcharts, timelines, pyramid designs, outlines, feature analysis charts, and semantic orchapter mapping charts. Such visual organizers support before, during, and after reading strategies, butwhen used during the reading process, they provide exceptional methods for students to monitor their ownunderstanding. It is important for teachers to convey to students that they use graphic organizers as a meansof visualizing their thinking to understand a concept. These organizers are a means to an end, and not theend product. Students should never think that their objective is to complete a graphic organizer.

The K-W-L chart and variations are illustrated on the next page. This is just one example of a graphicorganizer that is useful during reading.

INSERT

This framework helps students build background knowledge through aprediction chart that asks:

• K: What do I already know?• W: What do I want to learn?• L: What have I learned?

KWLS• K: What do I know?• W: What do I want to know?• L: What have I learned?• S: What do I still need to know?

KWHL• K: What do I know?• W: What do I want to know?• H: How will I learn it?• L: What have I learned?

KWLand Variations

Reciprocal teaching involves four processes in which students and teacherstake turns being the teacher and eliciting responses from students. (SeeTeacher Resources Section for a teaching model.)

1. Summarize the section in a sentence or paragraph.2. Ask one to two high-level questions to focus on the major concepts of the

text.3. Identify a difficult part of the text and clarify it by explaining, giving

examples, or making analogies.4. Predict what the next paragraph or segment will discuss.

Teachers and students will take turns asking each other questions aboutcommon portions of a text. Steps include:

· The teacher prepares students with new vocabulary and any initial back -ground necessary for the text.

· While reading, students ask the teacher questions about the text.· The teacher redefines and develops the questions to redirect to students.· Students continue reading to the end of the text.· The class responds to the questions to verify, predict, and justify text

interpretations.· Final discussion helps students to summarize and justify their predictions.

Reciprocal Teaching

ReQuestProcedure

(ReciprocalQuestioning)

What Are Some Techniques for Teaching After-Reading Strategies?

After reading, strategic readers:a. SUMMARIZE what they have read by retelling the plot of the story or the main idea of the text.b. INTERPRET and EVALUATE the ideas contained in the text.c. MAKE APPLICATIONS of the ideas in the text to unique situations, extending the ideas to broader

perspectives.d. USE STUDY STRATEGIES for note-taking, locating, and remembering to improve content area

learning.

Teachers may use several techniques to present, model, and help students apply after-reading strategies:

Retelling is a very simple activity that can be used for diagnosis or to helpstudents reorganize and recall important information. It can be done in pairs,small groups, or individually. Steps include:

· Have students read a short passage to remember as much as they can.· After they finish reading, direct the students to put the passage out of sight and

retell (or paraphrase) what they read. If this is an oral activity, pair the studentsand have the partner either comment on the accuracy and completeness of theretelling, or have the second student also read and retell.

· Ask the students to evaluate how successful they were and speculate on why heywere able to recall certain facts but not others. As a class, you can discuss how“prior knowledge” and experience with this kind of reading affect that success.

· Have students regularly use retelling with key passages. Encourage them togenerate some tricks” (strategies) for increasing memory, such as previewing thepassage with a quick scan, generating a mental outline or key questions to guidethe reading, and so on.

Oral-to-Oral Retelling: The student listens to a selection and retells it orally. This approach may be mostappropriate with fables or folktales.

Oral-to-Written Retelling: The student listens to a selection but retells it in writing. A difficult chapter of a“whole class” novel might be read aloud and then retold individually.

Reading-To-Oral Retelling: The student reads a selection silently and retells it orally. This is adiagnostic component of many published inforn4U r~4ing inventories.

Reading-To-Written Retelling: The student reads a selection silently and retells it in writing. This methodis easily practiced in a Reading Workshop environment.

Retelling

Summarizing fosters understanding and remembering as well as developsinterpretations of texts. Proficiency in summarizing involves steps that grow incomplexity and that require varying degrees of practice. The followingsummarizing procedures include suggestions from the basic to complex:

· Delete trivial information.· Delete redundant information.· Generate general terms to encompass groups of less important ideas (for

example, food for cereal, pizza, hot dogs, etc.).· Locate topic sentences and other key statements and use them in the

summary when appropriate.· Compose statements of main ideas when none appear in the text.

The Pyramid Strategy assists students in selecting the most essential informationfrom a reading selection to compose a “bare-bones’ summary. See TeacherResources Section for teacher explanation and Student Resources Section forthe pyramid graphic organizer.

Summarizing

Pyramid Strategy

What are Some Techniques for Responding to Reading throughWriting?

At the end of class, hand out index cards or slips of paper and have students summarizewhat they have learned from, and any questions they still have about the reading. Acompleted slip is each student’s ticket out the door. This helps the teacher monitor theirunderstanding and determine where to begin the next lesson. This type of informal writingshould be non-graded.

Have students respond to a question or a reading by writing non-stop for a specificnumber of minutes. This enables them to discover what they know and understand abouta topic. This informal writing should be non-graded.

This technique is used for brainstorming or reviewing. Have students seated in groupsaround a table with one pencil and one piece of paper. A question is posed, and studentstake turns recording answers on the paper as it is passed around the table. The questionshould be carefully chosen. It should elicit multiple answers. Groups’ answers should beshared and validated by the entire class.

Response journals are places where students reflect on their readings independently,with the teacher, or with other students. Journals allow students to take control of theirown learning. In journals students respond to what they have experienced and learned,how it relates to them personally, how they learned it, how they used it, what still needsto be learned and clarified, as well as other things. Once students are aware of their ownlearning, they become able to select, implement, and evaluate strategies that are effectivefor them. Reading journals in particular enable students to see what sorts of responsesthey make (that is, to inspect the stances from which they respond), to reflect on theirown reading and on literature, and to set goals for their own reading growth.

Teachers who include journals in their reading classes should be careful to structure theexperience to ensure that it is productive. They may require student to make entriesbefore, during, or after reading. Generally, they should require brief entries at first, andthen be sure to integrate the writings with other important class activities. At key points,students should share entries with (he class, the teacher, or another student. Everyonemust understand that journals, unlike diaries, should include only thoughts that the studentwriter is willing to share with the teacher or class.

Exit Slips

Freewriting

Round Robin

Journals

Entries could include attempted reading strategies, reading problems, things studentsfeel they do well as readers, questions they have about themselves as readers, whenthey may apply a strategy in the future, and what made them attempt a particularstrategy. Students should also respond to what they read by reflecting, first on thatwhich seems important to them, and then on such considerations as plot, literarytechnique, and author’s purpose. Response journals will only be effective if theteacher continually demonstrates the many ways that the journals can be used.

· Dialectical Journals: Have students take and respond to their reading notes byusing a two-column chart. In the left column, they record notes from the reading; inthe right, they list comments or questions about the material read. This informalwriting should be non-graded.

· Response Journals: Response journals are places where students reflect on theirreadings independently with the teacher, or with other students. (See StudentResources Section for a complete list of questions.)Possible questions about process include:· What do I notice about my reading?· Next time I read, I will try to...· Something I do better now than before is...Possible questions about content include:· What do I notice about the plot?· Did the information in this text answer my questions?· Do I enjoy the author’s style? Why?

· Learning Logs: Learning logs provide students with an opportunity to reflect onwhat they are learning, how they have learned it, how they apply knowledge, andwhat they still need to learn. These entries frequently address program orindividual goals, strategies, and the reading process in general. They may beprompted by teacher-designed questions or open-ended statements and serve asexcellent entrees into evaluative conferences.

ACE practice - What kids wrote

· Q: Identify the most important events of chapter six and seven.

One of the most important events of chapter six and seven is when he names his puppies. “Your name isDan. I’ll call you old Dan. Your name little girl, is Ann. I’ll call you little Ann.”

One of the most important events of chapter six and seven is when Bill chooses the names for his puppies.“Your name is Dan. I’ll call you old Dan. Your name little girl, is Ann. I’ll call you little Ann.” This quote isthe most important part because...

· Q: Compare Billy’s actions to either someone you know or to your own.

We are comparing Manisha to Billy. We have gathered two things about their lifestyles and animals. Well,Manisha is always grounded, and Billy never gets in trouble. For example Manshia is grounded til spring,(for confidential reasons) and Billy never got in trouble for going miles into town without letting his parentsknow. Another differences is

We are comparing Manisha to Billy’s lifestyles and animals. We have gathered two things about theirlifestyles and animal. Well, One difference is that Manisha is always grounded, and Billy never gets introuble. For example Manshia is grounded until spring, for confidential reasons, and Billy never got introuble for going miles into town without letting his parents know. On page Rawls writes: ....

Another differences is that Manisha does not own any animals. Also, she hates hunting and wouldnever kill an animal On page____ Wilson Rawis writes that Billy has a “dog wanting disease.”This quote is important because it proves that Billy is different than Manisha..

Q: Compare the setting in the story to the community you live in.

Our community is a rather large city called Frederick, it is in the state of Maryland. I will be comparing thisto the community in the Ozarks, that Billy Coleman lives in.

In the Ozarks where Billy lives in a beautiful valley

The setting in the story is both similar and different to the where we live. Our community is a ratherlarge city called Frederick, which it is in the state of Maryland. Frederick is very different than the I willbe comparing this to the community in the Ozarks, where that Billy Coleman lives in.

In the Ozarks of Illinois where Billy lives, there are in a beautiful valley ies and wonderful riverbottoms. On page___ Wilson Rawls describes the mountains as...Frederick, Maryland is a city, which is surrounded by mountains and farms. Billy lives in themountains. Most people in my community have to drive to Thurmont to get to the mountains.Also, in the city of Frederick, there are many roads and the houses are really close together. Billyhas to walk overnight to get to the nearest town, Telaquah. Clearly Frederick is a much differentcommunity than the one Billy lives in.

· Q: Identify a lesson or moral of the story so far.

We think the moral of the story is that Billy should follow his dreams. and even though he doe’s not listen tohis mom all the time we thinke he should follow his dreams. we think it was good that telliqua

We think the moral of the story is that Billy should follow his dreams. and Even though he Billy doe’s doesnot listen to his mom all the time, we thinke he should does follow his dreams. we think it was good thattelligua Billy has a “dog wanting disease” as Wilson Rawls describes on page He loves hisdream so much he leaves his house without telling his parents to get his dogs. On page he isdescribed as...

Using ACE In My Writing

A = Answer the question

? When you answer the question restate the question in your answer.

· If the question is:

“Identify a lesson or moral of the story.”

· You could write:

The lesson or moral of the story is...

· If the question is:Compare the setting in the story to the community you live in.

· You could write:My communitj is similar and different to the one I read about

C = Cite a passage from the text that supports your answer.

? Find a quote that proves your answer

· After you write your answer you could write:

On page — the author writes, “...”I agree with the author when she writes, “...”An example from the text is on page two, where it says, “...”

· Then find a second quote that you can use later.

E = Explain why you choose that passage

? You write:

The passage above proves that...or

This quote explains why...

CE = Cite and explain again and again. (Repeat C & E)

Each part of the ACE strategy is written in a different font.

Question:What conclusions can you draw about Mama’s character?

AMama’s character in the novel Where the Red Fern Grows is that of a worrier. Often Wilson Rawlswrites about how concerned Mama is for Billy.

CFor example, on page 49 when Billy came from his trip to Tahleguah, Rawls wrote, “Shelooked up. I saw all the worry and grief leave her eyes.”

EThe quote above proves that mom was worried because Billy sees the “worry” in hismother’s face. Mama is described as “worried.”

CEAlso, on page 89 Wilson Rawls writes, “After Mama saw that there were no broken homes, orlegs chopped off, she smiled andsaid, ‘I never know anymore’.”

In this quote Mama is speaking to Billy after he returns from trying to chop down the big sycamore. I chosethis quote because it proves that Mama is always thinking that Billy might get hurt when he is by himself. Shenever says “I’m sure Billy’s fine.” or anything like that. In short, Mama’s character is that of a worrier.

Your Final Answer May Look Like This

Mama’s character in the novel Where the Red Fern Grows is that of a worrier. Often Wilson Rawls writesabout how concerned Mama is for Billy. For example, on page 49 when Billy came back from his trip toTahlequah, Rawls wrote, “She looked up. I saw all the ‘worry’ and grief leave her eyes.” The quote aboveproves that mom was worried because Billy sees the worry in his mother’s face. Mama is described as“worried.” Also, on page 89 Wilson Rawls writes, “After Mama saw that there were no broken bones, orlegs chopped off, she smiled and said, ‘I never know anymore’.” In this quote Mama is speaking to Billyafter he returns from trying to chop down the big sycamore. I chose this quote because it proves to me thatMama is always thinking that Billy might get hurt when he is by himself. She never says,” I’m sure that Billyis fine,” or anything like that In short, Mama’s character is that of a worrier.

ACE Strategy Checklist

Points Self TeacherDid you..

A Answer the question? 0-3-5

C Cite a passage from the text that supports your answer? 0-3-5

E Explain why you choose that quote? 0-3-5

CE Cite and extend again and again? 0-3-5

Employ correct grammar, usage, punctuation, and spelling? 0-3-5

ACE Strategy Checklist

Points Self TeacherDid you..

A Answer the question? 0-3-5

C Cite a passage from the text that supports your answer? 0-3-5

E Explain why you choose that quote? 0-3-5

CE Cite and extend again and again? 0-3-5

Employ correct grammar, usage, punctuation, and spelling? 0-3-5

Processes ofWriting/

Writing Strategies

What to Look For in the Teachingof Writing

Explicit instruction in the three purposes for writing that:• Provides many examples of each type of discourse for students to read before expecting them to replicate• Models of writing of different discourse types• Engages in shared writing with students• Forms criteria with students and posts criteria for students to see in room• Provides ongoing, authentic opportunities throughout the year and across content areas for students to 4

respond to prompts that are content relevant• Provides regular opportunities for students to evaluate examples of writing for each purpose. using criteria

that was presented in the classroom• Uses the writing process as a planning model• Employs writing across the content area• Has students write regularly in a variety of models (narration, exposition, argumentation) in a variety of

forms and in a variety of lengths• Provides students with a systematic approach to writing• Gives students assignments that require students to use a variety of sources• Uses small groups to help students with different components of writing• Employs regular conferences with students about their writing• Teachers composition skills in some sequentially reasonable order rather than randomly• Requires students to revise what they have written on a regular basis• Allows students to use dictionaries, thesauruses, and other language aids regularly when they write• Allows students to share what they have written with each• Focuses on teaching students a systematic way to respond to essay questions or prompts• Provides some sort of catalyst for writing as well as a context, an audience, a form, a purpose, and a topic• Allows for textual models to be taken from various sources (textbooks, literature, posters, newspapers,

magazines, pamphlets, editorials, etc)• Provides in class time for students to write and receive feedback• Focuses on building audience awareness and knowledge of discourse conventions• Uses concrete, specific verbs (ex: compare, evaluate, explain, defend, etc)• Gives criteria for how the writing will be evaluated that is revealed to students writing• Focuses on one or two skills only during revising so student can realistically make changes• Requires students to apply skills learned to their own writing• Gives constructive and directive comments on student’s papers for revision and evaluation• Poses questions to students about their writing to help them develop their writing more• Allows for students to write in a variety of forms and to choose appropriate forms for specific writing tasks• Teaches students how the conventions on American Standard English affect meaning• Provides opportunities for authentic audience response to student writing• Focuses on establishing a focus for writing• Teaches organizational structures typically used to achieve a particular purpose

Q.A.D Strategy...in order to improve written responses

Q.A.D stands for QUESTION, ANSWER, DETAILS

* SO, when your students are writing to answer a particular question, insistthat they Q.A.D.

** This writing strategy is used when we are preparing our students for theMaryland Functional Writing lest or a writing prompt as aperformance assessment!!

Usage:

Q Identifying the questions that the promptis asking for... there may be more thanone.

- restating the question from the writing prompt in order todevelop the answer

A Identifying the answers that respond tothe questions asked in the prompt.

- directly answering all the questions asked about in theprompt so that there is a direct correlation between all thequestions

D Details that support the answers thatrelate to the questions asked.

-creating an explanation for the answer given by addingsufficient details

PEER RESPONSE FORM - WRITING TO INFORM

DIRECTIONS• Listen as your partner reads aloud the draft.• Discuss the draft with your partner• Complete the sentence starters below.• Share your revision ideas with your partner

1. Some ideas or information you might want to add to your draft are

2. Some ideas or information you might want to take out of your draft are

3. Some things you might want change about your draft are

4. Some ideas, information, or words you might want to move in your draft are

1 per teacher; 1 per student(copied on green paper)

PEER RESPONSE FORM - WRITING TO PERSUADE


1. Some ideas, facts, reasons, or supporting details you might add to strengthen your position are

2. Some ideas, facts, reasons, or supporting details you might want to take out of your draft are

3. Some things you might want change about your draft are

4. Some ideas, facts, reasons, or supporting details you might want to move in your draft are


PEER RESPONSE FORM - WRITING TO EXPRESS PERSONAL IDEAS


1. Some ideas, descriptive words or phrases or details you might want to add to your draft are

2. Some ideas, descriptive words or phrases or details you might want to change about your draft are

3. Some ideas, words, phrases, or details you might want to move in your draft are

4. Some ideas, words, phrases, or details you might want to take out of your draft are


• Advertisement • Biography • Book Report • Book Review • Brochure • Editorial • Essay • Experimental record • Journal • Game • Lab Report • Letter • Log • Magazine Article • Memo • Monologue • Want Ads • Diary/Journal Entry • Character Profile • Letter to Character or • Author • Sample Dialogue between

characters • Character Interview

• Newspaper Article• Poem• Proposal• Play• Story• Research Report• Script• Interview• Skit• Song• Invitation• Autobiography• Summary• Request• Poster Display• Test• Weather Report• Play/Dramatic Piece• Story told in Verse with Rhyme

Scheme• Combination of Story, Play,

Poem• Journalistic Fiction• Comic Strip• Narrative Poem

Possible Writing Forms• Movie Review• Directions• Cartoon• Advice Column• Application• Character/Biographical

sketch• Commentary• Commercial• Flyer• Greeting Card• Jokes• Newsletters• Pamphlet• Survey• Telegram• Song Lyrics• Letters/Notes Between• Characters• Reader’s Theater• Character’s Diary Entry• Humor/Satire/Parody• Urban Legend• Alternative Endings

• Teacher• Parent• Friend• School Board Member• l’TSA Member• Community Member• Expert• Government/Elected Official• Judge• Neighbor• Principal• Media Specialist• Pen Pal• Television Producer• Traveler• Lawyer• Newscaster• Novelist• Panelist• Taxi Driver

• Store Owner• Scientist• Corporation Official• News Reporter• Doctor/Nurse• Inventor• Author/illustrator• Park Ranger• Poet• Student• Family Member• Advertiser• Consumer• Guidance Counselor• Radio Announcer• Travel Agent• Photographer• Playwright• Product Designer• Ship’s Captain• Tour Guide

• Zookeeper• Flight Attendant• Bus Driver• Cafeteria Worker• Coach• Manufacturer• Publisher• Police Officer• Researcher• Museum Director• Organization leader• Chairperson• Chef• Detective• Filmmaker• Firefighter• Historian• Intern• Interviewer• Literary Critic• Tutor

Possible Audiences to Address

Aquarium managerAstronautBankerCafeteria workerCelebrityClassmateCommunity organizationsContest judgeCustodianDentistDisc jockeyDoctorDruggist/pharmacistFarmerFirefighterFriendGreenhouse operatorMeteorologist/weatherperson

Military peopleNurseOther family member/relativeParentPark rangerPlanetarium managerPolice officerPolitical figurePostal workerPrincipalPTARecyclerSkipper/ captain of a shipStore keeperStudent governmentTeacherTelevision network staffZookeeper

Source: MSDE

Audiences for MSPAP Writing

Forms of MSPAP Writing

AnnouncementBook reviewBookletCaptionCharacter sketchConclusionDescription for a school exhibitEditorialEntry for a brochureInvitationLetterMagazine article

Clarification of Literary Terms Used in MSPAP

“author’s craft” -devices used by writers including-. length of se~itences, use of humor, tone, variance of sentencecomplexity, development of character, use of dialog, etc.

literary elements’ - plot, character, setting, theme, point of view, foreshadowing, tone, dialog, poetic elements(alliteration, imagery, personificatianma±anhor, onomatopoeia. etc.)

Newspaper articleNotePlayPoemReportRequestScience logShort reportSpeechStorySummaryWritten advertisement

Source: MSDE

3 - Point Paragraph OutlineTopic:

3 points about the topic:

1.2.3.

Sentence #1 Topic Sentence (Use words in the topic and tell how many points will bemade.)

Sentence #2 (List the poinrts in the order to be presented.)

Sentence #3 First Point

Sentence #4 Support for the first point

Resource Sheet

The Language of Persuasion

The language is the basis of argument and persuasion that influences our actions and beliefs. Someof the ways that language can be used to persuade and manipulate are listed in the chart below.

Type of Language Definition Examples

Word choice

Figurative language

Sentence patterns

Allusions

Concrete and abstractimages

Connotation- a word thatevokes an emotional responseDenotation- literal meaning ofa word.

Euphemisms- terms that makethings seem better than they areYouthful offender vs. juveniledelinquent

Simile

Metaphor

Analogy

Repetition

References to famous workssuch as the Bible or mythol-ogy

Stereotypes or generaliza-tions

Clever vs. cunning

While clever and cunning bothdescribe a person as skillful,cunning implies crafty and sly.

Youthful offender vs. juveniledelinquent

She is like a freight train.

The rain fell like cats and dogs.

He is a star!

It would be like a snowstorm inthe middle of July.

“I have a dream” ... used inMartin Luther King’s famousspeech.

Mercury messenger of the godsused in advertising as an image

He was a poor starving artist.

SHARING AND RESPONDING (ASUMMARY)

TYPE OF RESPONSE HOW TO USE IT WHEN IT’S USEFUL

NO RESPONDING:SHARING

SAYBACK

POINTING

SUMMARIZING

WHAT IS ALMOST SAIDOR IMPLIED

CENTER OF GRAVITY

Read your paper out loud to alistener. Listener gives noresponse.

Say to your listener, “Say back tome in your own words what youthink I said in my writing.Invite me to figure out betterwhat I really want to say.”

Ask your listener, “Whichwords or phrases stick in yourmind?”

Ask your listener, “What doyou hear as my main point oridea (or event or feeling)? Whatare the minor ones?”

Ask your listener, “What do Ialmost say? Would you like tohear more about this?”

Ask your listener, “What doyou think is the focal point ofmy writing? The center may notbe the main point; it might bean image, phrase or detail forexample.”

The ideas listed here are paraphrased material from Elbow, Peterand Pat Belanoff. Sharing and ResDondin~. (New York: RandomHouse, 1989). This short, readable text will give you lots ofideas on how to make peer response work in your classroom.

When you do not want criticism.When you want to celebrate yourfinished piece.

When you hear what youthought you said, you know thatyou got your message across.When you don’t hear what youthought you said, you know youneed to make changes.

When you want to know whatis getting through.

When you want to know whatis getting through. Makechanges if the listener mixes upyour main point and your minorones.

When you need new ideas orneed to expand or develop whatyou have written.

When you want to develop yourideas more and want to makesure you stick to your focus.

Teachers across the curriculum know that they need toteach writing and language usage, and many arefamiliar with the notion of the writing process (theuse of a series of strategic activities meant to help awriter develop a polished piece of writing). Yet,teachers may be unfamiliar with the variety ofstrategic activities designated by the term “writingprocess.” Below is a List of the primary types ofactivities writers engage in as they create a writtenpacket along with tips on how teachers can implementthese activities in the classroom.

Prewriting ActivitiesBrainstorming, clustering, webbing, tagnemics,questioning, the pentad, and freewriting are allpopular prewriting activities. Writers use theseactivities to generate a mass of ideas from which toinitiate a developed first draft Students must be taughtto do more than one type of prewriting activity foreach first draft, since a single type of prewritingseldom provides a writer with enough generatedmaterial to write that first draft Too; teachers canshow students that after a first draft is completed.students should review the prewriting to check that allrelevant material generated in the prewritng activitiesactually made its way into the draft Teachers shoulduse student prewriting pieces and drafts to showstudents the relationship between prewriting materialand the first drafts related to them. Teachers shouldchoose prewriting materials/drafts that showprewriting that is too vague and the consequent firstdraft that is too vague, as well as demonstrate howdetailed prewriting has lead to detailed drafts. Thoughteachers should review prewriting with their studentsto help them develop it better, they should not gradeprewriting because prewriting is not an authenticproduct itself, merely a means to an end. For more

information on prewriting, see Gefvert, Constance J.The Confident Writer: A Norton Handbook 2nd ed.New York:Norton, 1988 or Kemper, Nathan, & Sebranek.Writer’s Express: A Handbook for Young. Writers.Thinkers. & Learners. Wisconsin: Write Source,1995.

Drafting ActivitiesWhen teachers ask students to draft, there are severalassignment constraints that should be determinedprior to giving the assignment

Considerationsa. Timed or untimed writing—How much time a childhas to do a piece of writing often affects the qualityof the written product To prepare children for theworld of work and for large-scale assessments, it isimportant to vary the time limits you assign forwritings over the school year. Sometimes a quickwrite of 5-20 minutes is all that is needed. Sometimesa child will need several class periods to do a goodfirst draft.b. Noise levels —Some children like to write with theradio blasting. Others do best with absolute quiet Sothat children become comfortable with real worldwriting situations, the teacher should vary the noiselevel in the writing classroom.c. Where to write —In most schools, children writeonly at their desks. Teachers can vary the locationswhere children can write, so children become com-fortable writing anywhere. Take the children outside,and let them write out in the fresh air. Move thechildren to the library or to the gymnasium, and letthem write there. Each change in locale will bringnew, pleasant writing experiences for your students.

WRITING PROCESS ACTIVITIES

The Literacy ExpressVolume I Issue 2 MSDE—ELA SectionJune 6, 1996

d. Self-Evaluation Activities —The purpose of self-evaluation activities is to make students reflect on thestrengths and weaknesses in a written piece before thestudent gets comment and response from anotherperson. Teachers can write questions which thestudent can use to prompt self-evaluation. In addition,children can describe the process used to produce thewriting in order to help recall ideas/stages that weremissed or that need more work. Self-evaluationactivities should lead to revision of a draft and shouldnever be graded. If students know that seal-evalua-tions will be graded, then they do them for theteacher, not for themselves.

e. Peer Response Work—When students are trainedwell on how to give and receive feedback on theirwritings, children become better speakers, readers,listeners, and writers. Thus, instructional time spenton peer response activities is time well spent. Manyexcellent books and articles are available on how andwhy to teach children to use peer response activities.One of the best is Elbow, Peter and Belanoff, Pat.Sharing and Resvonding. New York: Random House,1989.

f. Student-Teacher Conferences —On large-scaleassessments, no teacher response to student work canbe provided, but in instructional settings, student-teacher conferences are the most important toolteachers have to teach writing and language usage.Teachers can hold short conferences (2-5 minuteseach) with individual students while the rest of theclass does in-class writing, silent sustained reading(SSR), or peer response activities. For these confer-ences to be effective, both the teacher and the studentmust be very selective/focused on what discussionwill take place. To succeed at short conferences,teachers must insist that only one quick problem/issuebe addressed per conference. When teachers are firsttraining students to work in this conference mode, ithelps to set a timer for the designated time (e.g. fiveminutes) and to end the conference as soon as thetimer rings. In this way, teachers and students learn tomaintain focus. This conference method is called the“Garrison Method” and is explained in detail in theteacher’s guide that comes with the book: Garrison,Roger. How a Writer Works, New York: Harper &

Row, 1985. Teachers can learn more about how to useconferences effectively in Hams, Muriel, TeachingOne-To-One The Writing Conference Urbana, Ill.:NCTE, 1986.g. Revision Activities —It isn’t enough to tell children“revise.” Teachers need to guide children through therevision process. The generally accepted order ofrevision activities is (1) content and development; (2)style and tone; (3) organization of paragraphs; (4)organization of sentences; (5) word choices.

Content and Development

There are many ways to revise for content anddevelopment. Here axe two quick activities that aretried and true.

a. Ask children to add adjectives before each nounwithout one. Point out how adjectives can help attractthe 5 senses of a reader. When the words added createawkward sentences, teach students how to varysentence structure to accommodate the new concepts.

E.g.

Dave bought a dog.Friendly Dave bought a shaggy dog.Dave, who was friendly, bought a shaggy dog.

b. Ask children to make sure all sentences logicallyanswer the questions: who, what, where, when, why,and how.

E.g. Dave, who was friendly, bought a shaggy dog.who:what:where:when:why:how:Dave bought a dog ?Need to add ?Need to add ?Needto add ?Need to addDave, who was friendly, used his own money to buy ashaggy dog at Cullin’s Pet Shop on Saturday. Davewanted a friend who would always love him.

The Literacy ExpressVolume I Issue 2 MSDE—ELA SectionJune 6, 1996

Style and Tone

To revise for style and tone, first students mustunderstand how style and tone convey purpose andaudience concepts to a reader. As teachers discussreadings in the content areas (e.g. literary texts,science and mathematics textbooks, and the newspa-per), they should show children how word choices theauthors have made help to convey style and tone.Then, as children revise their own writings, teachersshould ask them to highlight the words that conveystyle and tone. Children should be encouraged to addwords to polish their writings for style and tone.

Organization of Paragraphs

Most handbooks and student writing texts provideextensive discussions of how children can learn torevise the organization of their paragraphs. Oneparticularly useful technique is the reverse outline.After a first draft, children list the topic sentence ormain idea of each paragraph in the order these ideasappear. Then the children can try putting these listeditems in an alternate pattern. When children find thepattern they like best, they can reorder their para-graphs accordingly.

Organization of Sentences within Paragraphs

Sentence combining exercises, as advocated byWilliam Strong, provided the sentences come fromthe students’ own writings, really help children learnhow to organize their sentences. Also, older childrencan be introduced to formal paragraph organizers(e.g. inverted, summative, etc.) and can try a varietyof paragraph patterns within real working drafts.

Word Choice

To revise for word choice, children should firstremind themselves of the purpose and audience forthe writing. Then children should check to make surethat the words used can be understood and appreci-ated by their audience. Too, students can be promptedto look for places to add descriptive words to createmore precise images.

Proofreading and Languaue Usage Activities -Themost important instructional methodologies to teach

proofreading and language usage require small groupor individualized instruction. Since the patterns ortypes of language usage errors made are individual,large group grammar lessons are seldom effectiveThus, most children need mini-lessons in grammardone in groups of 2-5 people or individual lessons instudent-teacher conferences. Students who can usegrammar and spell checkers on thc computer shouldbe encouraged to do so since repeated use of thesedevices both helps students create polished productsand simultaneously serves to strengthen student skillsin grammar and spelling.

SUGGESTED READING

Looking for something to read? Take a trip to the zoo,A to ZOO that is, and spend some time browsingthrough more than 14,000 titles arranged into 800different subjects. Teachers, librarians, and parentshave long recognized that picture books are both asource of delight and learning for young readers, butchoosing the right book for a particular situation canbe a time consuming and sometimes frustrating job.The fourth edition of A to ZOO attempts to simplifythis task by providing a catalog of books that havebeen carefully selected, with consideration given tocurrent trends in publishing, the best of children’sliterature, and the availability of titles.

The picture book as defined within the scope of thiswork is a fiction or nonfiction title with illustrationsthat occupy as much as or more space than the textand with vocabulary or concepts appropriate frompreschool to grade two. A to ZOO is organized to beused in two ways. It can be used to locate the tides,authors, and illustrators of books on a given subject,such as “farms” or “bedtime,” or it can be used todetermine the subject of a given title. For example, itwould enable the reader to realize that NorthernLullaby is written by Nancy White and concerns thesubjects “bedtime,” “eskimos,” “lullabies,” “nature,”and “poetry”

Written by Carolyn W. and John A. Lima, A to Zoo:Subject Access to Children’s Picture Books is readilyavailable in the reference collections of school librarymedia centers and public libraries. So the next timeyou need a book to satisfy a child’s interest or toenrich that special unit, visit a zoo full of books andauthors and illustrators, and see what you discover.The Literacy Express

Volume I Issue 2 MSDE—ELA SectionJune 6, 1996

A READING OVERVIEW

As part of the Maryland Outcomes in Reading,students are measured on how well they are able toconstruct, extend, and examine meaning whenreading a variety of materials using their knowledgeabout reading and their background knowledge. Inorder to measure construction, extension, and exami-nation of meaning, the state of Maryland has adaptedJudith Langer’s reader-response theory. Langer’stheory implies that through responses to carefullycrafted questions, students can develop a moremeaningful understanding of what they read.

Stances

One way to apply this reader-response theory is tothink of the different stances one takes as one reads. Itis not necessary to ask a question from each stancefor each time the students is assigned a reading.However, it is important to move children through thestances so that children can enhance their understand-ing of what they read. Moving through the stancesshould become automatic, so as students read, theyuse the teacher-directed questions as self-directedideas. Stance questions can often include multiplestances, requiring the reader to revisit the text withmore than one question in mind. An example of thisis that critical stance is often paired with personalresponse which helps students examine their meaningusing their personal ideas and analyzing the author’scraft. Keep in mind, refining understanding of whatwe read is a higher-level thinking skill and requiresconstant modeling and monitoring. It is important notto spend too much time on any one piece, but to bediagnostic in knowing what skills certain studentsneed in order to examine and extend their initialmeaning.

Global Understanding

The first stance to try to tap is global or initial under-standing in order to gain the gist of what one has reador what one has understood from reading the materialfor the first time. This is the construction of meaning,the foundation of reading comprehension Many timesthis ‘flrst read” is just enough to tell if it is necessaryto read more or to read something different In aclassroom, this stance can help the teacher determine

if students have a basic understanding already or ifstudents need to revisit the text to obtain that basicunderstanding. If students demonstrate good globalunderstanding, the teacher should consider askingquestions using the other stances to help model waysstudents can enhance their comprehension. There isno formula for the number of each type of stancequestion that should be asked. The type of stancequestions asked should be based on what types ofenhanced meanings the students need to develop.

Developing Interpretation

If students need to verify, revise, or clarify theirmeaning, asking developing interpretation questionswill help them revisit the text to extend their meaning.The important point to stress is how revisiting orextending the text has helped enhance their initialunderstanding.

Personal Response

Personal response questions help students examinetheir meaning in relationship to the world aroundthem. These questions require students to revisit thetext to connect what they have read to their back-ground of experience and knowledge.

Critical Stance

Critical stance questions help students examine theirmeaning as they revisit the text by getting students tolook closely at the author’s craft and style. As stu-dents evaluate the author’s use of technique, studentsare able to discover latent meaning in the text studied.

BECOME A CONTRIBUTOR

The Literacy ExpressVolume I Issue 2 MSDE-ELA SectionJune 6, 1996

MS. Torchia12th Grade-Creative Writing

Writing Poetry is easy and fun!Poetry uses concise, specific words to convey images. Poetry paints pictures,expresses feelings, elicits reactions, and plays with words. Usually poetry followsthe same rules of punctuation as prose, but “poetic license” allows the poet to beplayful and creative. Sound devices help poets to play with words. Poets maychoose a frame in which to work; or they may chose to write freely. For thisassigument, we are going to learn about I. Sound Devices, II. Figures of Speechand III. Poetic Forms- all of which are important

I. SOUND DEV1CES

1. Alliteration- repetition of initial letters or soundsSeven ships sailed at seaMy Madeline, my MadelineMark my melodious midnight moans.

2. Assonance- repetition of vowel sounds How much wood could a wood chuckchuck

And the silken, sad, uncertain rustling of each purp1e curtain

3. Consonance- repetition of consonant sounds (not the initial letter)Too full for sound and foamQuoth the Raven, Nevermore

4. Repetition-repeating words or phrases

These 4 sound devices are found in the Edgar Allan Poe poem, “The Raven” andthe first 3 devices are found in Sidney Lanier poem “Song of the Chattahoochee.”

5. Onomatopoeia- words which represent a soundBuzz, CrashThe moans of immemorial elmsA murmuring of innumerable bees

Hmwk:Finish finding all the examples of the above sound devices in the 2 poems Find anexample using at least two of the five sound devices in a poem or song

-Write out the title, author, and lyrics that contain the device-Then underline key words or phrases and tell me which device is being used

II. Literary Devices/ Figures of Speech

1. Metaphor- implied comparison of two unrelated things or objects (not using

like or as)

All the world is a stage.

Life’s a short summer, man a flower.

2. Simile- direct comparison of two unrelated thing or objects using like or as

My love’s like a red, red rose that is newly sprung in June.

3. Personification- giving human characteristics to inanimate objects

The fog sits looking over the harbor and city on silent haunches and then

moves.

The heavens cried for the lost love.

4. Hyperbole- exaggeration

Rivers of blood

He called me a million times that day

5. Symbolism- words that stand for something else; when one object represents

a deeper meaning or idea

I take the Cross upon me.

5. Irony- saying something but meaning the opposite“You must love me”- if one hates you“He is so lazy, “he thought as he sat watching Jim cleanup.

III. Poetic Forms

1. Cinquain (cin-kane)- This unrhymed form of poetry consists of five lines1- two syllables announcing topic2- four syllables describing topic3- six syllables expressing action4- eight syllables expressing feeling5- two syllables ending, synonym for topic

EX: FlowersYellow, dark redWaving in the morningTheir fragrance brings me happinessRoses

2. Couplets- a pair of lines that rhyme EX: A zealous locksmith died of late, And did arrive at heaven’s gate.

3. Haiku! Senryu- This Japanese form has three lines and seventeen syllables.The haiku is usually unrhymed and deals with nature. The senryn is about topicsother than nature. Word choice is especially important since there are so fewwords.

Line 1 5 syllablesLine 2 7 syllablesLine 3 5 syllables

Warming red fruit strewn Dark broken branchesIn heavy hanging orchards- Their glazed and blacken scrolls etchApple cider soon. A winter message.

4. Limerick- a five line poem that tells a humorous story. It has a required rhythmand a required rhyme scheme.

Line 1- three accented syllables- aLine 2- three accented syllables- aLine 3-two accented syllables- bLine 4-two accented syllables- bLine 5- three accented syllables- a

5. Bound Verse- a rhyming pattern established by the author. It may havecouplets (aa, bb) or triplets (aaa, bbb) or quatrains (abba, abab, abcd)

6. Free Verse- no specific rhyming or rhythmic structure. Punctuation andarrangement should enhance the flow and appearance.

WORD STORY

1. Think of a very short story (no more than 8 sentences) illustrating the mean-ing of one of your vocabulary words.

EXAMPLE:

PARSIMONIOUS - GREG’S PARSIMONIOUS HABITS

Greg worked with a friendly and social group. Every week the groupmet for lunch or had a pot luck where everyone brought something.Greg never tipped the waitress even if she/her did an outstandingjob. When there was a pot luck, Greg only brought 10 napkins. Henever chipped in when someone had a birthday. Greg liked to bragthat he had the first nickel he had ever earned.

2. Write the story and have your teacher check it for accuracy.

3. After it is approved, write the story on an overhead. Place the vocabularyword and a title for the story first in large letters.

3. Uncover first the title and then one sentence at a time.

4. When the students think they have the meaning of the work, ask them towrite the definition on a note card or post-it note.

5. Before showing the last sentence, have partners share their definitions.

6. Call on several students to share their definitions and discuss what sentencehelped them the most.

TO THE TEACHER SPATIAL DESCRIPTIONS

.My colleague Paul O’Brien uses the following method to teach spatial development in descriptiveparagraphs.

DAY 1:1. Have the students look a: the front of the classroom and make a list of 7-10 things that they see.

2. Then have them rearrange their lists so that they follow a definite order. At this point, it is notnecessary to mention Spatial order. One or two students may arrange their items idiosyncratically(psychologically, or according to color, size); such order can be briefly discussed.

3. Have volunteers read their ordered lists while other students try to determine the order. The idea ofspatial order should emerge during this process.

4. Explain spatial order and its many possibilities: left to right, foreground to background, clockwise,top to bottom, etc.

5. Discuss the importance of transitional words and prepositional phrases in describing somethingspatially. Remind students that this is a perfect chance to use strong, graphic verbs instead of weak,overused expressions such as: T~PE IS/A~ and HAVE/HAS.

Illustrate, using the part of the room that students have been focusing on.E.g., The Lake Placid poster rests comfortably under a mimeographed sheet of fire regulations.

Or: Underneath, a drooping plant gasps for water.

6. ASSIGNMENT

A) Choose a place to describe spatially (not too complex - like the control panel of a DC-7!), study itcarefully to determine a spatial and logical, order, and then write a spatial description. The firstsentence can establish the site for the leader, or the writer can build up to the site in the conclusion.

3) On a separate sheet of paper, draw a sketch of what you have described.

DAY 2:Ask for a volunteer to go to the board. While another volunteer slowly reads his/her spatialdescription aloud, the student at the board sketches what is being described. At the end of thedescription, the students can compare what was said with the visual on the board. Discussion, andthen more volunteers.

NOTE: The teacher should also do the assignment; just be sure to choose an outstanding artist to goto the board!

SPATIAL DESCRIPTION and SKETCHby Paul O’Brien

From where I relax in my overstuffed chair, - gaze a: a living room wall in ourapartment. To the right I see two shoes slightly turned in towards each other resting onthe floor. To their left and towering above the shoes is a frail, antique magazine stand.Magazines in a slightly diagonal position lean out from the right side of the stand. Aglass vase filled with purple and white carnations poses at the front of the old table, anda Tiffany lamp, its shade three hues of blue, radiates light from the back of the ancienttable. To the left and dominating the side of the room, sits a large, well-worn, plaid sofa.Just past the midpoint of the top of the sofa, a tired-looking magenta pillow dozes. Apainting, behind and centered above the sofa, depicts a little girl looking at three ducksthat appear to be swimming toward her. Adjacent to the sofa, a large glass bookcasefilled with delicate-looking souvenirs and mementos rises toward the ceiling. On the topleft of the bookcase, a large plant profusely displays its innumerable leaves. To the rightof the plant and partially camouflaged by leaves, rests a Bible. A few more inches to theright stands a wooden statue of a monk in a prayerful pose. He appears to be reflectingon the room I have just described.

Topic Letter writing with a purpose!Grade Middle and Secondary

Idea: A few months ago I asked my students to write in their journals about acommercial product they had bought which did not live up to their expectations. Afterthe students shared their experiences, we talked about the power a consumer has tochange the policies and practices of a manufacturer. Eventually, we came to therealization that consumers can write to manufacturers and express their displeasure in abusiness letter. I also mentioned that manufacturers often respond to consumercomplaints and that a great many of the students would receive free coupons and othergoodies. After teaching my students the elements of a business letter, they wrote draftletters, I proof read them and made suggestions, and then they typed their final drafts. Irequired each letter to be flawless before it could be mailed. I also insisted that thereturn address be in care of me at the school address. A week after all the letters weremailed, I started getting mail from around the country. Kraft apologized for a macaroniproduct which was not as cheesy as the student had hoped and gave my student acoupon for free box. Another manufacturer apologized for the strength of theirdeodorant to deodorize underarms and also sent a coupon. The most successful letterwas from a manufacturer of scented lemon trees many people place in their cars. Shegot a box filled with a forest of trees, smelly grape scented feet, and a strawberrysmelling plastic mushroom! So, if you want a lesson that has some real world value andis fun, try this idea.

Please note that I am not going to give you my address because I do not want to receivemail from you if this lesson flops!

Gregory GreenleafWinslow High SchoolWinslow, Maine

Kathleen RauchRose Tree Media School DistrictMedia, Pa.(adapted from Old Faithful Geof Hewitt —Teacher’s & ‘Writer’s Collaborative)

Poetry - An Unplanned Collaboration

Objective: Students develop a broader awareness of poetic strategies, the benefits of speakingdistinctly with feeling, and of a variety of approaches to revision.

Take out a piece of paper and a pencil.(Review the definition of a phrase.)

Ask students to write a phrase—not a complete sentence, just a phrase—from some observation theyexperienced between waking this morning and arriving at your class.(You have 22 seconds. Pencils up, get set.. .write!

(Apply your own pencil to the page, writing whatever phrase you can.)

At random, call on students to read their phrases, making sure they read directly from their page.Write the phrases on an overhead as students read them. Have students copy them down as youwrite each phrase. (new line for each phrase.)Somewhere in the process write your own phrase.

Read the responses out aloud, carefully and slowly, using your voice to smooth over the rough spots,running the end of one phrase into the beginning of another to create unforeseen sentences. Makesure to mention that almost any piece of writing can be made to sound pretty good if it is read well.The reader’s attention to speaking skills enhances the audience’s response to a piece of writing.

Ask students to use the copied lines as a first draft, and revise it into a poem. Try to demonstrate asmany strategies for revision as you can. Tell the students they may delete only four phrases, but thenthey may rearrange as they will.

Here are suggestions for students who may feel stuck in their approach to revision:

Try to eliminate as many participles, adjectives, and adverbs as possible.

Count the syllables in each line and create a “syllabic poem,” in which the lines have the samenumber of syllables.

Rewrite the piece from the point of view and with the speech patterns of someone who is differentfrom you.

Start this writing exercise without a hint that the end product may be a poem.

Writing a Personal Narrative from a DifferentPerspective and Time

Using Interviews and Orai Histox7Grade Level: M - S

You can put a new twist on personal narratives and preserve oral stories by combiningthe two into the following project. Instead of writing a personal narrative from thewriter’s experience and point of view, the writer will conduct an interview with an oldermember of his/her family, or if that is not possible, an older friend or neighbor. Then,the interviewer will pretend to be the interviewee and write a personal narrative from theinterviewee’s point of view.

Interviewing Process1. The person. being interviewed should be a relative and elderly as possible.

2. The interview can be audio or video-taped for reference.3 The interviewee will receive two bordered interview sheets entitled “My Story”4. The interviewer will use the six sheets entitled “My Story - Interview Sheet”. Thesesheets correspond in subject and order with the interviewee’s two sheets.5. The interviewee will examine his/her two sheets and decide what he/she would like todiscuss.6. The interviewer will take notes on his/her six sheets.7. The interviewer should try to illicit stories from the interviewee.(i.e. “Grandfather, tellme how your dog, Rusty, saved the family next door when their house caught on fire.”)

Writing Process1. The interviewer/writer should pick the most interesting story from the interview.2. The interviewer/writer should write the story as if it happened to him/her.

Sharyn Kmieciak Scottdale Elementary School421 North Chesnut Street Scottdale, PA 15683

Name Date

My Story - Interview SheetPerson Being Interviewed

Name Date of BirthCurrent Address

BirthplaceOccupation EmployerNicknameMother’s NameBirthplaceFather’s NameBirthplaceSibling’s Names

Questions & Answers

Childhood

1. What the world was like:

2. Your time with your family:

3. Grade school experiences:

4. Hobbies and special interests:

5. A typical day:

6. Where you lived:

7. Games you played:

8. Your name of nickname

9. What you did for fun:

10. Your pets:

11. Special friends:

12. Your dreams:

13. Your responsibilities:

14. Additional information

1. Your first date:

2. Your first job:

3. Special friends:


5. A typical day

6. Your drive and car:


8. Your responsibilities:


10. Your dreamss:

11. Holiday celebrations:

12. Your most memorable moment, happy, sad, funny or embarrassing

THE TEEN YEARS

1. Your job:

2. Your marriage (or not):


4. Special friends:



7. What you do best:

8. Your view of the world:

9. A great joy:

10. A great sorrow:

11. Your most vivid memory

12. Advice you have for living the best life a person can:

ADULTHOOD

1. Your ancestor’s names:

2. Their homeland:

3. Their reason for coming to America:

4. Their trip to America:

5. The date and place of their arrival:

6. Their age and occupation upon arrival:

7. Their new occupation in their new land:

8. Their home:

9. Their talents:

10. Their religion:

11. Their special foods

12. Their traditions and celebrations:

ANCESTORS

13. Their struggles:

14. Their disapointments:

15. Their dreams:

16. Their achievements:

1. Your years in the service:

2. Why you joined:

3. What branch of the service you joined:

4. Your initial rank and final rank:

5. Where you were first stationed:

6. Your favorite assignment:

7. Your combat duty, if any:

8. Your injuries, if any:

9. Your most vivid memory:

MILITARY LIFE

ADULTHOOD

Tell me about

• what the world was like

• your time with your family

• grade school experiences

• hobbies and special interests

• a typical day

• where you lived

Tell Me About

• your first date

• your first job

• special friends


• a typical day

• your first drive

• your first car

• games you played

• your name or nickname

• what you did for fun

• your pets

• special friends

• your dreams

• your responsibilities


• your responsibilities

• hobbies and special interests

• your dreams

• holiday celebrations

• your most memorable moments -

happy, sad, funny,

or embarrassing

My Story

~The Teen Years~

~Childhood~

~Adulthood~

~Military Life~

Tell me about• your jobs

• Your marriage (or not)


• special friends

• hobbies & special interests


Tell me about

• your ancestors names

• their homeland

• the reason for coming toAmerica• their trip to America

• the date and place of theirarrival• their ages and occupations

Tell me about• your years in the service• why you joined• the branch you joined•your initial rank and final rank

• what you do best

• your view of the world

• a great joy

• a great sorrow

• your most vivid memory

• advice you’d give for being thebest person you can

• their homes

• their talents

• their religions

• their traditions & celebrations

• their struggles

• their disappointments

• their dreams

• where you were first stationed• your favorite assignment• your combat duty, if any• your injuries, if any• your most vivid memory

~Ancestors~

Idea ExchangeNCTE Spring. NYCRESPONSE TO FIRST DRAFTS

Rebecca SanchezCurriculum SpecialistRiverview Intermediate Unit880 Greencrest Dr.Shippenville, PA 16254

1. Seat students in a circle with their first drafts. give each a fine tip colored marker.2. The teacher also brings a first draft and sits in the circle.3. Pass your draft to the right.4. Read the draft as quickly as possible. Place a star beside one effective thing the

writer has done such as an image, a nice intro, great dialogue, etc. Place a questionmark beside an area where the reader is confused or where the writer needs towork for improvement.

5. As soon as you are done reading a draft, pass it to the right. In this way everyone isreading at the same time with little lapsing between drafts.

6. At the conclusion of class, everyone has read all the drafts, including the teacher.All writers have feedback about areas that are working in the draft and areas ofweakness. All writers get ideas from reading other drafts. The teacher can assignDraft 2 for the next day with revisions made based on today’s feedback

Creative Writing With PoetryIn my senior level Writing class, I have found that some of my students are hesitant tocome up with their own creative stories. Often times they feel that they are not creativeenough or they simply do not have the desire to begin a story from scratch. To solve thisproblem I caine up with an exercise based on the art of compromise. I supply them withone sentence, which they must use somewhere in their paper, while they furnish thestory that surrounds the sentence.

Rather than spend hours trying to write inspiring sentences, I have found lines of poetrywork quite well. A few examples:

“Soon there will be no oneto tell me what I was likewhen I was a little girl.”

“This strange thing must have creptright out of hell.”

“How easily the word went in my headclean as a bullet.”

“My dog hobbles with a stick of a legthat he drags behind him as he moves.”

I select more lines than I have students in the class for a couple of reasons: a fewstudents find some sentences too intimidating to try their hand at the first time; otherswant more than one line to incorporate into their stories. (I have, in the past, hadstudents who have used four or five poetry sentences in their work and we have bothbenefited from the challenge.)

All sentences are placed in a tiat and the students draw in random order. When theysubmit their work for evaluation, they are required to underline or highlight the sentencein their story so that I may remember which one they choose.

Overall, I have found this to be a rewarding and enjoyable activity. Many of my morereluctant writers have really found their voice with this assignment.

Kathy LambSt.Teresa’s AcademyKansas City, Missouri

Literary Genres

History of Literature

Literary Elements

Literary Elements - The language of literatureCharacter:

Narrator Villain/Victim ProtagonisvAntagonistViewpoint Flat/Round Static/DynamicPoint-of-View

Plot:Freitag’s Pyramid Threat Final ConfrontationClimax Denuement Problem/Solution

Setting:Mood:Tone:Theme:

Poetry:

Verse Stanza LineRhyme (Scheme) Meter Forms (Sonnet, Haiku)

Drama:Dialogue Acts ScenesLines Props LightingScenery Blocking Sound

Film:

Camera Angle Step in/Step Out MontageSpecial Effects Costumes Set

SuffixesSuffixes come at the end of a word. Very often a suffix will tell you what kind of word it is part of(noun, adverb, adjective, etc.). For example, words ending in -dom are usually nouns, words endingin -l.y are usually adverbs, and words ending in -able are usually adjectives.

able, ible [able, can do] capable, agreeable, edible,visible (can be seen)

ado [result of actioni blockade (the result of ablocking action), lemonade

age [act of, state of, collection of] salvage (act ofsaving), storage, forage

al [relating to] sensual, gradual, manual, natural(relating to nature)

a1gia [pain] neuralgia (nerve pain)an, ian [native of, relating to] African, Canadianance, ancy [action, process, state] assistance,

allowance, defiance, truancyant [agent, one who] assistant, servantary, cry, cry [relating to, quality, place where]

dictionary; bravery; dormitoryate [cause, make] liquidate, segregatecian [having a certain skill or art] musician,

beautician, magician, physiciancule, ling [very small] molecule, ridicule, duckling,

saplingcy faction, function] hesitancy, prophecy, normalcy

(function in a normal way)dom [quality; realm, office] freedom, kingdom,

wisdom (quality of being wise)ee [one who receives the action] employee, nominee

(one who is nominated), refugeeen [made of, make] silken, frozen, oaken (made of

oak), wooden, lightenence, ency [action, state of, quality] differ-’ence,

conference, urgencyer, or [one who, that which] baker, miller, teacher,

racer, amplifier, doctorescent [in the process of] adolescent (in the process

of becoming an adult), obsolescentese [a native of; the language of] Japanese,

Vietnameseesis, osis (action, process, condition] genesin,

hypnosis, neurosis, osmosisess [female] actress, goddess, lionesset, ette [a small one, group] midget, octet, baronet,

majorettefic [making, causing] scientific, specificful [full of] frightful, careful, helpfulfy (make] fortify, simplify, amplify

hood [order, condition, quality] womanhood,manhood, brotherhood

ic [nature of, like] metallic, heroic, poeticice [condition, state, quality) justice, maliceid, ide [a thing connected with or belongingto] fluid, fluorideile [relating to, suited for, capable of] juvenile, senile

(related to being old), missileine [nature of] feminine, genuine, medicineion, sion, tion fact of, state of, result of] contagion,

aversion, infectionish [origin, nature, resembling] foolish, Irish,

clownish (resembling a clown)ism [system, manner, condition, characteristic]

alcoholism, heroism, Communismist lone who, that which] violinist, artist, dentistite [nature of, quality of, mineral product] Israelite,

dynamite, graphite, sulfitoity, ty [state of, quality] captivity, clarityize [causing, making] abusive, exhaustive lao (make]

emphasize, publicize, idolizeless [withouti baseless, careless (without care),

artless, fearless, helplessly [like, manner of] carelessly, fearlessly, hopelessly,

shamelesslyment [act of, state of, result] contentment,

amendment (state of amending)ness [state of] carelessness, restlessnessoid [resembling] asteroid, spheroid, tabloidology [study, science, theory] biology, anthropology,

geology, neurologyous [full of, having] gracious, nervous, spacious,

vivacious (full of life)ship [offIce, state, quality, skill] friendship,

authorship, dictatorshipsome [like, apt, tending to] lonesome, threesome,

gruesometude [state of, condition of] gratitude, aptitude,

multitude (condition of being many)ure [state of, act, process, rank] culture, literature,

rupture (state of being brokenward (in the direction of] eastward, forward,

backwardy [inclined to. tend tol cheery, crafty, faulty

Prefixesmulti [many] multiply, multiformneo [new] neopaganism, neoclassic, neologism,

neophytenon (not] nontaxable (not taxed), nontoxic,

nonexistent, nonsenseoh, of, op, oc [toward, against] obstruct, offend,

oppose, occuroct [eight] octagon, octave, octopus, octane,

octameterpaleo [ancient] paleoanthropology (pertaining to

ancient man), paleontology (study of ancientlife-forms)

par [beside, almost] parasite (one who eatsbeside or at the table of another), paraphrase,paramedic, parallel, parody

pent. [five] pentagon (figure or building havingfive angles or sides), pentameter, pentathlon

per [throughout, completely] pervert(completely turn wrong, corrupt), perfect,perceive, permanent, persuade

peri [around] perimeter (measurement around anarea), periphery; periscope, pericardium,period

poly [many] polygon (figure having many anglesor sides), polygamy, polyglot, polychrome

post [after] postpone, postwar, postscript,posterity

pre [before] prewar, preview, precede, prevent,premonition

pro [forward, in favor of] project (throwforward), progress, promote, prohibition

pseudo [false] pseudonym (false or assumedname), pseudoscientific, pseudopodia

quad [four] quadruple (four times as much),quadriplegic, quadratic, quadrant

quint [five] quintuplet, quintuple, quintet,quintile

re [back, again] reclaim, revive, revoke,rejuvenate, retard, reject, return

retro [backward] retrospective (lookingbackward), retroactive, retrorocket

se [aside] seduce (lead aside), secede, secrete,segregate

self (by oneself] self-dltermination, self-employed, self-service, selfish

sesqui [one and a half] sesquicentennial (one andone-half centuries)

sex, sest [six] sexagenarian (sixty years old),sexennial, sextant, sextuplet, sestet

sub [under] submerge (put under), submarine,subhuman, substitute, subsoil

suf, sug, sup, sus [from under] suffer, sufficient,suggest, support, suspect, suspend

super, supr [above, over, more] supervise,superman, supernatural, supreme

syn, sym, sys, syl [with, together] synthesis,synchronize (time together\ synonym,sympathy, symphony, system, syllable

trans, tra [across, beyond] transoceanic,transmit (send across), transfusion, tradition,transform

tri [three] tricycle, triangle, tripod, tristateultra [beyond, exceedingly] ultramodern,

ultraviolet, ultraconservativeun [not, release] unfair unnatural, unbuttonunder [beneath] underground, underlyinguni (one] unicycle, uniform, unify; universe,

unique (one of a kind)vice [in place of] vice president, vice admiral,

viceroy

Multiples andPrefix Symbol Submultipies Equivalentcenti c 10- 2 hundredth partmilli m 10- 3 thousandth partmicro u 10- 6 millionth partnano n 10- 9 billionth partpico p 10-12 trillionth partfemto f 10-15 guadrillionth partatto a 10-18 guintillionth part

Multiples andPrefix Symbol Submultipies Equivalenttera T 1012 trlllionfoldgiga G 109 biliionfoldmega M 106 millionfoldkilo k 103 thousandfoldhecto h 102 hundredfolddeka da 10 tenfolddeci d 10- 1 tenth part

Numerical Prefixes

funplayfulfairunfairbossytidysloppymessysillysadhappymeanunkindnicefunnybadgoodangryscaryfriendlyunfriendlysweetdishonesthonesthelplesslovingshybravesmartselfishfrightenedgentlejealousoddfoolishcleverbashfulcuriousmerryproudcrankyunselfishsneakynosyluckypolitelazyquietnoisyloud

cheerfulweakstrongclumsygreedygrumpyjollygrouchybrightcarelesslonelycaringthoughtfulthoughtlesslikeablegenerousnaughtygabbycruelnastyrudeimpolitestrangeweirdcarefulp1easantmoodysuperstitiousenergeticnegativeencouragingpositivesociablespecialwittyappreciativerestlessridiculoussensibleambitiouscomicalboastfulmiserablestrictstubborncarelessdisloyalloyalpopularmischievous

terriblehorriblegratefulworriedtrustingtrustworthyeagerobedientdisobedientconsideratesatisfieduncooperativecooperativejoyfulpatienttwo-facedgenerousmannerlytalkative disrespectfulskillfulcleverhumbledullsincerewarmorderlybeautifulcowardlylovableaffectionatewildforgetfulnervousactiveseriouscourteoushot-temperedimpatientdisagreeableunhurriedsuccessfultalentedgossipylivelydaringunderstanding strong-willedabsent-mindedenthusiastic respectfulorganized hardworking

inconsiderateconsideratedisorganizedhatefulforgivingunforgivingresponsiblehumorousintelligent irresponsiblegracefulboldmulishcourageousexcitablemysteriouslenientboisterouscreativevainheartlessmercilessoptimisticself-assuredtreacherousmeekspitefulinquisitivesternsympatheticdecentstudiousprejudicedgraciousanxiousconceitedcasualmature

Character Traits List

nice

silly

sad

friendly

wise

foolish

lonely

cheerful

kind

careless

helpful

mean

stupid

strong

unforgiving

daring

moody

truthful

sneaky

calm

hard-headed

patient

fair

shy

funny

stubborn

playful

happy

lazy

talkative

troublemaker

thankful

well-behaved

well-meaning

nasty

polite

sweet

clever

good

weird

easy going

smart

trustworthy

honest

dishonest

grouchy

greedy

selfish

sharing

weak

responsible

active

orgiving

spoiled

brave

cowardly

unhappy

stupid

thoughtful

thoughtless

Character Traits

cheerfulnicesillyhelpfulfriendlyshyfunnystubbornhappyhumorousintelligentactiveweakvaingreedymeanstupidbravehoneststrongplayfullazysneakyashamedfunplayfulfairunfairbossytidysloppymessysillymerrysmartsneakylonelystubborn

Characterization Descriptorsdisloyalgabbyskillfulimpolitedaringweirdcarefulpleasantmoodylovablesatisfiedjoyfulenergeticnervousforgivingpositivespecialimpatientgraciousanxioussensibletalentedboastfulsadhappymeanunkindnicefunnybadgoodlovingstrongcrankyjollycaringthoughtlessgenerous

rudeworriedlenienttrustworthyeagerobedientdisobedientconsiderateaffectionateforgetfuluncooperativehatefulsternseriousirresponsibleridiculoussuccessfulmulishexcitableangryscaryfriendlyunfriendlysweetdishonesthonesthelplesscuriousgreedygrouchystrictcarelessnaughtyhorribledullsincereorderlybeautiful

cowardlysuperstitiousinquisitivecourteousprejudicedrestlessunhurriedboldmaturedecentselfishfrightenedgentlejealousoddfoolishcleverbashfulweakproudunselfishbrightpatienttwo-facedpopularcruelunderstandingtrustingrespectfulchat terboxspitefulencouragingsympatheticstudiousgracefulcasualcomicalmiserable

noisyluckypolitelazyquietnoisy loudcheerfulshyclumsycarelesslikabletalkativeterriblegossipylivelyboisterouscreativevainheartlessmercilessoptimisticwildmeeknegativeactivesociablewittyconceitedambitiousmysteriousfoolisheasygoingsensibleslysenselesstalkativethankful

depressedforgivingunforgivingridiculousmodestdissatisfieddreamerconsideratedreamerloyalconsideratesweetkindheartednastyresentfulgulliblesensitiveemotionalspoiledcrueleducatedsincereconnivingobnoxiousrevengefulvindictiveencouragingreverentfairflashytrustworthywell-behavedtroublemakerthoughtfulstatelystingyflamboyantentertaining

motivatingmoodynaughtyswindlersinistermorbidinsistentinspiringspiritedinquisitiveimpatientgregariouscomplainerirrationalmischievoussqueamishnoblenonconformistStrangepatronizingpatientrebelliousrealistcompulsivetolerant

Characterization Descriptors

abandonedadequate-adamantaffectionaeagonizedalmightyambivalentangryannoyedanxiousapatheticawed

badbeautifulbetrayedbitterblissfulbaldboredbraveburdened

calmcapablecaptivatedchallengedcharmedcheatedcheerfulchildishclevercombativecompetitivecondemnedconfusedconspicuouscontentedcontritecruelcrushedculpable

deceitfuldefeateddelighteddesirousdespairdestructive

List of Feelings Persons Have But Often Fail to Identifydetermineddilierencediffidentdiminisheddiscontenteddisturbeddominateddivideddubious

eagerecstaticelectrifiedemptyenchantedenergeticenervatedenjoyedenragedenviousexcitedevilexasperatedexhausted

fascinatingfawningfearfulflusteredfoolishfranticfrustratedfrightenedfreefullfurious

gladgoadgratifiedgreedygriefgroovyguiltygullible

happyhatefulheavenly

helpfulhelplesshighhomesickhonoredhorriblehurthysterical

ignoredimmortalinfatuatedinfuriatedinspiredintimidatedisolated

jealousjoyousjumpy

kinkykindkeen

laconiclazyleft-outlonelylonginglovinglow

madmaudlinmeanmelancholymiserablemystical

naughtynervousnicenutty

obnoxiousobsessedoddopposed

outragedoverwhelmedpainedpanickedparsimoniouspeacefulpersecutedpetrifiedpityingpleasantpleasedprecariousprimprissyproudquarrelsome

rapturerefreshedrejectedrelaxedrelievedremorserestlessreverentrewardedrighteous

sadsatedsatisfiedscaredservilesettledshockedsillyskepticalsneakysolemnSorrowfulspitefulstartledstingystrangledstuffedstupidstunnedstupefiedsuffering

suresympatheticsuspicioustaciturntalkativetenacioustemptedtenuoustensetentativethreatenedtiredtroubledtruculent

uglyuneasyunsettledunsure

violentvehementvitalvulnerablevivacious

wickedwonderfulweepyworried

zanyzesty

TIME

PLACE

MOOD

yearday of the weekdecadepresent

monthtime of dayholidaypast

seasonday or nightcenturyfuture

urban/ruralcontinentclimatebuildings/architecture

citycountrysolar systemstreet names

townplanetland forms

peacefuluncomfortableanxiousquietupsetting

calmsereneeerieoptimisticcozy

cheerfulspookyexcitingpessimisticquiet

DESCRIPTORS FOR SETTING

TRANSITION WORDSChronological Orderafterafterwardat lastbeforeearliereventually

Spatial Orderaboveaheadawaybehindbelow

finallyfirstformerlylastlatermeanwhile

nextnowpreviouslysoonthenuntil

beneathbeyondin front ofinsidein the center

in the distancenearnext tooutsideto the right

Comparison and ContrastOrder

alsoalthoughbothbuthoweverin contrast

insteadjust aslikelikewiseneverthelesson the contrary

on the other handsimilarlysimilar toso alsowhereas yet

Order of Importance

alsoeven greater finallyfirstfirst of all for on reason

Other Logical Orders

accordinglyadditionally along withandas a resultconsequently

furthermoremoremoreovermostmost important

oneperhaps the greatest reasonsecondthird

for examplefor instancefurthermorein additionin conclusionin addition to

in factnamelythereforethusindeed

Literary Terms and Definitions

1. Plot: series of events in a story; centers around a conflict.

2. Conflict: a struggle between opposing forces. An external conflict is astruggle between a character and an outside force, such as society,nature or another character. An internal conflict is a struggle within acharacter’s mind. It may occur when the character has to make adecision or deal with opposing feelings. There are three types ofconflict: [1] man vs. man, [2] man vs. self, [3] man vs. nature.

3. Rising Action: refers to the events in a story that move the plotforward.

4. Climax: the point of greatest interest; also called the turning point. Atthe climax, the outcome of the story becomes clear.

5. Falling Action/Resolution: occurs after the climax, conflicts areresolved and looseends are tied up.

6. Setting: the time, place and mood of a story.

7. Mood: a feeling that a literary work conveys to readers. A mood is anemotion such as sadness, excitement, or anger.

8. Character: each person, animal or imaginary creature in a work ofliterature

9. Characterization: the way a writer creates and develops characters’personalities. This is done in 4 basic ways: [1] describing the characterphysically, [2] presenting the character’s thoughts, speech and actions,[3] presenting the thoughts, speech, and actions of other characters,and [4] directly commenting on the character’s nature.

10. Foreshadowing: a hint about an event that will occur later in a story;this builds suspense.

11.Suspense: a feeling of growing tension and excitement that makes areader curious about the outcome of a story or an event within a story.

12.Flashback: a conversations an episode, or an event that happenedbefore the beginning of the story.

13.Point of View: every story is told from a particular point of view orperspective. Usually, a story is told from either the first person or thethird person point of view.

14.First Person Point of View: the narrator is a character in the storyand uses pronouns such as I, me and we.

15.Third Person Point of View: the narrator is outside the story and usespronouns such as he, she and they.

16.Theme: a message about life or human nature that is conveyed by awork of literature.

17. Authors Message: authors comment on the theme that he/she iswriting

THEME ASSIGNMENTDirections: After each theme word, write in a movie you have seen or a

book or story you have read, that could be used as an example of that theme. Forexample — If the theme word would be Fate, you could put the short story “TheMonkey’s Paw” as your example. After you complete your list, choose threethemes/examples and write a paragraph for each, explaining how that movie orbook fits that theme. Use specific examples, so even if I haven’t seen the movie orread the book, I will still understand why it fits that theme.

Anger

Beauty

Contentedness

Death

Education

Friendship

Grief

Handicap

IndividualIty

Jealousy

Kindness

Love

Music

Need

Obedience

Prejudice

Questioning

Responsibility

Separation

Teen- agers

Underdog

Values

Wealth

Excellence

Youth

Zealousness

Language Arts CRES Terms

Character Traits: describe the character in a story. There are 2 types:• Physical Traits—how the character LOOKS• Personality Traits—how the character ACTS

Conflict: is the problem in the story. This may be external [outside of thecharacter with someone/something else] or internal [inside of thecharacter—a mental decision]. There are three types:

• Man vs. Man• Man vs. Nature• Man vs. Self

Point-of-view: who is telling the story. If a character in the story istelling the story, it is called FIRST PERSON point-of-view [I, we, me, us,my]. If an observer or narrator is telling the story, it is called THIRDPERSON point-of-view [he, she, they, you, her].

When answering the brief-constructed response questionsalways remember the following:

• Make specific references to the story• Provide direct examples and quotes in your writing

ELEMENTS OF PLOT

CLIMAX(Turning Point)

FALLING ACTION(Events)

RISING ACTION(Events)

RESOLUTION(Solution)

CONFLICT(Problem)Three Types:Man vs. ManMan vs. SelfMan vs. Nature

INTRODUCTIONCHARACTERSSETTING: Time

PlaceMood

NAME:

PLOT QUIZ

I. COMPLETE THE PLOT CHART (Letter your paperfrom A - -I and correctly label to parts of the PlotChart.)

a. f.b. g.c. h.d. i. / /e.

II. DEFINE LITERARY TERMS: define the followingterms in your own words.

• mood• external conflict• internal conflict• climax• point-of-view

III. IDENTIFY THE THREE TYPES OF CONFLICT ANDAN EXAMPLE (from fiction; several sentences)

• Man vs. Man• Man vs.-Self• Man vs. Nature

ELEMENTS OF PLOT

CLIMAX

FALLING ACTION(Events)

RISING ACTION(Events)

RESOLUTION:

CONFLICT

INTRODUCTIONCHARACTERS:SETTING: Time:

Place:Mood:

ELEMENTS OF

( )

( ) (

(problem) (solution)

:

Word Bankrising action resolution setting conflictintroduction time plot placemood climax events(2) charactersturning point falling action

CHART

( )

( )

( )

:

ELEMENTS OF PLOT DEFINITIONS

Plot

Setting

Character

Conflict

Rising Action

Climax

Falling Action

Resolution

PLOT CHART

Title of the Story:

Introduction:Setting: (place)

(time)

(mood)

Characters:

Elements of Plot:1. Conflict:

2. Rising Action:a.

b.

c.

d.

3. Climax:

4. Falling Action:a.

b.

5. Resolution:

Resource SheetPropaganda Techniques

Technique Source Product / Issue

Bandwagon

Testimonial

Snob appeal

Transfer

Glittering Generalities

Name Calling

Just Plain Folks

Card Stacking

A claim that everybody is doing it,so you should too.

A famous person endorses aproduct. People who admire thecelebrity may be influenced topurchase the product

A claim thatthis is the very bestsnd unusually very expensive, butyou are worth it.

Respect for a patriotic symbol istransferred to something else

Words or phrases are used tocreate a favorable impression, butmay not have a specific meaning.

Using an uncomplimentary label toinfluence an opposing claim.

Creating an image of being anordinary person, or representingthe desires of the common man.

Limited information, data, and/ordetails used to support or refute aclaim.

“Kids are standing in line at thebook store to be the first topurchase the latest Harry potterbook. Make sure you get yourcopy!”A famous person endorses aproduct. People who admire thecelebrity may be influenced topurchase the product

Shiny Glow Dog Shampoo maycost a little more, but your dogdeserves the very best.

A political candidate may bephotographed with a nationallandmark in the background.

Preserving the sanctity of thehome.

If we left it up to the “dogooders”they would give all our moneyaway.

A political candidate wearing casulclothing or a hard hat whenappearing in public.

9 out of 10 doctors surveyedrecommended the use of Brightentoothpaste

Resource SheetPropaganda Techniques

Technique Source Product / Issue

Bandwagon

Testimonial

Snob appeal

Transfer

Glittering Generalities

Name Calling

Just Plain Folks

Card Stacking

Resource Sheet

Analyzing Text for Writer’s Bias

Title of Article:

Sub Title:

Elements of Bias Connotation Location in Text

Use of Propaganda

Emotional Words

Unsupported Conclusions

Illustrations

Limited Argument

Resource Sheet

Analyzing Text for Writer’s Bias [Conclusions Not Based on Fact]

Title of Article:

Sub Title:

Conclusions Connotation Location in Text

Resource Sheet

Analyzing Text for Writer’s Bias [Word Choice]

Title of Article:

Sub Title:

Words/Phrases Connotation Location in Text

Resource Sheet

Examining Informational Text for Examples of Stereotyping

Controlling Question: Why do writers use stereotyping in informational text?

Words/Phrases Connotation Location in Text

Explain why writers use stereotyping in informational text. Support your answerwith evidence from the text.

Resource Sheet

Classifying Stereotyped Details in Text

Detail/examples Exaggeration Generalization Labeling

Resource Sheet

Analyzing Stereotyping in Informational Text

Type of Text Topic/Issue/ ConnotationPerson

Cartoon

Comic

Illustration

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Resource Sheet

Evaluating Informational Text for Evidence of Stereotyping

Title of Article:Author:Purpose of Article:

Evidence of Stereotyping: yes no

Examples of stereotyping

Generalizations Exaggeration Labeling

Author’s Study

Language Usage

Active and Passive Verbs

Read the following paragraph and, on a separate sheet of paper. list all the verbs you notice. Indicatean A next to those verbs that seem to have someoneor something actually performing an activity.

At 1:00 P.M. the group met in the grand ballroom. Introductory remarks, which included areview of last week’s meeting, were given by the chairperson. When the speaker from theZoning Commission was introduced, some people in the back of the room began to yell andscream. Apparently, the speaker had not been told that several nearby residents of theproposed nuclear plant site would attend the meeting. The speaker, obviously angry,slammed his fist on the podium and walked off the stage, shaking his head in disgust.

There are a total of ten words used as verbs in the above paragraph. Did you find all ten? Seven of theverbs are active words, where a person or thing actually performs the activity of the verb. Did you findthem? The other three verbs are passive: the person or thing receives the action. You will learn moreabout active and passive verbs in this section.

There are two important sentence types that the effective writer shouldknow how to use: the active sentence and the passive sentence Anactive sentence has a subject that acts upon a verb.

George ate the dinner. (active)

In this sentence. George (the subject) performs the action. Ate (theverb) is the action. The dinner the direct object receives the action. Ingrammar. we say that this sentence is in the active voice.

A passive sentence has a subject that is acted upon by a verb. The verbalways contains a form of be plus another verb form.

The dinner was eaten by George. (passive)

In this sentence. dinner (the subject) receives the action. It alsoreceives the attention in the sentence and seems more important thanGeorge. who is placed at the end of the sentence. The feeling of actionis also weakened by was u form of be).

In order to understand active and passive sentences, the writer mustknow the forms of be. Memorize them. Here they are:am was beare were beenis being

In the passive voice, there are two or more words in the verb. The firstverb form is always a form of be. and the word that follows it is thepast participle of a second verb. Here are examples: (For more

information on verb forms, refer to pages 255—272.)(form of be) (past participle)were followedwas givenare deliveredis playedbe awardedwill have beenfinishedshall be saved

Here are the above verbs used in passive sentences:

The clowns were followed by the elephants.The retiring teacher was given a diamond pin by the staff.See that the sausages are delivered by two o’clock.Rugby is played by many people in Great Britain.The jury directed that the film be awarded a prize.The cake will have been finished when you get home.Many dollars shall be saved by cautious motorists.

Notice that sentences in the passive voice frequently have verbs thatare followed by a group of words beginning with by: The fish wascaught by the little girl. Remember also that the subject receives theaction in a passive sentence.

A sentence can be active when the present participle (the form endingin -ing) of a verb is used with a form of be. Here are examples:

The champion is defeating George.I am defeating George.You are defeating George.I have been defeating George.

Writing Active Sentences What does the word active mean? It means working” orOperating effectively.” Some synonyms (words with similarmeanings) are alive. dynamic.and functioning. Effective writers use active sentences that showvitality and energy. They usually avoid making their thoughts appearpassive.

Passive has the opposite meaning of active. Passive means Inactive.”Some synonyms of passive are idle, quiet. inert, and docile. The wordpassive suggests a feeling of dullness and laziness. It is no wonder thatthe effective writer avoids the passive voice most of the time. Unlessthere is a good reason for using the passive voice (and there are somereasons at times), the effective writer concentrates on writing activesentences.

Exercise 14 On a separate sheet of paper. write active or passive after the correct choice (Aor B) when you read these pairs of sentences. Here is an example:

A. The acrobat thrilled the audience.B. The audience was thrilled by the acrobat.A. activeB. passive

1. A. The cowhands stampeded the herd.B. The herd was stampeded by the cowhands.

2. A. Abraham passed the test.B. The test was passed by Abraham.

3. A. The snow was shoveled by Nancy.B. Nancy shoveled the snow.

4. A. I am winning the game.B. The game is being won by me.

5. A. You were fooled by the trick.B. The trick fooled you.

6. A. A flea bit the dog.B. The dog was bitten by the flea.

7. A. The host served dinner to the guests.B. The guests were served dinner by the host.

8. A. The fire was lit by the campers.B. The campers lit the fire.

9. A. The fierce bull was ridden by a tough cowhand.B. The tough cowhand rode the fierce bull.

10.A. His aunt was delighted by the surprise partyB. The surprise party delighted his aunt.

Active and Passive Voice

A verb in the active voice expresses an action done by its subject. A yerb in the passivevoice expresses an action done to its subject.

REFERENCE NOTE - Only transitive verbs (action verbs that take objects) have voice.

ACTIVE VOICE The coach instructed us. [The subject, coach, performs the action.]

PASSIVE VOICE I was instructed by the coach to bunt. The subject, I, receives theaction.]

Compare the following related sentencesS V O

ACTIVE VOICE The author provides helpful diagrams.

PASSIVE VOICE Helpful diagrams are provided by the author.

As you can see, the object of the active sentence be-conies the subject of the passive one.The subject of the active sentence becomes the object of the prepositional phrase. In somesentences, such as this one, the phrase can even be omitted.

PASSIVE VOICE Helpful diagrams are provided.

The verb in a passive sentence is always a verb phrase made up of a form of be and themain verb’s past participle. Depending on the tense, other helping verbs may also beincluded.

ACTIVE VOICE Willa Cather wrote My Antonia.

PASSIVE VOICE My Antonia was written by Willa Cather.

ACTIVE VOICE Someone has erased the tapes.

PASSIVE VOICE The tapes have been erased.

The following chart shows the conjugation of the verb give in the passive voice.

CONJUGATION OF THE VERB GIVE IN THE PASSIVE VOICE

PRINCIPAL PARTS

BASE FORM PRESENT PARTICIPLE PAST PAST PARTICIPLE

give (is) giving gave (have) given

PRESENT TENSE

SINGULAR PLURALI am given weare givenyou are given you are givenhe, she, it is given they are given

CONJUGATION OF THE VERB GIVE IN THE PASSIVE VOICE

PAST TENSE

SINGULAR PLURALI was given wewere givenyou were given you were givenhe, she, it was given they were given

Past Progressive: was, were being given

FUTURE TENSE

SINGULAR PLURAL

I will (shall) be given we will (shall) be givenyou will be given you will be givenhe, she, it will be given they will be given

PRESENT PERFECT TENSE

SINGULAR PLURALI have been given we have been givenyou have been given you have been givenhe, she, it has been given they have been given

PAST PERFECT TENSE

SINGULAR PLURAL

I had been given we had been givenyou had been given you had been givenhe, she, it had been given they had been given

FUTURE PERFECT TENSE

SINGULAR PLURALI will (shall) have been given we will (shall) have been givenyou will have been given you will have been givenhe, she, it will have been given they will have~been given

The progressive forms of the passive voice exist for the future, present perfect, past perfect,and future perfect tenses. However, the use of be or been with being is extremely awkward[give, for example, in the passive future perfect is will (shall) have been being given].Consequently, the progressive form of the passive voice is usually used only in the presentand past tenses

Using the Passive Voice

Use the passive voice sparingly.

The passive voice is not any less correct than the active voice, but it is less direct, less forceful, and lessconcise. You shouId avoid overusing the passive voice for two reasons.

First, it generally requires more words than the active voice does, consequently, the passive voice can resultin awkward writing. Second, the performer of the action in a passive voice construction is revealedindirectly or not at all. As a result, a sentence written in the passive voice can sound weak. compare thefollowing sentences.

AWKWARD PASSIVE The ball was hit over the outfield fence by Jody. ACTIVE Jody hit the ball over the outfield fence.

The passive voice is useful in situations such as the following ones, however.

(1) when you do not know the performer of the action

EXAMPLES The house was built of brick.A false alarm had been telephoned to the fire department.

(2)when you do not want to reveal the performer of the action

EXAMPLES Unfounded accusations were made against the candidate.The suspects are described as a man and woman in their forties.

(3) when you want to reveal the receiver of the action

EXAMPLES Aung San Suu Kyi of Burma was awarded the 1991 Nobel Peace Prize.The entire state has been declared a disaster area.

Computer Note: Some software programs can identify and highlight passive voice verbs. If you usesuch a program, keep in mind that it can’t tell why you used the passive voice. If you did so for one of thereasons just illustrated by the examples, you may want to leave the verb in the passive voice.

Quick Checks Classifying Sentences by Voice

Identify each of the following sentences as actor or

1. The album was reviewed unfavorably by most critics.2.Your generous contribution to help the homeless is greatly appreciated.3.This afternoon the baby stood up by himself4.Was Saul Bellow awarded the Nobel Prize?5. I don’t understand this math problem.

Six TroubIesome Verbs

Lie and Lay‘The verb lie means “to rest” or “to stay, recline, or remain in ii a certain position.” Lie never takes anobject. The verb lay means “to put (something) in a place.” Lay usually takes an object.

PRINCIPAL PART OF LIE AND LAY

BASE FORM PRESENT PARTICIPLE PAST PAST PARTICIPLE

lie (to rest) (is) lying lay (have) lain lay (to put) (is) laying laid (have) laid

These examples show how the verb lie is used. Notice that none of the examples contains an object.

Shoe, by Jeff MacNelly, reprinted by permission; Tribune Media Services

EXAMPLESI sometimes lie on the floor.The bills are lying on the table.Yesterday Lambert lay on the grass.How long have the bills lain there?

The following examples show how the verb lay is used. Notice that each example contains an object.

ACTIVE AND PASSIVE VERB FORMS

When the subject of the sentence performs the action, the verb is active. When the subject of the sentencereceives the action expresses the result of the action, the verb is passive.

In addition to showing the time of an action, you can use this in still another way to express exactly what youmean. Suppose oil has been leaked into the harbor. If you know who what did it, you can say somethinglike this:

Our motorboat leaked oil into the harbor.

Suppose that you do not know who or what leaked the oil or you do not want to say who or what did it.You can say this:

Oil was leaked into the harbor.

In the first sentence, the subject says who or what performed action. The verb of this sentence is active. Inthe second sentence, the subject says who or what received the action. The verb Ails sentence is passive.The word passive means “acted upon.” The passive form of a verb consists of some form of be plus theparticiple. Only transitive verbs, those that take objects. can changed from active to passive:

Active PassiveBeebe explored the sea. The sea was explored by Beebe.The bathysphere helped him. He was helped by the bathysphere.

CONCEPT CHECKActive and Passive Verb Forms Write the verbs from the following sentences. Label each oneActive or Passive.

1. The sea’s depths were first explored by an American naturalist.2. His name was Dr William Beebe.3. Beebe built the first bathysphere during the 1920s.4. This small chamber carried two scientists down into the sea.5. In 1930 the bathysphere was lowered for the very first time.6. Beebe traveled three thousand feet into the inky deep.7. At two thousand feet below the surface, Beebe was overwhelmed by the unexpected sight of bright lightsand colors.

8.The sea was illuminated by bioluminescent fish.9.Chemicals within the fish gave them a glow like fireworks,10. Sights like these had never been seen before by human eyes

B. REVISION SKILLAvoiding the Use of You In formal writing. the pronoun you should be used only to mean “you, thereader.” In some cases changing a verb from the active to me passive will eliminate awkward youconstructions. Rewrite the following paragraph, using passive verbs in sentences 11. 13. and 14. Insentences 12, 15, and 16. supply a new subject.

The bathysphere with the two sclentistss descends slowly into the depths of the sea. 11You feel a gentle tug.The cable has neared its end, and the bathysphere floats in an undersea world 12At first. you can see onlyblackness. 13You might describe this darkness as “perpetual night.” However, the black world is notcompletely without light. 14You can observe hunureds of fish. Each glows with its own colored lights. 15 Forinstance, nearby you notice a bright liquid discharge from a deep-sea shrimp. 16Soon you can enjoy aspectacular display of living fireworks.

C. REVISION SKILLUsing Active Verbs In the following paragraph, identify each of the italicized verbs as Active or PassiveAlso make the writing stronger and more straightforward by changing passive verbs to active verbs.

17Undersea exploration has come a long way. 18Years ago, people could dive only about two hundred feetunderwater. 19Diving suits with air hoses were used by them. 20Then William Beebe went half a mile down inhis bathysphere. 21However, cables always connected it to the surface. 22Cables are not needed by anewer invention, the bathyscaph. 23Instead, when the craft must return to the surface, ballast is released bythe craft to make it lighter. 24The bathyscaph has reached depths of over six miles. 25Still. it only can godown or up.

CHECK POINTA. Write each verb from the following sentences and identify the tense. Also state if the verb is in theprogressive form.

1. Early automobiles used steam, gas, and electricity for power.2. By 1924, however, gasoline had become the major power source.3. Unfortunately, gasoline adds to air pollution problems.4. So, for decades U.S. inventors have had an important goal.5. They have been developing an inexpensive, pollution-free car.6. Electric cars returned for a short while in the l960s.7. Recently, General Motors has been working on a new car.8. The inside of this car will eventually contain a complex system of batteries and motors.9. General Motors engineers are still working on the design for the electrical storage systems.10. New car owners will be facing different issues in the future.11. By the year 2000, inventors will have been working on electric vehicles for more than a century.12. Their hard work will have paved the way for future designers.

APPLICATION IN LITERATUREWrite the italicized verbs from the following passage. Label each verb as Active or Passive.

13As we approach the Cape, we see again the rocket and its launching tower from far off over thelagoon. 14It is illumined with searchlights, the newest and most perfected creation of a scientific age—hard, weighty metal.

15We watch the launching with some of the astronauts and their families, from a site near the VehicleAssembly Building. 16Our cars are parked on a slight rise of ground 17A jet of steam shoots from thepad below the rocket. 18"Ahhhh!” The crowd gasps, almost in unison. 19Now great flames spurt. leap,belch out across the horizon. 20Clouds of smoke billow up on either side of the rocket, completelyhiding its base. 21From the midst of this holocaust, the rocket begins to rise... 22as if the giant weight ispulled by an invisible hand out of the atmosphere.

Anne Morrow Lindbergh,Morning—The Bird Perched for Flight

Using Tenses CorrectlyEach of the following sentences contains an error in the use of verbs. Identify the error arid then give thecorrect form of the verb.

1. Spending three hours on a review of chemistry, we then worked on irregular French verbs.2. Tutankhamen, Helen of Troy, arid Shakespeare are the three people I would have most liked to have

met.3 To have written about Pueblo ceremonies, I would have to do more research.4. Flying from Missouri to California before, we remembered to set our watches back.5. We wanted to have avoided any controversy.6. Having attempted to travel across the African continent, the explorers encountered both vast deserts and

dense swamp forests.7. Native Arctic peoples learned to have survived in a harsh environment.8. They were hoping to have had a multiple-choice test in history instead of an essay exam.9. If you want to go shopping, I would have driven you to the mall.10. Standing in line for more than two hours, Tamisha finally got tickets to the hammer concert.

Active Voice and Passive Voice

Voice is the form a transitive verb takes to indicate whether the subject of the verbperforms or receives the action.

Transitive verbs may be in the active voice or the passive voice.When the subject of a verb performs the action, the verb is in the active voice. When the subject receivesthe action, the verb is in the passive voice.As the examples on the next page show, verbs in the active voice take objects, and verbs in the passivevoice do not.

ACTIVE VOICE Mark Riley anchors the local evening news. [News is the direct object.]PASSIVE VOICE The local evening news is anchored by Mark Riley.

ACTIVE VOICE Han took many of the photos in the yearbook. [Many is the direct object.]PASSIVE VOICE Many of the photos in the yearbook were taken by Han.

ACTIVE VOICE The firefighters have extinguished the blazing fire. [Fire is the direct object.]PASSIVE VOICE The blazing fire has been extinguished by the firefighters.PASSIVE VOICE The fire has been extinguished.

From these examples, you can see how an active construction can become a passive construction

The object of the verb in the active voice becomes the subject of the verb in the passive voice. The subjectof the verb in the active voice becomes an object of the preposition by, (As the last example shows, thisprepositional phrase is riot always necessary;)

The Retained ObjectA verb in the active voice often has an indirect object as well as a direct object. When such a verb is putinto the passive voice, either object can become the subject. ‘The other object then serves as a complementcalled a retained object

S V IO DOACTIVE Mrs. Platero gives each new employee a tour of the plant.PASSIVE Each new employee is given a tour of the plant (by Mrs.Platero). The indirect object

employee becomes the subject, arid the direct object too, becomes the retained objectPASSIVE A tour of the plant is given each new employee (by Mrs.Platero) (The direct object tour

becomes the subject, and the indirect object employee becomes the retained object.)

A verb in the passive voice always includes a form of be and the verb’s past participle. The form of be and thehelpirig verb, if any, indicate the tense of the verb phrase.

CONJUGATION OF THE VERB GIVEIN THE PASSIVE VOICE

PRESENT TENSE

SINGULAR PLURALI am given we are givenyou are given you are givenhe, she, it is given they are given

Present progressive am, are, is being given

PAST TENSE

SINGULAR PLURALI was given we were givenyou were given you were givenhe, she, it was given they were given

Past Progressive was, were being given

FUTURE TENSE (will or shall + infinitive)

SINGULAR PLURALI will (shall) be given we will (shall) be givenyou will be given you will be givenhe, she, it will be given they will be given

Future Progressive: will (shall) be being given

PRESENT PERFECT TENSE (have or has + past participle)

SINGULAR PLURALI have been given we have been givenyou have been given you have been givenhe, she, it has been given they have been given

PAST PERFECT TENSE (had + past participle)

SINGULAR PLURALI had been given we had been givenyou had been given you had been givenhe, she, it had been given they had been given

FUTURE PERFECT TENSE (will have or shall have + past participle

SINGULAR PLURALI will (shall) have been given we will (shall) have been givenyou will have been given you will have been givenhe, she, it will have been given they will have been given

The Uses of the Passive Voice

• Use the passive voice sparingly

Choosing between the active voice and the passive voice is a matter of style, not correctness.In general, however, the passive voice is less direct, less forceful, and less concise than theactive voice. In fact, the passive voice may produce an awkward effect.

AWKWARD PASSIVE The final event was completed when a triplesomersault was done by Mario.

ACTIVE Mario completed the final event by doing atriple somersault.

AWKWARD PASSIVE Steady rains were hoped for by all of us, buta hurricane was wanted by none of us.

ACTIVE All of us hoped for steady rains, but none ofus wanted a hurricane.

• A string of passives is particularly awkward.

STRING OFPASSIVES

I was invited by Ms. Long to visit her animal shelter. Rows of cages had beenplaced along two sides of a large storage shed. Dozens of cats, dogs,hamsters, and guinea pigs were held in the cages. A large parrot was evenspotted by me. In one corner of the noisy building, a scrawny, brown puppy wasbeing hand-fed by an assistant. Ms. Long said so many unwanted pets had beenbrought to her by people, homes could not be found for all of them. It was agreedby us that the responsibility of owning a pet should be understood by peoplebefore one is bought.

ACTIVEMs. Long invited me to visit her animal shelter. She had placed rows of cagesalong two sides of a large storage shed. The cages held dozens of cats, dogs,hamsters, and guinea pigs. I even spotted a large parrot. In one corner of thenoisy building, an assistant was hand-feeding a scrawny, brown puppy. Ms.Long said people had brought her so many unwanted pets that she could notfind homes for all of them. We agreed that people should understand theresponsibility of owning a pet before they buy one.

Passive voice constructions are not always awkward. In fact, the passive voice is useful in the followingsituations:

(1) when you do not know who performed the action

EXAMPLE All of the tickets had been sold weeks before the concert.

(2) when you do not want to reveal the performer

EXAMPLE Shoddy work was done on the building.

(3) when you want to emphasize the receiver of the action rather than the performer

EXAMPLES Lasers are used in industry, communications, and medicine.Ivy Swan has been emulated by many young singers.

EXERCISE 13 Revising Sentences in the Passive Voice

Revise the following sentences by changing verbs in the passive voice to active voice wherever you think thechange is desirable. If you think the passive is preferable, write C. For each sentence, be prepared to explainwhy you kept or changed the passive voice verb.

1. After the new computers had been installed by the service reps, a training session was given to us by them.2. If the children had been enchanted by Mr. Wright’s tales before, they would be even more enthralled by his

new story of a fantasy kingdom.3. A community meeting was held by the area homeowners to discuss the landfill project, which had been

proposed by the City Council.4. The value of storytelling is explained in an ancient Seneca myth.5. While the decorations are being created by Clarence, the buffet will be prepared by Edna.6. Potatoes had been cultivated by the Incas for more than twenty centuries before they were grown by

Europeans.7. The 1539 expedition of Francisco Vasquez de Coronado was guided by Estevanico, a well-known black

explorer.8. The chapters on constitutional amendments, which had been assigned to us last week by Mrs. Robinson,

were reviewed by us before the test.9. Shinae Chun is admired and respected by her colleagues.10. If the practicality of home robots had been demonstrated by Mike Smith, his request for funding would not

have been rejected by the committee.

MoodMood is the form that a verb takes to indicate the attitude of the person using the verb. Verbs may be in one ofthree moods: indicative, imperative, or subjunctive.

The indicative mood is used to express a fact, an opinion, or a question.

EXAMPLES Heitor Villa-Lobos was a composer who became known for his use of Brazilianfolk music.Amy Tan is a gifted writer.Can you tell me when the United States entered World War I?

The imperative mood is used to express a request or a command.

A verb in the imperative mood has only one form. That form is the same as the verb’s infinitive form.

EXAMPLES Tell me when the United States entered World War I.Please pass the salsa.

The subjunctive mood is used to express a suggestion, a necessity, a condition contrary to fact, or a wish.

In the subjunctive mood, only the present tense and the past tense have distinctive forms. The other tenseforms are the same as those in the indicative mood.

PARTS OF SPEECH

Words are called the building blocks of language. The words weuse in speaking and writing can be put into seven different categories.These categories are called the Parts of Speech. Below thesecategories are listed and together we will discover their meanings andwrite down the definitions.

1. NOUN

2. VERB

3. ADJECTIVE

4. ADVERB

5. PRONOUN

6. CONJUNCTION

7. PREPOSITIONS

1. aboard2. about3. above4. across5. after6. against7. along8. among9. around10. at11. before12. behind13. below14. beneath15. beside16. between17. beyond18. but19. by20. down21. during22. except23. for24. from25. in

PREPOSITIONS26. inside27. into28. like29. near30. of31. off32. on33. out34. outside35. over36. past37. since38. through39. throughout40. to41. toward42. under43. underneath44. until45. up46. upon47. with48. within49. without

Proofreading Marks

= New Paragraph

= Insert a word or phrase

= Insert a quotation

= Take out

= Insert period

= Small letter

= Big letter

= Spelling

Creating a Dialogue for Revision

Questions about Style/Format:

1. Where might this idea make more sense?2. What words can you eliminate here?3. Are all of these sentences/words necessary~’4. Where can you create some paragraphs?5. How can you catch the reader’s attention right from the start?6. How can you make some connections for your reader?7. Where are you taking this idea?8. What is the difference between this paragraph and the one before it?9. How can you build up more gradually?10. Does this sentence fit here?11. How can you separate these two ideas?12. How can you rearrange your ideas to build to your point more logically?12. Which transition might be more appropriate here?14. How can you make a clearer connection between these two ideas?15. How can you tie these ideas together?

Questions about Content:

1. Why did you include this information?2. How can you expand this idea?3. Which point do you want to focus on?4. How can you be more specific here?5. How can you build on this idea?6. What evidence can you produce for support?7. How can you eliminate some of this repetition?8. Where would this detail make more sense?

Questions about Feelings:

1. How can you show, rather than tell what happened?2. How did you feel when this happened?3. How did you react?4. What do you think your essay needs next?5. What points are you worried about?6. What was your reason for including this information?7. How can you more clearly explain what you mean here?8. How can you organize your ideas to illustrate how important this was to you?9. How can you sustain your reader’s interest here?10. Is this fact or opinion?

List 31: AdjectivesOBJECTIVETo develop the student’s ability to uncerstandthe meanings of adjectives and use them forprecision of meaning in functional language.

APPLICATIONS· Give students one list of words such as SIZE.Have them order the words in sequence.

Example: wee - tiny - small M- middle-sized -big - huge - giantThey can also draw a picture for each word.

· Adjective GameMake one set of twenty cards with pictures ofpeople, animals or objects on them (cutpictures from old workbooks or use stickers).Make a second set with adjectives printed onthem. Lay out cards in Set 1 face-up on the

table. The student draws a card from Set 2 and finds a picture it describes. He uses the words in asentence and covers the picture.

Example:The black cat ate his food.

Bring in an interesting object. The students brainstorm adjectives to describe it. List the words on achart and let students add to it during the day.

Example: FISHBOWL shiny glass clearopen wet breakableround hard middle-sizedsolid smooth transparentheavy fragile

Have students write or tell a short story about the object using many of these words.

· Select one adjective. Have students think of all the words it could describe.

Example: STRAIGHT arrow yardstick hairline pole edge

· Refer to List 84, Emotions and Feelings, for more adjectives to act out.Sizeaverage miniature petite weebig great puny littlecolossal giant small immensefat huge short massivegigantic long tiny middle-sizedmammoth large tall

Quantityabundant few heavy manyempty light numerous

Shapebroadchubbydeepflathigh

Timebriefearlyfastlate

Soundhushedhissingharshloudmutemoaningnoisy

Taste and Smellbitterdeliciousfreshjuicy

Touchbumpybrokenbreezyboilingcoolcurlychillycrookedcuddlycoldcreepydirtydamp

Appearanceadorablealertbrightblondebloodyclearcolorfulcutebeautifulblushing

hollowlownarrowcrooked

oldquickslowswift

quietsilentshrillthunderingvoicelessfaintscreeching

riperottensweetstale

drydamageddustyfuzzyfilthyflutteringfluffyflakygrubbygreasymeltedhothard

cloudycrowdedcleandarkdulldistinctelegantfancyfilthymisty

roundsquarestraightsteep

youngrapidlongshort

softsquealingboomingcryingscreamingwhisperinghusky

stickythirstytastysalty

icylooseplasticpricklyrainyroughshaggysmoothstickyshiveringscatteredsharpsoft

motionlessmuddyglamorousgracefulgrotesquegleaminghomelylightpoisedquaint

shallowskinnywidecurved

ancientmodernold-fashioned

purringresonantcooingdeafeninghigh-pitchedraspymelodic

sourspicystrongtasteless

silkyslimysolidsteadyslushyshakytendertightwoodenweakwetunevenslippery

shinysparklingstormysmoggystrangespotlessuglyunsightlyunusual

Adjectives(continued)

Feelings (positive)goodamusedagreeablebravecomfortablecourageouscalmcooperativecheerfulcharmingdeterminedenchanting

Feelings (negative)afraidangryanxiousannoyedawfulashamedbadboredcreepycrueldefeateddisgustingdepressed

Conditionalivebrainybreakablebusycarefulcuriouscrazyconcernedcautiousclever

exuberantelatedenthusiasticeagerexcitedfaithfulfriendlyfunnyfairfinegentleglorious

defiantdangerouseerieembarrassedenviousevilfrightenedfiercefranticfoolishgrievinghungryhurt

deaddoubtfuldifficultdifferenteasyfamousfragilehelpfulhelplessinquisitive

hilarioushappyhealthyjoyousjollykindlovelyluckylivelyobedientpleasantperfect

homelessilllonelymysteriousnaughtynervousoutrageousobnoxiouspanickyrepulsivesorescornfulscary

innocentimpossibleimportantmodernopenoutstandingpuzzledpowerfulpoorreal

relievedsillysuccessfulsmilingsplendidvictoriousvivaciouswittyzealous

selfishtroubledtensethoughtlesstiredupsetuptightworriedwickedweary

richsupershysleepytameuninterestedwrongwildwandering

EXAMPLESAcronymsInitials WordsLaser light amplification by stimulated emission of radiationscuba self-contained underwater breathing apparatussonar sound navigation rangingUNESCO United Nations Educational, Scientific, and Cultural OrganizationWAC Women’s Army CorpsMASH Mobile Army Surgical HospitalNATO North Atlantic Treaty OrganizationNASA National Aeronautics and Space Administrationsnafu situation normal all fouled upWHO World Health OrganizationUNICEF United Nations International Children’s Emergency Fund

Compound Categories

B is of AEx: fishbone (the bone is apart of the fish)

doughnut (the nut is made ofdough)backbonefingernailtoenailweekend snowman

B is A

Ex: blueprint (the print is blue)

blueberryblackberrybluebirdblackbird

B is from A

E x: sunburn(the burn is from the sun)

starlight

moonbeambee stingmoonlightpancakesunlight

B does A

Ex: towtruck (the trucktows)racehorseworkmansalesmandriftwoodtugboat

B is for A

Ex: dishpan(the pan is for the dishes)

fireplace

sandboxiceboxteacupwallpapertoothpaste campfire

B is like A

Ex: catfish(the fish is like a cat)

boxcarsandpaperstarfishdragonfly

Etymology Chart

Word or Expression

hor d’oeuvre

kimono

bonbon

a la mode

prima donna

croutons

patio

rodeo

polka

goober

okra

Place of Origin

France

Japan

France

France

Italy

France

Spain

Spain

Poland

Africa

Africa

EXAMPLES

Definition

appetizer

robe

a small candy

as pie with ice cream

a vain or temperamental person

toasted cubes of bread

a paved area near house

a contest in which cowboyscompete

a fast, lively dance

a peanut

a vegetable with a pod

Ladders of Abstraction

description animal state food

color mammal county fruit

green dog city apple

chartreuse Lassie neighborhood Golden Delicious

EXAMPLESMultiple MeaningsWord bright

Meaning 1. shining2. smart3. cheerful

Sentences 1. There is a bright light in the window.2. That dog is very bright.3. I like bright colors.

Opposites and Inbetweens

Opposites and Inbetweens

black gray whitehot tepid coldlove neutral hatefearless leery terrifiedgorgeous pretty uglytransparent translucent opaquelarge medium smallinch foot yardstranger acquaintance friendwinter spring summer

Outside/Inside

apple olive wheel cherry housecore pit hub stone room

school closet dictionary oceanclassroom clothes words fish

EXAMPLES

redscarletlobsterstrawberryfuchsiacherryappletomatocrimson

brownchocolatesiennaearthcreamrussetcoffeetoasttan

orangeauburnpumpkintangerinepeachcopperapricotshrimprust

purplevioletgrapeorchidlavenderamethystfuchsiamauvelilac

greenoliveemeraldaquamarineapplepealimefernkelly

blackblack marketblackmailin the blackblacksmith

greengreen thumbgreenhorngreen with envy

whitewhite liewhite flagwhite shadowyellow

yellow feveryellow bellyyellow streak

pinkpink rosepink nose

redred tapered hotred cap

blueblue bloodblue moontrue blue

Word Map

The Word Map is a strategy for students to use context clues independentlyto determine word meaning.

Use:

1. Making predictions before reading a selection

2. Introducing key vocabulary

3. Adding dimension to word concepts

Procedure:

1. Teacher provides a word for students. The students write the word in theappropriate place on the organizer.

2. Students locate the word in the dictionary. They write its definition andgive examples of its use on the organizer. Examples can be found in thedictionary or obtained through personal experience. Finally the studentsfurther describe the word.

Example:

definitionWhat is it like?

A round thin unleavenedcake folded over witha filling inside.

tortilla

Meat tortilla

Cheese tortilla

Tortilla does nothave much tastewithout the filing

Tortilla is usuallyfilled with meats,cheese onion.

Sometimes sauceor sour cream isput on top.

Vocabulary Builders

Vocabulary Builders are organizers which can be used in a variety of ways tobuild and extend students’ vocabulary.

Use:

1. Building vocabulary before or after reading

2. Building concepts before reading

3. Extending and expanding vocabulary

Procedure:

1. Select an appropriate organizer to meet the needs of the students.

2. Use answer keys to aid understanding.

Example:

AcronymsColorful Words 1Colorful Words 2Compound CategoriesEtymology ChartLadders of AbstractionMultiple MeaningsOpposites and InbetweensOutside InsideOverworked and Weary WordsPortmanteau WordsTied Up in Nots”Wackey Wordies.What’s Not in a WordWords of InterestWord ThermometersWord Twins. Triplets and Quadruplets

Analogy Model

The Analogy Model is a strategy used for students to understand relationshipsbetween words and concepts.

Use:

1. Tapping prior knowledge of vocabulary before reading

2. Reinforcing sight vocabulary after reading

Procedure:

1. Introduce the concept of analogy.

2. Select key vocabulary words from reading selection and prepare graphicorganizer for student use.

yellow red morning evening

banana early

rock cotton finger watch

hard ring

= =

= =

A.

A.

A.

A.

C. C.

C. C.

B. D.

B.

B.

B.

D.

D. D.

TRANSITIONAL DEVICES1. Words that clarify:in other words for instance put another way

2. Words that add information:again another furthermore finallyalso besides moreover as welladditionally for example next along within addition for instance likewise equally important

3. Words that compare things:as in the same way likewisealso like similarly

4. Words that contrast things:however yet still even thoughotherwise although on the other hand

5. Words that emphasize a point:again in fact to repeatfor this reason to emphasize truly

6 .Words that conclude or summarize:as a result finally thereforeall in all last to sum up

7. Words that show location:above away from beyond into overacross behind by near throughoutagainst below down off to the rightalong beneath in back of onto underamong beside in front of on top ofaround between inside outside

8. Words that show timeabout first meanwhile soon thenafter second today later nextat third tomorrow afterward as soon asbefore till next week immediatelyduring until yesterday finally when

LIST OF PREFIXES

Listed below are Latin and Greek prefixes and their meanings, together withexamples of English words in which they are used. Keep this page, since youwill need for all your work in vocabulary.1. a

2. ab

3. ad-

4. ambi

5. bene

6. brev-

7. circum

8. con-corn

9. de

10. dis

11. e-, ex

12. en-, em

13. equi

14. extra

1 5. in-, imir-, il

16. inter-

17. intra

18. mal-

notwithoutfromawayto

both

good

short

around

withtogetherfrom, downawaynotapartout of

in

equal

above

notinbetweenamongwithin

bad

apathy

abdicate

adhesive

am bivalent

benefit

brevity

circumspect

companion

defame

disapprove

extract

enslave

equilateral

extraneous

incorrectindentintertwine

intramural

malice

19. micro-

20. mono-

21. non

22. ob-

23. per-

24. poly

25. post-

26. pre

27. pro-

28. re

29. se -

30. sub-

31. super-

32. tele-

33. trans

34. ultra-

35. un

very small

one

not

against

through

many

after

before

forforthbackagainapart

under

above

far

across

beyond

not

microscope

monogram

nonsense

object

pervade

polygon

postpone

prenatal

proceed

return

seclude

subway

supervise

telescope

transfer

uItraviolent

unwary

LIST OF ROOTSListed below are Latin and Greek roots and their meanings,

together with English words in which these roots are used. Keep thispage, since you will need for all your work in vocabulary.

1. acacr

2. anim

3. cord

4. corp

5. culp

6. dic

7. fac

8. fer

9. fid

10. fin

11. flag-

12. flu

13. gen

14. greg-

15. her

16. ject

17. lev-

18. loqu loc-

sharpbitterbreathlifeheart

body

guilt

say

do, make

bearcarrytrust

end

blaze

flow

birth

flock

stick

throwamonglight

talk

acrid

animation

cordial

corporal

culpable

dictate

factory

infer

infidelity

final

flagrant

fluctuate

genesis

egregious

adhere

reject

elevate

loquacious

20. loc-

21. morph

22. noc-nox-

23. nov

24. pac

25. path-

26. ped-

27. quie-

28. sacr-

29. sag-

30. spec-

31. ten-

32. tract-

33. vade-

34. vene-

35. vert-

36. viv-

37. voc-

light

form

harm

new

peace

feeling

foot

restquietsacred

wise

look

hold

drawpullgo

come

turn

life

callvoice

translucent

amorphous

noxious

renovate

pacific

pathetic

pedestrian

acquiesce

sacrifice

sagacious

spectator

tenacious

extract

invade

convene

revert

survive

vocal

Belgardprefixes/root quiz

DEFINE AND GIVE ONE WORD FOR EACH ON A SEPARATE SHEET OF PAPER.

1. con/corn

2. ad-

3. re

4. de

5. un

6. dis- (2 meanings)

7. in-(2 meanings)

8. ex

9. en

10. pro

11. a

12. sub

13. ab

14. pre

15. ambi

16. equi

17. mat

18. bene

19. per

20. cord

21. corp

22. dic-

23. fac-

24. fid-

25. fin-

26. flag-

27. flu-

28. gen-

29. greg-

30. ject-

31. 1ev-

32. loqu-

33. morph-

34. nbc-

35. nov

36.. pac

37. path-

38. ped-

39. ten-

40. tract-

41. vade-

42. vene

43. vert-

44. viv-

45 voc

1. Give a pretest on new vocabulary words.

2. Students create flash cards on words they missed. On one side of the card they write thevocabulary word, and on the other side they could write the definition, pronunciation, and asentence.

3. With a partner, they exchange cards and play a flash card game.

4. The flash card game can consist of one or more rounds. The partner can ask for the defini-tion first round and a sentence second round or show the vocabulary word for the first roundand just say the wordfor the next round. After one round with one partner, the other partner has a turn.

5. The game would be played daily until the final vocabulary test.

Three Alive Rule. If during the pretest, a student gets all the words right, he/she still makes atleast three flash cards. It is important that both the high and low achiever experience both roles- tutor and tutee. The high achiever can have bonus words to draw from (all of us can increaseour vocabulary).

6. Storage A large envelope and two small envelopes can be used. The large envelope wouldhave the student name, and the two small would be marked mine” and “not yet” to separatevocabulary words that have been memorized from those that have not yet been mastered.Another possibility is a ring where cards can be placed after being punched.

Flash CardsFLASH CARDSF

Tantalize: teasetorment

ILLUSTRATED VOCABULARY

1. With a partner or individually, check the meaning of the vocabulary word you are assigned.

2. Brainstorm situations where the word could be used.

3. Illustrate the situation. You may use your own drawing or a magazine picture which matchesthe situation or word in some way.

4. Print the word, definition, and sentence underneath the picture.

WORD THEATER

1. With a partner. check the meaning of the vocabulary word you are assigned.2. Brainstorm situations where the word could be used.3. Write a dialogue that uses the word and its definition and/or synonyms of the word.4. Be prepared to present the skit.

EXAMPLESMindy: Jennifer, will you help me with this math story problem?

Jennifer: Sure, let me see It.

Mindy: I’ve been working on it for a long time, and I just can’t seem to get It.

Jennifer: Calm down. To solve this, you just have to ponder it a while.

Mlndy: What?

Jennifer:You need to consider all the information carefully. Look at It like a puzzle you

need to solve. Ponder means think carefully.

Mindy: So, ponder it Jennifer. I need to learn it for the test.

Jennifer: See, this is how you do it.

Mindy: Oh, I understand! (Aside) How did she do that?

Person 1: I will not go!

Person 2: Please, come on. Please go! Pretty please!

Person 1: NO!

Person 2: You are so obstinate! You just won’t budge. You refuse to give in.

Person 1: That’s right! I am stubborn.

Person 2: O.K. be Like that. I’ll go without you.

Person 1: I lent Chris $50.00.

Person 2: Oh. no! You lent money to Chris!!! He never pays anyone back.

Person 1: Oh. I’m sure he’ll pay me back.

Person 2: You are so naive.

Person 1: What is that?

Person 2: You believe everyone. You are too trusting

Person 1: So I’m naive because I believe in Chris?

Person 2: Yes. I’m afraid so. Everyone in this school has lent Chris money and he has

never paid anyone back. To believe he will is naive

Jamie: Let’s put the cash in our safe hiding place.

Holly You mean in the cache?

Jamie: No, we’re going to put it in a safe.

Holly: That’s what a cache Is.

Jamie: Since when? I thought cash was money?????

Holly: It is.

Jamie: Then why are you correcting me?

Holly: Well, cache, spelled c-a-c-h-c. means a hiding place and cash, spelled c-a-s-h,

means money.

Jamie: Wow, are you smart. O.K. Let’s put our cash in a cache.

LINK VOCABULARY

1. Look up the definitions and pronunciation of the vocabulary word or words you areassigned.

2.Use the pronunciation to create a pun. This pun will help you link the new word to somethingyou already know.

Example:evoke = eve’s oak

parity = pair of tees

superfluous = Sue purred for us

transcend = train’s end

3. Using this pun, create a sentence that has the definition of the new vocabulary word in it. DONOT use the original word in the sentence.

Example:Eve’s oak was so thirsty that she called for some water.

The pair of tees were equal in length.

Sue purred for us so often that it was unnecessary for her to do it again.

The train’s end went beyond the tracks.

4. Draw a picture of the sentence you have created. Form as vivid a visual image as you can.Use colored markers or crayons. Print your sentence somewhere on the page.

5. Share your picture with the class.

OTHER VOCABULARY IDEAS

1. Rap/song - write a song with the new word in it. Make sure you include asynonym for the word.

2. Select words that have an interesting history. Students often remember astory about a word and then associate with its meaning.

3. Fairy tale - Rewrite a fairy tale in 26 sentences, each sentence beginningwith a new letter of the alphabet and containing at least one of the vocabu-lary words. No word may be used more than once.

4. Create a written or oral commercial/advertisement for the word.

5. Vocabulary poems ( acrostics work well) that make use of the chosen vo-cabulary words. This could be a group project.

6. Create a bumper sticker or a slogan on a banner with a vocabulary word.Hand it up in the classroom.

7. Create and illustrate a cartoon strip or cartoon with the vocabulary word.

8. Teach the word to the class with a visual aid.

9. Set aside a corner of the room to display vocabulary words that show up inprint (magazine, newspapers, books read outside of class).

7. Give extra credit when the students hear the word spoken in another class.

8. Wear the word for one day. Tell everyone who asks you the definition of theword.

9. Decorate the school with appropriate words.

10. Rewrite a fairy tale using vocabulary words(just the week’s words orwords from the whole year)(Ex.: “Little Red Riding Hood”)

Research Methods

Teacher Assessment Rubricfor Student Research Module

QUESTIONING

4 The question is clear, well-focused and requires high level thinking skills in order to research.

3 The question is clear and well focused. The question requires moderately high level thinkingskills.

2 The question is incomplete and unclear. The teacher needed to help form a question.

1 Was unable to come up with a research question.

PLANNING

4 Made really good use of time. Was able to remain focused on the tasks and make changeswhen needed. Was able to develop a clear method to organize the information. Was able tomake revisions in the plan when needed.

3 Was able to work within the time frame the teacher gave . Was able to develop a system toorganize information. Was able to make revisions with help from the teacher.

2 Needed teacher help to list and organize what was needed to do. There are some steps missingin the planning. Made revisions with teacher help.

1 Was unable to come up with an organized plan and work within the time limits.

GATHERING

4 Used a variety of resources and carefully selected only the information that answered thequestion. Was able to continually revise the search based on information found.

3 Used many resources to find information that answered the question. Tried revising the search,but had some problems doing so.

2 Used 1 or more sources. Original question or focus guided the search, although should havemade revisions. Made errors in selection of references

1 Lost focus during the gathering process and therefore the information was not accurate andcomplete.

SORTING

4 Thoroughly selected and organized information that answered the question in a organized way.Selected information that was appropriate.

3 Sorted information and organized information that answered the question without too manyerrors.

2 Tried to organize the information found, but made some mistakes. Wasn’t able to completelystay focused on information that would answer the question.

1 Was unable to sort and organize the information found to answer the question.

SYNTHESIZING

4. Used the information found in a meaningful way to create an original product that clearly an-swers the question with accuracy, detail and understanding.

3 The product answers the question in a way that reflects learning using some detail and accuracy.

2 The product is not complete and only answers part of the question.

1 The product is incomplete and contains missing details and it isn’t completely accurate.

TOTAL POINTSCOMMENTS

Student’s Name:

Teacher

4

3

4

3

2

1

Student Self-Assessment Rubricfor Research Module

QUESTIONING

4 My question is clear, well-focused and requires high level thinking skills in order to research.

3 My question is clear and well focused. My question requires moderately high level thinking skills.

2 My question is incomplete and unclear. My teacher needed to help me form a question.

1 I was unable to come up with a research question.

PLANNING

I made really good use of my time. I was able to remain focused on the tasks and makechanges when I needed to. I was able to develop a clear method to organize my information. Iwas able to make revisions in my plan when needed.

I was able to work within the time frame my teacher gave me. I was able to develop a system toorganize my information. Was able to make revisions with help from my teacher.

I needed teacher help to list and organize what I needed to do. There are some steps missing inmy 2 planning. I made revisions with teacher help.

I was unable to come up with an organized plan and work within the time limits.

2

1

GATHERING

I used a variety of resources and carefully selected only the information that answered myquestion. I was able to continually revise my search based on information I found.

I used many resources to find information that answered my question. I tried revising mysearch, but had some problems doing so.

I used one or more sources. Original question or focus guided my search, although I shouldhave made revisions. I made errors in selection of references.

I lost focus during the gathering process and therefore my information was not accurate and

Graphic Organizers

Cha

ract

er W

eb

Impo

rtant

act

ions

for

the

char

acte

r pe

rform

sRe

ason

s w

hy c

hara

cter

isno

t re

alist

ic

Phys

ical

des

crip

tion

ofth

e ch

arac

ter

Wha

t can

be

infe

rred

abou

tth

is ch

arac

ter?

How

the

char

acte

r fe

els

to-

war

ds o

ther

s, so

ciet

y, a

nd h

im/

hers

elf

Char

acte

r’s N

ame

Nam

e:

Title:

Setting:

Characters:

Problem:

Event 1:

Event 2:

Event 3:

Event 4:

Event 5:

Solution:

STORY MAP

CHARACTER PIE CHART

DESCRIBE

ARGUE APPLY

ANALYZE

ASSOCIATE COMPARE

1. describe - What character looks like; likes/dislikes; what’s unique

2. apply - What is the character’s role in the novel?

3. compare - To other characters

4. analyze - What is the character’s motivation or goal?What problems do they have? feelings?

5. associate - Who or what does this character mke you think of?

6. argue - For or againstWhat do you like about this characteror what would you criticize?

Ana

logy

Mod

el

A.

B. A.

B.

C.

D.

A.

B.

C.

D.

A.

B.

C.

D.

C.

D.

= =

= =

Column NotetakingSubject

NameDatePeriod

Heading Note ColumnSupporting Details

Caus

e an

d Ef

fect

Using Narrative Elements to Create Character Identity

After reading “Eros and Psyche” complete the graphic organizer to demonstrate your understandingof how an author uses narrative elements to develop a character’s identity.

Controlling Question: How does an author use narrative elements to develop a character’sidentity?

Plot (Actions) Setting (Time/Place)

Psyche’sIdentity

Character (Says/Thinks) Theme (Dilemmas/Resolu-tion)

Relationships Values

TIM

EPL

ACE

CHAR

ACTE

R(S)

PRO

BLEM

SOLU

TIO

N

Mai

n Id

ea:

Subo

rdin

ate

Idea

:Su

bord

inat

eId

ea:

Subo

rdin

ate

Idea

:Su

bord

inat

eId

ea:

Deta

il:

D

etai

l: D

etai

l:

D

etai

l:

MA

IN ID

EA

PY

RA

MID

EVEN

T

CH

AR

AC

TER

TRAI

T

EVEN

T

EVEN

T

EVEN

T

TRAI

T

1

2

STO

RY C

HAI

N

3

4

5

6

DETAILS

MAINIDEA

Cogn

itiv

e M

ap(W

eb)

Topic

OPI

NIO

NSFA

CTS

GEN

ERAL

ORG

ANIZ

ER

Decision-Making ModelProblem Goal(s)

Alternatives Pros & Cons

Reason(s)Decision(s)

I KN

OW

I WA

NT

to k

now

WH

ERE

I ca

n lea

rn th

isI

have

LEA

RNED

K-W

-W-L

Nam

e

I KN

OW

I WA

NT

to k

now

WH

ERE

I ca

n lea

rn th

isI

have

LEA

RNED

Wha

t di I

STI

LL n

eed

to le

arn

K-W

-W-L

-S

KWLWhat I KNOW about: What I WANT to know

about:What I LEARNED from thetext about:

Venn Diagram

Attribute Web

Sentence:

Sentence:

Multiple-Meaning Tree

WEB

DIA

GR

AM

ARCH DIAGRAM:ASSUMPTIONS AND CONCLUSIONS

REASON REASON REASON

CONCLUSIONS

REASON

ASSUMPTIONS

ARCH DIAGRAM:MAIN IDEA AND SUPPORTING DETAILS

SUPPORTINGDETAIL

SUPPORTINGDETAIL

SUPPORTINGDETAIL

MAIN IDEA

TOPIC

BRAN

CH

ING

DIA

GR

AM -

TWO

DIV

ISIO

NS

Title

Title

CENTRAL IDEA GRAPHS

TARGET DIAGRAM - Includes or is included in

COMPLEX TARGET DIAGRAM - Three classes

OVERLAPPING CLASSES - Some...are

DISJOINT CLASSES - Is separate from

KLS ChartArticle:

What I KNOW What I LEARNED

Summary

Article:

What I KNOW What I LEARNED

Summary

Inference ChartInference My Prior In the Text

(I read between the lines.) KnowledgeModel

Model

Guided Practice

Guided Practice

Formative Assessment

Formative Assessment

KWLWhat I KNOW about: What I WANT to know

about:What I LEARNED from thetext about:

P

Resta

te t

hequ

estio

n in

the

corre

ct a

nsw

er.

Use

cite

ref

er-

ence

s fro

m th

ete

xt to

sup

port

your

ans

wer

.

Com

men

t or

expl

ain

your

cite

refe

renc

e in

you

row

n w

ords

tosh

ow th

at y

ouun

ders

tand

wha

tyo

u re

ad.

Mak

e a

pers

onal

conn

ectio

n to

wha

t you

hav

ere

ad.

Step

3

Step

1

Step

2

Step

4

HA

MBU

RG

ER C

HA

RT:

F

ollo

w th

e st

eps t

o cr

eate

an

answ

er to

show

that

you

und

erst

and

wha

t you

rea

d.

Storyboard

Name Date

12

3

45

6

Historical Timeline Planning Sheet

Name Date

After selecting one of the historical characters from the list, conduct research in the media center aswell as on the Internet. After completing research on your historical character, create a PowerPointpresentation in the form of an interactive timeline detailing the life and times of your character.Please include at least 10 significant dates in the life of your character. Use this planning sheet tocomplete your research.

Important Date #1:Details:Significance:Important Date #2:Details:Significance:Important Date #3:Details:Significance:Important Date #4:Details:Significance:Important Date #5:Details:Significance:Important Date #6:Details:Significance:Important Date #7:Details:Significance:Important Date #8:Details:Significance:Important Date #9:Details:Significance:Important Date #10:Details:Significance:

VEN

N D

IAG

RA

M

(Quote of paraphrase from the text)



Bag It and Tag It!

Using the Survey Strategy

Read and record the Title

Locate Subtitles

Identify the Purpose for Reading

Vocabulary

Skim for Bold or italicized words

Today I will be reading to

Examine and identify

Visual Aids:ChartsGraphsListsStepsPicturesExamples

Type Purpose

1. 1.2. 2.3. 3.4. 4.5. 5.

Identify the text feature that will besthelp you complete the task.

Explain what you should be able todo after reading this text.

1.

2.

3.

4.

5.

Iceburg Ahoy!

. Recognizing the PatternDirections: This text uses two organizational structures to present the information. Identifythe organizational structures used and the information provided by each.

Type of Organization

Information Provided

Type of Organization

II. Using the MeaningDirections: Below you will find some ideas about freezing water. Based upon whatyou have read and what you know, check the statements you agree with. You must beable to explain why you did or did not check each one.

1. Water does not follow the laws of science when it freezes.2. Density is important when understanding how and why things float.3. Food coloring in water makes the water denser.4. Dense things are smaller than less dense things.5. Melting ice changes density as it changes temperature.

Double journal Entry: Prior Knowledge and New Knowledge about Force

What I Know about Force... What I Learned about Force...

My prior knowledge aboutmeasuring the distance ofthe stars.

What the Reading to Perform a Tasktext told me about measuring thedistance of stars

COMPARE

CONTRAST

Infe

renc

e, C

oncl

usio

n, a

nd G

ener

aliz

atio

n C

hart

Rea

ding

to P

erfo

rm a

Tas

k

Infe

renc

e, C

oncl

usio

n, o

r G

ener

aliz

atio

n fro

m T

ext

Just

ifica

tion

1. 2. 3. 4.

Comparison-contrast Matrix

Comparing Two Sets of Directions

Points of Comparison Set 1 Title: Set 2 Title:

Does any text include a materials list?

Evaluating the Tasks

Which set of directions would you recommend to someone who wanted to perform this task? Useexamples from both sets of directions to support you response.

Does the text includenumbered step-by-stepdirections?If not, how are the stepsorganized?

Does the task includestep-by-step pictures,drawings, and/or dia-grams of the task?

Does the task include 4

picture or drawing of thefinished product?

Does the task includedetailed, easy to under-stand steps?

Which steps, if any,could you leave out ofthe directions and stillsuccessfully finish theproduct?

Which steps, if any,could you rewrite tomake them more suitablefor the audience andpurpose of the task?

Text Features Resource sheet

Text Feature How It Helps MeUnderstand

Bold Print

Bulleting

Numbering

Sub-titles

Illustrations

Color-coded Text

Chart

Aud

ienc

eA

uthe

ntic

Pur

pose

How

wou

ld th

e Pr

oced

ures

be

Use

d?Te

xt S

uppo

rt an

d Pe

rson

al E

xper

ienc

e

1. 2. 3.

Aud

ienc

eA

uthe

ntic

Pur

pose

How

wou

ld th

e Pr

oced

ures

be

Use

d?Te

xt S

uppo

rt an

d Pe

rson

al E

xper

ienc

e

1. 2. 3.Title

of

Proc

edur

e

Aut

hent

ic P

urpo

se

Purp

ose W

ith S

uppo

rt

Purp

ose

/ Mai

n Id

ea o

f Pr

oced

ure

Supp

ortin

g de

tails

fro

m T

ext /

Tex

t Fea

ture

s

Title

:

Purp

ose:

Title

:

Purp

ose:

Title

:

Purp

ose:

Attribute Web

The attribute web below is designed to help you gaher clues the author pro-vides about what a character is like. Fill in the blanks with words and phraseswhich tell how the character acts and looks, as well as what the character saysand what others say about him or her.

FeelsActs

Looks Says

1.

2.

3.

4.

1.

2.

3.

4.

1.

2.

3.

4.

1.

2.

3.

4.

Character

Topi

c of

Par

agra

ph O

ne

Topi

c of

Ent

ire C

ompo

sitio

n

Topi

c of

Par

agra

ph T

wo

TWO

PAR

AGRA

PH O

RGAN

IZER

Det

ails

Det

ails

Word Mapdefinition

word

Examples

What is it like?

What I Know What I Want to Know What I Learned

Topic

Anticipation / Participation Guide

Topic:

Directions: Read the statement below carefully. Put an X beside “agree” or “disagree” toshow what you think. Be ready to defend your answers.

Prereading Statements Postreading

Agree Disagree Agree Disagree

Predict - O - GramTitle:

Vocabulary Words characters

settings

problem

action

solution

Noting What I’ve Learned

Topic

Main Ideas/Key Words/ What I’ve LearnedQuestions/Drawings

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

Character Target NameKelly/English

Directions Please follow these steps1. Write the name of the story/title of the book in the middle of the target2. Write eight of the most important characters from the story in the first set of spaces.

(Note: You can also look at eight themes, settings. symbols3. In the same space where the name appears, include a symbol that somehow

represents this character. The symbol should be based on the story not yourpersonal opinion.

4. In the second (i.e., outer most) set of spaces, write down examples (or pagenumbers)

Class / Category

A CONTENT WORD MAP

Properties/CharacteristicsWhat is it like?

Example

VocabularyWord

Vocabulary Web Model

Directions: Place a new vocabulary word in the center circle.With your group, complete as much information in the othercircles as you can.Be sure to consult a dictionary.

Synonyms:

Word:

Definition:Sentence:

Part of Speech:

Antonyms:

Example: Analysis:

Word Families: Stems:

Origin:

Voc

abul

ary

Wor

dD

efin

ition

Sent

ence

Pict

ure

Page

Subj

ect

Nam

e

VOCABULARY SCHEMA CHART

Write your vocabulary words in the column that best describes what you know abouteach.

don’t know at all

have seen orheard - don’tknow mean-ing

think I knowthe meaning

I know themeaning andcan use it

Name

TIM

EPL

ACE

CHAR

ACTE

R(S)

PRO

BLEM

SOLU

TIO

N

SEQ

UEN

CE

CH

AIN

FO

R

Topi

c Se

quen

ce:

1. 4.5.2.

3. 6.