Language Arts Resource Guide

Middle School Language 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:

At the front of the guide, you will find the essential curriculum and other resource materials to help you get started in teaching English Language Arts. Teachers are expected to instruct students such that all students are able to meet all grade level indicators by the end of the academic year. These indicators represent the scope of instruction for all students in the Frederick County Public Schools. At each grade level, indicators have been designated to build 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 national examinations. In addition to the essential curriculum, supplemental materials have been provided to help teachers plan appropriate lessons. Among the materials provided, teachers will find the following: a. A suggested set of units that represent the national standards in English. These units are designed to help students understand both the depth and breadth of the content of English 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 Instruction Good instruction is the connection of a lesson, unit, or course of new information to prior knowledge with a clearly communicated purpose for needing to know the new Information and for connecting It to real life situations so that learners may develop a better understanding of how to use what is being taught to improve their abilities to do something. The something may range from accessing Information to applying the knowledge in some meaningful way by the learners. The learners should be the primary teachers of the new information so that they may determine how to- best acquire the knowledge so that they may connect the new information in some meaningful and useful ways to what they already know. The teacher should be the primary facilitator of Instruction and should provide the resources needed to acquire the new knowledge or should make the resources available to the learners so they may access the information for themselves. All Information taught should improve the knowledge students have already acquired and should connect in some meaningful and useful way so that learners may use the new knowledge to acquire more knowledge through other new Information. Knowledge should always build upon prior knowledge to expand what learners already know, need to know, and will be able to use.

WHAT IS GOOD INSTRUCTION? Good instruction is the connection of new information to prior knowledge, with a clearly communicated purpose for needing to know the new information. Connections to real life situations should occur so that learners may develop a better understanding of how to use what is being taught to improve their abilities to do something. The something may range from accessing information to applying the knowledge in some meaningful way. Teachers who practice good instruction engage students as participants, rather than as observers, throughout the lesson. The teacher should be, primarily, the facilitator of instruction and should make available the resources students need to acquire the new knowledge. Opportunities to access information for themselves should be provided to the learners whenever possible. By the conclusion of an episode of good instruction, it is evident that learning has taken place and that students understand the target concepts and skills. Students who are the beneficiaries 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 multitude of 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 the question, “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 to learn to do [or be able to do]?)

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, 4/9/2002

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: Names

GU 1

GU 2

Reading for Literary Experience 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, 4/22/2002

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 3week 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.

BH & PY, 4/9/2002

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

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)

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

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

Genre Study

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

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

4. Develop objectives for the lessons Students will be able to analyze how setting creates meaning in literary works Students will be able to analyze how characterization creates-meaning in literary works Students will he able to analyze how plot creates meaning in literary works Students 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 taught within the framework of a unit focus. Below, are sample types of units that constitute the essence of the study of English. Teachers may wish to incorporate each of the units below in the annual instructional plan. Author’s Study In this unit, students learn to recognize and evaluate a specific author‘s craft. Students read multiple texts 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 in the 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 a short and longer prose work to read, students choose a topic to share ideas learned or appreciated as a result of the reading. This sharing should produce both a written product of the student’s own selection as well as an oral presentation product. As students actively listen to each other‘s presentations, active listening skills may be taught, practiced, and evaluated. This unit also offers an opportunity to reinforce oral presentation skills. Critical Perspective In this unit, students learn how a specific critical perspective shapes literary thought. Students read several texts using the perspective tinder study to develop a greater awareness of the criteria by which we may evaluate literary texts.

Reading in the Content Areas In this unit, students learn how to construct, extend, and examine meaning when reading to be informed and when reading to perform a task in specific content areas. Students acquire disciplinespecific 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 historical development of 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 usage are all practiced to further student achievement in writing.

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 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. 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.

Warm-up: (Function= Pre-assessment – What students know about the lesson for the day.) 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. BH & PY, 4/9/2002

Lesson Planning

Objective:

Develop Summative Assessment and Scoring Tool for the Objective

Choose appropriate strategies and techniques for teaching the objective

Warm-up: 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:

BH & PY, 4/9/2002

Sample -Everyday Sheet Language Arts Grade 7 Mrs. Younkins’ Class

Name Date 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 their reading . Daily assessment may be written or oral. A good balance would be 2 written assessments a week and 3 oral assessments a week. For oral assessments use a laminated seating chart and a washable marker to mark students that need help. Agenda: 1. 2. 3. 4. 5. 6. 7. 8.

Warm-up Teacher Models Theme in Popular Culture Example Groups Practice Determining Theme in Popular Culture Example Individuals Determine Theme in Popular Culture Example Teacher Models Theme in Short Passage Partners Practice Determining Theme in Short Passage Individuals Determine Theme in Short Passage (Assessment) Summary Activity

Time 7 miii. 10 mm 10 miii. 10 mm. 10mm. 10 mm. 10 mm. 10 mm.

• Indicate planned activities with approximate times for each activity for that class period. Appoint a student to be time keeper. Each day a person needs to be appointed in charge of collecting materials for absent students. These materials are to be put in a folder and located and labeled so returning students know 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 objectives covered in class. • Teachers keep a binder. This sheet attached to their lesson is placed behind the appropriate indicator in their binder.

What is the

Essential Curriculum

• countywide • non-negotiable • consistent

• the goals for student learning • what students should know and be able to do

What? Objective: a description of what students wil learn in a lesson and how they will demonstrate that learning. Adapted from the Maryland Assessment Consortium

How?

How should you write an objective? Write objectives using action verbs that are observable and measurable. The objective expresses the “what’ of learning; the activity description expresses a procedural step in the lesson. Objectives should build towards students demonstrating achievement of indicators, which leads to the desired learning goals. Sample Action Verbs adapt adjust analyze apply appraise articulate ask assess calculate challenge check classify clarify collect combine compare complete conduct connect consider contrast

construct correct create decide deduce defend define demonstrate describe design detect develop devise differentiate discuss display distinguish engage establish estimate evaluate

examine exhibit experiment explain explore express find gather generalize help identify incorporate induce inquire inspect instruct integrate interact interpret invent investigate

justify label locate list make modify monitor organize participate perform plan predict present prioritize produce propose pursue question rate reach

reason recognize reflect respond retrieve review revise search seek select show solve structure support synthesize teach test use utilize write

Source: Maryland Assessment Consortium

How should objectives be used? Clear, daily objectives provide the basis for ongoing formative assessment. By assessing how well students meet behavioral objectives, the teacher gains information for adapting and supplementing planned instruction. Such constant monitoring and adjustment raises students’ achievement levels.

QUESTIONS FOR GUIDED THINKING ABOUT LESSONS To establish the value of the lesson, we focus entirely on the quality and quantity of the students’ learning. To assess the effectiveness of teacher behaviors, we focus on the cause and 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 as evidence 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 define list quote pronounce duplicate recognize repeat state memorize 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

recite relate

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 compile expand plan rewrite formulate manage organize prepare compose extend pose synthesize develop modify design invent 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 assess contrast deduce weigh predict rate evaluate • 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

compare select

defend support

construct set up rearrange

estimate value

WARM-UPS Day 1

Day 2

Day 3

Day 4

Day 5

WHAT I LEARNED TODAY Fill out at end of class each day!

Your behavior and efforts have eraned you a smile!

Your behavior and efforts have eraned you a smile!

Your behavior and efforts have eraned you a smile!

Your behavior and efforts have eraned you a smile!

Your behavior and efforts have eraned you a smile!

Your behavior and efforts have eraned you a smile!

Your behavior and efforts have eraned you a smile!

Your behavior and efforts have eraned you a smile!

Your behavior and efforts have eraned you a smile!

Your behavior and efforts have eraned you a smile!

Your behavior and efforts have eraned you a smile!

Your behavior and efforts have eraned you a smile!

Essential Curriculum

Middle School Essential Curriculum 2001-2002 Language Arts 6-8

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.

Grade 6

Grade 7

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

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

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

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. 4. Compare works that express a universal theme, providing evidence to support the ideas. 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. 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. Critical Response when they: 8. Explain how literary elements create meaning for readers. 9. Identify and trace the development of an author’s argument, viewpoint, or perspective in text.

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. 3. Compare works that express a universal theme, providing evidence to support the ideas. 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. 6. 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. 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

Ø u

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

Grade 8

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.

Grade 6

Grade 7

Grade 8

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

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

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

Global Understanding when they: 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.

Global Understanding when they: 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. 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. 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. 9. Evaluate text features to gain meaning.

Global Understanding when they: 1. Determine the author’s purpose. Developing Interpretation when they: 2. Draw inferences, conclusions, or generalizations about text and support them with textual evidence and experience. Personal Response when they: 3. Connect and clarify main ideas and concepts and identify their relationship to other sources, related topics, or prior experiences. 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. 6. Evaluate the usefulness, clarity, and internal consistency of the text’s organizational structure. 7. Assess the adequacy, accuracy, and appropriateness of an author’s details to support claims and assertions, noting instances of bias and stereotyping. 8. Evaluate text features to gain meaning.

Ø u

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

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.

Grade 6

Grade 7

Grade 8

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

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

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

Global Understanding when they: 1. Identify how someone would use the text. 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. 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. 7. Evaluate the usefulness, clarity, and internal consistency of the text’s organizational structure.

Global Understanding when they: 1. Identify how someone would use the text. 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. 4. Reorganize information from different articles or procedures on the same topic. Personal Response when they: 5. Connect and clarify main ideas and concepts and identify their relationship to other sources, related topics, or prior experiences. 6. Compare and contrast information with prior knowledge. Critical Response when they: 7. Evaluate the usefulness, clarity, and internal consistency of the text’s organizational structure.

Global Understanding when they: 1. Identify how someone would use the text. 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. 4. Reorganize information from different articles or procedures on the same topic. Personal Response when they: 5. Connect and clarify main ideas and concepts and identify their relationship to other sources, related topics, or prior experiences. 6. Compare and contrast information with prior knowledge. Critical Response when they: 7. Evaluate the usefulness, clarity, and internal consistency of the text’s organizational structure.

Ø u

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

u S OUTCOME #4: Students will demonstrate their ability to

Grade 7

Grade 6 Students are able to do everything required at earlier grades and: 1.

2. 3.

4.

5. 6.

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. Reinforce coherence within and across paragraphs Use precise language, action verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations. 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. Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific information. Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to stated purposes.

WRITE TO INFORM by developing and organizing facts to convey information.

Grade 8

Students are able to do everything required at earlier grades, and:

Students are able to do ever ything required at earlier grades, and:

1.

1.

2. 3.

4.

5. 6.

7.

8.

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 . Reinforce coherence within and across paragraphs Use precise language, action verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations. Improve the logic of the ideas, word choice, and transitions among paragraphs, passages, and ideas by revising writing based on given or selfgenerated criteria and others’ responses. Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific information. Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to stated purposes. 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. 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.

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

2. 3.

4.

5. 6.

7.

8.

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 . Reinforce coherence within and across paragraphs Use precise language, action verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations. 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. Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific information. Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to stated purposes. 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. 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.

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.

2.

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

Grade 8

Students are able to do everything required at earlier grades and:

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

1.

1.

2. 3.

4.

5.

6.

7.

Ø u S

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. Reinforce coherence within and across paragraphs. Use precise language, action verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations. 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. Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to stated purposes. 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. Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific examples.

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

2. 3.

4.

5.

6.

7.

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. Reinforce coherence within and across paragraphs. Use precise language, action verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations. 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. Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to stated purposes. 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. Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific examples.

u S OUTCOME #6: Students will demonstrate their ability to elements (e.g., plot, dialogue, rhyme scheme, etc.).

Grade 6

WRITE TO EXPRESS PERSONAL IDEAS

by selecting a form and its appropriate

Grade 7

Grade 8

Students are able to do everything required at earlier grades and:

Students are able to do everything required at earlier grades, and:

Students are able to do everything required at earlier grades, and:

1.

1.

1.

2.

3.

4.

Ø u S

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

2.

3.

4.

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

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

2.

3.

4.

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

OUTCOME #7: Students will demonstrate their ability to their written communication.

Grade 6

USE THE STRUCTURES AND CONVENTIONS OF THE ENGLISH LANGUAGE

in

Grade 7

Grade 8

Students are able to do everything required at earlier grades and:

Students are able to do everything required at earlier grades and:

Students are able to do everything required at earlier grades and:

1.

1.

1.

2. 3. 4. 5.

Use standard English language conventions correctly to communicate clearly, including • Sentence structure • Punctuation • Capitalization • Grammar and usage Use language fluently and appropriately for a variety of contexts, purposes, and audiences. Use conventional spelling in their own writing. Expand vocabulary through organized and systematic study. Explain how words are classified grammatically.

2. 3. 4. 5.

Use standard English language conventions correctly to communicate clearly, including • Sentence structure • Punctuation • Capitalization • Grammar and usage Use language fluently and appropriately for a variety of contexts, purposes, and audiences. Use conventional spelling in their own writing. Expand vocabulary through organized and systematic study. Explain how words are classified.

2. 3. 4. 5.

Use standard English language conventions correctly to communicate clearly, including • Sentence structure • Punctuation • Capitalization • Grammar and usage Use language fluently and appropriately for a variety of contexts, purposes, and audiences. Use conventional spelling in their own writing. Expand vocabulary through organized and systematic study. Explain how words are classified grammatically.

u OUTCOME # 8: Students will demonstrate their ability

Grade 6

TO LISTEN

by comprehending and analyzing information through a variety of mediums.

Grade 7

Grade 8

Students are able to do everything required at earlier grades and:

Students are able to do everything required at earlier grades and:

Students are able to do everything required at earlier grades and:

1.

Select a purpose for listening and summarize material heard.

1.

Select a purpose for listening and summarize material heard.

1.

Select a purpose for listening and summarize material heard.

2.

Comprehend the content of messages by listening.

2.

Comprehend the content of messages by listening.

2.

Comprehend the content of messages by listening.

3.

Comprehend the intent of speakers by listening.

3.

Comprehend the intent of speakers by listening.

3.

Comprehend the intent of speakers by listening.

u Meets Service Learning Standards

u S OUTCOME # 9: Students will demonstrate their ability to

Grade 6

COMMUNICATE ORALLY

through a variety of mediums.

Grade 7

Grade 8

Students are able to do everything required at earlier grades and:

Students are able to do everything required at earlier grades and:

Students are able to do everything required at earlier grades and:

1.

1.

Prepare an informative oral presentation.

1.

2.

Prepare a persuasive oral presentation.

Prepare a narrative and informative oral presentation.

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

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

Grade 7

Grade 8

OUTCOME #1: Read for Literary Experience

OUTCOME #1: Read for Literary Experience

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

Identify and write narrative and explanatory paragraphs using the writing process

v 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 v

v

v

Prepare and deliver an oral narrative presentation

Read and comprehend at grade level

OUTCOME #4: Write to Inform v v

Select supporting evidence and expand content during the writing stage Develop narrative and explanatory paragraphs using the writing process to entertain and inform

OUTCOME #5: Write to Persuade v

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 v

Listen to comprehend the content of messages Summarize material read or heard to reflect main ideas, significant details, and underlying meaning

OUTCOME #9: Communicate Orally v

v v

Prepare and deliver an informative oral presentation

Read and comprehend at grade level Paraphrase material read or heard

OUTCOME #2: Read for Information v v

Read and comprehend at grade level Paraphrase material read or heard

OUTCOME #3: Read to Perform a Task v v

Read and comprehend at grade level 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

Select supporting evidence and expand content during the writing stage

OUTCOME #6: Write to Express Personal Ideas

Select a purpose for listening Summarize material heard

OUTCOME #9: Communicate Orally

Read and comprehend at grade level Recognize fact and opinion in fiction and nonfiction

OUTCOME #3: Read to Perform a Task

OUTCOME #5: Write to Persuade v

Read and comprehend at grade level

OUTCOME #2: Read for Information

Read and comprehend at grade level

OUTCOME #4: Write to Inform v

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 v

Listen to comprehend the intent of speakers Paraphrase material read or heard

OUTCOME #9: Communicate Orally v Prepare and deliver a persuasive oral presentation

Sixth Grade Language Arts Curriculum 2001-2002 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.

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:

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.

Global Understanding when they: 1. Summarize the 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.

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 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: 1. Identify how someone would use the text. 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. 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. 7. Evaluate the usefulness, clarity, and internal consistency of the text’s organizational structure.

Sixth Grade Language Arts Curriculum 2001-2002 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.

2. 3.

4.

5.

6.

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. Reinforce coherence within and across paragraphs. Use precise language, action verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations. Improve the logic of the ideas, word choice, and transitions among paragraphs, passages, and ideas by revising writing based on given or selfgenerated criteria and others’ responses. Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific information. Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to stated purposes.

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:

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.

1.

2.

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

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

2.

3.

4.

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. Use precise language, action verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations. Improve the logic of the ideas, word choice, and transitions among paragraphs, passages, and ideas by revising writing based on given or selfgenerated criteria and others’ responses. 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.

Sixth Grade Language Arts Curriculum 2001-2002 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.

2. 3. 4. 5.

Use standard English language conventions correctly to communicate clearly, including • Sentence structure • Punctuation • Capitalization • Grammar and Usage Use language fluently and appropriately for a variety of contexts, purposes, and audiences. Use conventional spelling in their own writing. Expand vocabulary through organized and systematic study. 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 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:

Students are able to do everything required at earlier grades and:

1.

1.

2. 3.

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

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

Prepare a narrative and informative oral presentation.

Seventh Grade Language Arts Curriculum 2001-2002 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.

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:

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. 4. Compare works that express a universal theme, providing evidence to support the ideas. 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. 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. Critical Response when they: 8. Explain how literary elements create meaning for readers. 9. Identify, and trace the development of an author’s argument, viewpoint, or perspective in text.

Global Understanding when they: 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. 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. 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. 9. Evaluate text features to gain meaning.

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: 1. Identify how someone would use the text. 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. 4. Reorganize information from different articles or procedures on the same topic. Personal Response when they: 5. Connect and clarify main ideas and concepts and identify their relationship to other sources, related topics, or prior experiences. 6. Compare and contrast information with prior knowledge. Critical Response when they: 7. Evaluate the usefulness, clarity, and internal consistency of the text’s organizational structure.

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

Seventh Grade Language Arts Curriculum 2001-2002 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.

2. 3.

4.

5.

6.

7.

8.

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. Reinforce coherence within and across paragraphs. Use precise language, action verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations. Improve the logic of the ideas, word choice, and transitions among paragraphs, passages, and ideas by revising writing based on given or selfgenerated criteria and others’ responses. Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific information. Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to stated purposes. 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. 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:

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.

1.

2. 3.

4.

5.

6.

7.

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. Reinforce coherence within and across paragraphs. Use precise language, action verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations. Improve the logic of the ideas, word choice, and transitions among paragraphs, passages, and ideas by revising writing based on given or selfgenerated criteria and others’ responses. Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to stated purposes. 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. Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific examples.

2.

3.

4.

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

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. Use precise language, action verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations. Improve the logic of the ideas, word choice, and transitions among paragraphs, passages, and ideas by revising writing based on given or selfgenerated criteria and others’ responses. 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.

Seventh Grade Language Arts Curriculum 2001-2002 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.

2. 3. 4. 5.

Use standard English language conventions correctly to communicate clearly, including • Sentence structure • Punctuation • Capitalization • Grammar and usage Use language fluently and appropriately for a variety of contexts, purposes, and audiences. Use conventional spelling in their own writing. Expand vocabulary through organized an systematic study. 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 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:

Students are able to do everything required at earlier grades, and:

1.

1. 2.

2. 3.

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

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

Prepare an informative oral presentation. Prepare a persuasive oral presentation.

Eighth Grade Language Arts Curriculum 2001-2002 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. 3. Compare works that express a universal theme, providing evidence to support the ideas. 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. 6. 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. 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. Students are able to do everything require at earlier grades, use text support, and read for: Global Understanding when they: 1. Determine the author’s purpose. Developing Interpretation when they: 2. Draw inferences, conclusions, or generalizations about text and support them with textual evidence and experience. Personal Response when they: 3. Connect and clarify main ideas and concepts and identify their relationship to other sources, related topics, or prior experiences. 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. 6. Evaluate the usefulness, clarity, and internal consistency of the text’s organizational structure. 7. Assess the adequacy, accuracy, and appropriateness of an author’s details to support claims and assertions, noting instances of bias and stereotyping. 8. Evaluate text features to gain meaning.

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 #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: 1. Identify how someone would use the text. 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. 4. Reorganize information from different articles or procedures on the same topic. Personal Response when they: 5. Connect and clarify main ideas and concepts and identify their relationship to other sources, related topics, or prior experiences. 6. Compare and contrast information with prior knowledge. Critical Response when they: 7. Evaluate the usefulness, clarity, and internal consistency of the text’s organizational structure.

Eighth Grade Language Arts Curriculum 2001-2002 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.

2. 3.

4.

5.

6.

7.

8.

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. Reinforce coherence within and across paragraphs. Use precise language, action verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations. 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. Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific information. Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to state purposes. 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. 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.

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:

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.

1.

2. 3.

4.

5.

6.

7.

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. Reinforce coherence within and across paragraphs. Use precise language, a ction verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations. 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. Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to stated purposes. 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. Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific examples.

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

2.

3.

4.

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

Eighth Grade Language Arts Curriculum 2001-2002 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.

2. 3. 4. 5.

Use standard English language conventions correctly to communicate clearly, including • Sentence structure • Punctuation • Capitalization • Grammar and usage Use language fluently and appropriately for a variety of contexts, purposes, and audiences. Use conventional spelling in their own writing. Expand vocabulary through organized and systematic study. 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 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:

Students are able to do everything require at earlier grades, and:

1.

1.

2. 3.

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

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

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 same topic. (M.L.O. 3.2.1) LA.600.30.03

Draw inferences, conclusions, or generalizations about text and support them 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

LA.600.40.02 LA.600.40.03 LA.600.40.04

LA.600.40.05 LA.600.40.06

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) Reinforce coherence within and across paragraphs. (M.L.O. 1.2) Use precise language, action verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations. (M.L.O. 1.3) 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) Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific information. (M.L.O. 1.5) 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.600.50.01 Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to stated purposes. (M.L.O. 2.5) 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.600.60.01 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. 3.1) 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 Note: All items labeled M.L.O. (Maryland Learning Outcomes) are tested on the MSPAP at the 8th grade level. LA.700.10

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.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)

Global Understanding when they: 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 same topic. (M.L.O. 2.2.1) LA.700.20.03 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and experiences. (M.L.O. 2.2.2) Personal Response when they: LA.700.20.04 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.700.20.05 Explain the usefulness of text. (M.L.O. 2.3.2) Critical Response when they: 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.700.20.08 LA.700.20.09 LA.700.30

Evaluate the usefulness, clarity, and internal consistency of the text's organizational structure. (M.L.O. 2.4.4) Evaluate text features to gain meaning. (M.L.O. 2.4.6)

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.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) Personal Response when they: LA.700.30.05 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.700.30.06 Compare and contrast information with prior knowledge. (M.L.O. 3.3.2) Critical Response when they: LA.700.30.07 Evaluate the usefulness, clarity, and internal consistency of the text's organizational structure. (M.L.O. 3.4.2)

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.700.40.05 Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific information. (M.L.O. 1.5) LA.700.40.06 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.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.700.50.01

LA.700.50.02 LA.700.50.03 LA.700.50.04

LA.700.50.05 LA.700.50.06

LA.700.50.07

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. 2.1) Reinforce coherence within and across paragraphs. (M.L.O. 2.2) Use precise language, action verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations. (M.L.O. 2.3) 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. 2.4) Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to stated purposes. (M.L.O. 2.5) 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) Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific examples. (M.L.O. 2.7)

LA.700.60

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, etc.) (M.L.O. Writing 3) LA.700.60.01 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. 3.1) LA.700.60.02 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.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 Note: All items labeled M.L.O. (Maryland Learning Outcomes) are tested on the MSPAP at the 8th grade level. LA.800.10

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.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.800.20.06 LA.800.20.07 LA.800.20.08

LA.800.30

Evaluate the usefulness, clarity, and internal consistency of the text's organizational structure. (M.L.O. 2.4.4) 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) Evaluate text features to gain meaning. (M.L.O. 2.4.6)

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) LA.800.40.02 Reinforce coherence within and across paragraphs. (M.L.O. 1.2) LA.800.40.03 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.800.40.04 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' experiences. (M.L.O. 1.4) LA.800.40.05 Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific information. (M.L.O. 1.5) 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 purp ose 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.800.50.01 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. 2.1) LA.800.50.02 Reinforce coherence within and across paragraphs. (M.L.O. 2.2) LA.800.50.03 Use precise language, action verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations. (M.L.O. 2.3) LA.800.50.04 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. 2.4) LA.800.50.05 Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to stated purposes. (M.L.O. 2.5) LA.800.50.06 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.800.50.07 Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific examples. (M.L.O. 2.7)

LA.800.60

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, etc.) (M.L.O. Language Usage) LA.800.60.01 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.800.60.02 Use precise language, action verbs, sensory details, colorful modifiers, and active rather than passive voice to enliven written presentations. (M.L.O. 1.2) 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

LA.800.90

Comprehend the intent of speakers by listening.

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 Arts Educational research has shown clearly that student learning increases when indicators are taught within the framework of a unit focus. Below, are sample types of units that constitute the essence of the study of English. Teachers may wish to incorporate each of the units below in the annual instructional plan. Author’s Study In this unit, students learn to recognize and evaluate a specific author’s craft. Students read multiple texts 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 in the 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 a short and longer prose work to read, students choose a topic to share ideas learned or appreciated as a result of the reading. This sharing should produce both a written product of the student’s own selection as well as an oral presentation product. As students actively listen to each other’s presentations, active listening skills may be taught, practiced, and evaluated. This unit also offers an opportunity to reinforce oral presentation skills. Critical Perspective In this unit, students learn how a specific critical perspective shapes literary thought. Students read several texts using the perspective tinder study to develop a greater awareness of the criteria by which we may evaluate literary texts.

Reading in the Content Areas In this unit, students learn how to construct, extend, and examine meaning when reading to be informed 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 historical development of 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 usage are 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 Experience Indicator: 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 Experience Indicator: Identify the author’s message.

Grade: 6, 7

Paraphrase/Restatement: • Point the author intends to convey EX: “The Road Less Traveled” Author’s Message = choose the road less traveled Theme = choices affect your life Sample Objectives: • Identify main idea and supporting details in fiction and non-fiction.

Reading for Literary Experience Indicator: Identify elements of plot and characterization and analyze how the qualities of the central characters determine resolution of the conflict.

Grade: 6

Paraphrase/Restatement: • 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 Experience Indicator: Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and deeds

Grade: 6

Paraphrase/Restatement: • Describe a character through a character’s ideas, actions, speech, and what others 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 Experience Indicator: Evaluate the influence of culture, ethnicity, and historical eras on the themes and issues of literary texts.

Grade: 6, 7, 8

Paraphrase/Restatement: • Judge how the culture, ethnicity, and history of the reader may influence the reader’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 Experience Indicator: Compare and contrast one’s personal view with the author’s view of human experience and character.

Grade: 6, 7, 8

Paraphrase/Restatement: • Tell the similarities and differences between the way one as an individual sees a 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 Experience Indicator: Explain how literary elemetns reate meaning for readers.

Grade: 6, 7, 8

Paraphrase/Restatement: • 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 Experience Indicator: Explain how the theme represents a view or comment on life.

Grade: 7, 8

Paraphrase/Restatement: • 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 Experience Indicator: Compare and contrast the ways similar themes are expressed in multiple literary works.

Grade: 7, 8

Paraphrase/Restatement: • using tow or more texts, explain the similarities and differences of how a theme is 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 Experience Indicator: Compare works that express a universal theme, providing evidence to support the ideas

Grade: 7, 8

Paraphrase/Restatement: • After identifying a universal theme, explain how two or more texts treat that theme (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 Experience Indicator: 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

Grade: 7, 8

Paraphrase/Restatement: • Distinguish the similarities and differences between how two or more characters act and work within their settings Connect prior knowledge (reader’s own and other’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 contrast characters’ motivations and reactions) Analyze methods of character development • Classify characters (e.g. protagonist/antagonist; hero/villain) Explain how history and plot are connected

Reading for Literary Experience Indicator: Identify and trace the development of an author’s argument, viewpoint, or perspective in text

Grade: 7, 8

Paraphrase/Restatement: • 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 Experience Indicator: Assess the adequacy, accuracy, and appropriateness of an author’s details to support claims and assertions, noting instances of bias and stereotyping

Grade: 8

Paraphrase/Restatement: • 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 Information Indicator: Summarize text in a manner that reflects teh main ideas, significant details, and its underlying meaning

Grade: 6

Paraphrase/Restatement: • 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, and end of the original text to capture the important information conveyed in the text 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 Information Indicator: Compare and contrast information from different articles or procedures on the same topic

Grade: 6, 7

Paraphrase/Restatement: • 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 Information Indicator: Draw inferences, conclusions, or generalizations about text and support them with textual evidence and experience.

Grade: 6, 7, 8

Paraphrase/Restatement: • Use prior knowledge and the ideas in the text to support a synthesis of ideas or an 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 Information Indicator: Connect and clarify main ideas and concepts and identify their relationship to other sources, related topics, or prior experience

Grade: 6, 7, 8

Paraphrase/Restatement: • Find the main idea and connect and relate it to something else that is already known • Explain the relationship between the topic you are currently discussing or studying 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 Information Indicator: Explain the usefulness of text

Grade: 6, 7

Paraphrase/Restatement: • 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 Information Indicator: 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: 6

Paraphrase/Restatement: • Analyze how organization (structure) and text features (highlighting, boldface, underlined text, captions, graphics, maps, etc.) is used by authors to make information 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 make information accessible and useable: Titles, sub-titles, pictures, captions, graphs, tables, maps, charts, underlining, bold-face, italics, use of all capital letters

Reading for Information Indicator: Evaluate the usefulness, clarity, and internal consistency of the text’s organizational structure

Grade: 6, 7, 8

Paraphrase/Restatement: • Examine a text to determine how the structure of a text makes information more 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 Information Indicator: Evaluate text features to gain meaning

Grade: 6, 7, 8

Paraphrase/Restatement: • Judge the efficacy or text features (i.e. pictures, title, graphs, etc.) in creating meaning 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 Information Indicator: Determine the author’s purpose

Grade: 7, 8

Paraphrase/Restatement: • Discover the reason that the author wrote the article or procedures, what the intent 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 Information Indicator: Recognize instances of propaganda and persuasive techniques

Grade: 7, 8

Paraphrase/Restatement: • 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 Information Indicator: Identify and trace the development of an author’s argument, viewpoint, or perspective in text.

Grade: 7, 8

Paraphrase/Restatement: • Explain the argument, viewpoint, and perspective that the author uses in a text to create meaning Sample Objectives: • Develop explanatory paragraphs and multi-paragraph essays using the writing process 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 Information Indicator: Assess the adequacy, accuracy, and appropriateness of an auhor’s details to support claims and assertions, noting instances of bias and stereotyping

Grade: 8

Paraphrase/Restatement: • 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 Task Indicator: Identify how someone would use the text

Grade: 6, 7, 8

Paraphrase/Restatement: • Tell how to use the text by explaining what the task is to be performed and why someone 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 Task Indicator: Compare and contrast information from different articles or procedures on the same topic

Grade: 6, 7, 8

Paraphrase/Restatement: • Explain the similarities and differences of the details or two or more articles that 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 Task Indicator: Draw inferences, conclusions, or generalizations about text and support them with textual evidence and experience

Grade: 6, 7, 8

Paraphrase/Restatement: • Form and support an opinion about a text or synthesize ideas from a text and prior knowledge or experiences and support the synthesis with text-based or text-referential support Sample Objectives: • Synthesize prior knowledge of how to perform a task with details provided in one 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 Task Indicator: Connect and clarify main ideas and concepts and identify their relationship to other sources, related topics or prior experience

Grade: 6, 7, 8

Paraphrase/Restatement: • Analyze how a set of directions is related to other sets of directions or to previous 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 listed or how the pictures are related to the prose directions)

Reading to Perform a Task Indicator: Compare and contrast information with prior knowledge

Grade: 6, 7, 8

Paraphrase/Restatement: • Explain how one set of directions is similar to or different from other sets of directions previously encountered 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 • 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 Task Indicator: Analyze the structure and features of functional workplace documents, including format, graphics, sequence and headers and how authors use these features to acheive their purppses and to make information accessible and useable

Grade: 6

Paraphrase/Restatement: • Analyze the organization and text features used in a set of directions that could be used in the workplace • Determine how the author used the organization and text features to make it easier 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 Task Indicator: Evaluate the usefulness, clarity and internal consistency of the text’s organizational structure

Grade: 6, 7, 8

Paraphrase/Restatement: • Examine a set of directions to determine how the structure of the directions makes it easier for the reader to perform the task (usefulness) • Examine a set of directions to determine how the structure of the directions makes it clearer for the reader to understand the procedures (clarity) • Examine a set of directions to determine if the text’s structure is parallel (internal consistency) 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 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 Task Indicator: Reorganize information from different articles or procedures on the same topic

Grade: 7, 8

Paraphrase/Restatement: • Analyze different sets of directions that ask a reader to perform the same task and determine how to reformat the procedures to greater advantage for the 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 auhor’s purpose • Analyze the organization of the text and text features to determine how they create meaning

Writing to Inform Indicator: Create an organizing structure that balances all aspects of the piece and makes effective transitions between sentences and descriptions to unify key ideas and makie the message or theme clear to the reader

Grade: 6, 7, 8

Paraphrase/Restatement: • • • •

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 Inform Indicator: Reinforce coherence within and across paragraphs

Grade: 6, 7, 8

Paraphrase/Restatement: • 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 Inform Indicator: Use precise language, action verbs, sensory details, colorful modifiers and active, rather than passive voice, to enliven written presentations.

Grade: 6, 7, 8

Paraphrase/Restatement: • 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 Inform Indicator: 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.

Grade: 6, 7, 8

Paraphrase/Restatement: • 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 other punctuation • Revise a text using feedback (from others or generated by reflection)

Writing to Inform Indicator: Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific information

Grade: 6, 7, 8

Paraphrase/Restatement: • Use relevant information including anecdotes (short accounts of interesting, often biographical incidents), descriptions, facts, and statistics to support statements 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 Inform Indicator: Write letters that address audience needs, stated purpose, and context in a clear and efficient manner, and adhere to stated purposes.

Grade: 6, 7, 8

Paraphrase/Restatement: • • • •

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 Inform Indicator: Write reports for and 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.

Grade: 7, 8

Paraphrase/Restatement: • 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 Inform Indicator: Write essays for an intended audience and purpose of the paper, that follow an organizational pattern, and that offer compelling evidence in the form of faxts and details to support the thesis.

Grade: 7, 8

Paraphrase/Restatement: • 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 Persuade Indicator: Write letters that address audience needs, stated purpose, and context in clear and efficient manner, and adhere to stated purposes.

Grade: 6, 7, 8

Paraphrase/Restatement: • • • • •

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 Persuade Indicator: Write to persuade an intended audience by selectin an appropriate form that makes a clear and knowledgeable judgement and supports arguments with detailed evidence, examples, and reasoning.

Grade: 6, 7, 8

Paraphrase/Restatement: • Form and support an opinion (position statement) • Use relevant information including anecdotes (short accounts of interesting, often biographical incidents), descriptions, facts, and statistics to support statements 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 Persuade Indicator: 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.

Grade: 7, 8

Paraphrase/Restatement: • • • •

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 Persuade Indicator: Reinforce coherence within and across paragraphs.

Grade: 7, 8

Paraphrase/Restatement: • 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 Persuade Indicator: Use precise language, action verbs, sensory detail, colorful modifiers and active rather than passive voice to enliven written presentations.

Grade: 7, 8

Paraphrase/Restatement: • 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 Persuade Indicator: 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.

Grade: 7, 8

Paraphrase/Restatement: • • • •

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 Persuade Indicator: Support all statemetns with relevant anecdotes, descriptions, facts, statistics, and/or specific examples.

Grade: 7, 8

Paraphrase/Restatement: • Use relevant information including anecdotes (short accounts of interesting, often biographical incidents), descriptions, facts, and statistics to support statements 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 Expression Indicator: Create an organizing structure that balances all aspects of the piece and make effective transitions between sentences and description to unify key ideas and make the message or theme clear to the reader.

Grade: 6, 7, 8

Paraphrase/Restatement: • • • •

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

Grade: 6, 7, 8

Paraphrase/Restatement: • 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 Expression Indicator: 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.

Grade: 6, 7, 8

Paraphrase/Restatement: • 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 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. • 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 Expression Indicator: Write to express personal ideas that relate a clear, coherent event situation, and/or storyline by using wellchosen details, that reveal the significance of, or the writer’s attitude about hte subject, and that purposefully include rhetorical elements, such as figurative language, description, foreshadowing, and symbolism.

Grade: 6, 7, 8

Paraphrase/Restatement: • 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 conventions correctly to communicate clearly, including: • Sentence structure • Punctuation • capitalization • grammar usage

Grade: 6, 7, 8

Paraphrase/Restatement: • 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:

Grade: 6, 7, 8

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

Paraphrase/Restatement: • 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.

English Language Conventions:

Grade: 6, 7, 8

• Use conventional spelling in personal writing.

Paraphrase/Restatement: • 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.

English Language Conventions:

Grade: 6, 7, 8

• Expand vocabulary through organized and systematic study.

Paraphrase/Restatement: • 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.

English Language Conventions: • Explain how words are classified grammatically.

Paraphrase/Restatement: • Definitions fo the parts of speech. Sample Objectives: • Use the parts of speech.

Grade: 6, 7, 8

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

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 Direct Instruction:

Guided Practice:

Independent Practice:

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

Summary Activity for Daily Lesson:

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): Explain how literary elements create meaning for readers

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

3. Select/Create a Summative Assessment of the indicator(s) and a Scoring Tool You are the editor of the school literary magazine. Your job is to find appropriate short stories and poems to publish in the quarterly magazine. You are to create a magazine issue that will teach others in the school how literary elements create meaning. For the issue, identify, excellent examples of previously published works. Write a brief annotation for each selection to explain how the chosen work demonstrates a literary element and how that element may create meaning for the reader.

Assessment:

Scoring Tool: This response gives evidence of the reader’s ability to explain how literary elements create

meaning when reading for literary experience.

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

5. Develop Summatiive Assessments and Scoring Tools for the Objectives As editor of the school literary magazine, it is your job to find appropriate poems to print each issue. For the Winter issue, you want to find poems that capture the spirit of the season. You decide to find poems that create a winter setting. Find one or two poems that create a Winter Setting and write a brief note to the other members of the editorial staff to explain how the setting of the poem(s) chosen helps to capture the meaning of the winter season. 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 creates meaning when reading for literary experience.

6. Choose appropriate strategies and techniques for teaching each objective Preview poetry Identify 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 a single 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 of summer 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 meaning For 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 mentioned 3. 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 that they can make up or imagine that will FIT the situation 4. author s purpose... 1.) the reason that the author wrote the article or procedure; what did he intend to tell the reader + 2.) an if be/she wrote to persuade, inform, or to tell about a personal experience 5. connect and clarify… explain the relationship between the topic you are currently 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 the usefulness 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 written information- 1.) description 2.) sequence 3.) comparison 4.)cause and effect 5.) problem solution 9. text features.... titles, sub-titles, pictures. captions, development of the paragraph, graphs. tables.... 10. workplace documents… newspapers, applications, menus, scientific charts, time lines, pamphlets, keys, maps, table of contents, textbook format 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 analyze the steps and how they have been formed 12. text features... title, material list, short, detailed , numbered steps, step by step pictures, finished product... 13. text’s organizational structure.... more informal than the informational suggestions— top to bottom, easy to follow, in steps, pictures near appropriate step..

Sample Units and 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

WHAT WE DO IN 90 MINUTES

We used to…

But now we…

• 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.

• know we can’t piggyback two 45 minute lessons. • 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’T STRETCH 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. Manipulatives b. 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

Gallery Walk Topics are placed around the classroom. The class is broken down into equal numbered groups. Each group will it spend a given time at each topic adding to that list. Students brainstorm in order to create lists which will advance an Idea/topic. Within groups students are able to analyze what other groups have done as well as discuss and develop ideas of their own.

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

After each group has been given a chance to add to each topic, the class as a whole will took at and discuss the final products. Each person receives 3 colored dots or stickers. Students return to the charts and place the dots next to the items they think are most important. Each small group reconvenes to make at least 3 statements which incorporate those ideas receiving the most votes. Each group records its sentences. The large group chooses the statements which best reflect the concept.

Dimensions of Learning

Dimensions of Learning

2 - Acquiring and Integrating Knowledge 3 - Extending and Refining Knowledge 5 - Develop Productive Habits of Mind

2 - Acquiring and Integrating Knowledge 3 - Extending and Refining Knowledge 5 - Develop Productive Habits of Mind

NOTES: Diversity Groups can be set up to reinforce advantages of diversity

Jigsaw

Balloon Activity

Students are assigned to groups and given individual and group assignments. They work independently or with members from other teams to master the topic. Students do a round robin within the teams to share/teach the new knowledge with their teammates.

All students receive a balloon. They blow it up and write a word or statement reflecting what they learned that day. Balloons are tossed and batted around. Upon a signal, students catch a balloon. Catcher reads the word/statement and the writer explains it.

Dimensions of Learning

Dimensions of Learning

2 - Acquiring and Integrating Knowledge 5 - Develop Productive Habits of Mind

2 - Acquiring and Integrating Knowledge

NOTES:

NOTES:

Grouping Sticks Use tongue depressors coded on both sides to divide the class into groups. SHAPE

LETTER

A

HAPPY/SAD

NUMBER

COLOR

Inside Outside Circle Students stand in two concentric circles. The inside cirle faces out; the outside circle faces in. Each student gets a flash card. on the front is a question, on the back is the answer. The students ask the person across from them the question. After students have had sufficient time to answer, the circles rotate in the opposite directions until the teacher signals to stop. The questioning process is repeated.

CARD SUIT

5

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

Dimensions of Learning 2 - Acquiring and Integrating Knowledge

NOTES:

Classification Relay

Continuum Take A Stand

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 place their cards in the receptacles that have been labeled with the classification titles, e.g., food groups, geometry angles/shapes, parts of speech, elements of design, etc.

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.”Studetns walk to the location along the number line that best represents their feelings. Students on the ends try to convice students in the middle to move to their sides. If students change opinions, they may move their position in the continuum.

Dimensions of Learning

Dimensions of Learning

3 - Extending and refining Knowledge 5 - Develop Productive Habits of Mind

2 - Acquiring and Integrating Knowledge 3 - Extending and refining Knowledge 5 - Develop Productive Habits of Mind

NOTES:

NOTES:

Make an Appointment

Methods of Assessment LINE UP BY...

Students make appointments with classmates and record those appointments on a clock graphic. At the signal, students meet with 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 knowledge.

Dimensions of Learning 2 - Acquiring and Integrating Knowledge 3 - Extending and refining Knowledge

NOTES:

Teacher should observe that each student listens and follows directions. Teacher may observe that students are in their corrct places in the line. Teacher asks students to expalin the process they used to determine their place in line using “think aloud” process. Teacher should assess students interacting successfully.

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 as described in the story.

3) Unit Focus Use the theme of injustices to develop student’s ability to properly read for the literary experience. 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 as described 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 to visit 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’s bedroom and plans to escape to Polynesia in the Pacific Ocean. Just as Missy is leaving through the window, the doorknob turns. She hides under the bed and watches her brother come in and start to crawl out of the same window. When the doorknob turns again, 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 and discovers his wife biding in the closet. As she complains about her awful day, the children speak up from their hiding place. Desperate, the family considers a mass escape from Aunt Rhea but instead settles for another Thanksgiving with her.”

(p. 303, Summary, The Language of Literature, Teacher’s edition 1997) RLE Score: 2 LU Score: 2 Compare and contrast your personal view of injustice with the view of injustice as described in the story. Use evidence from the text to support your answer.

In the short story, “Thanksgiving in Polynesia”, the main character, Missy, was treated unfairly by her mother, Sara. Like Missy, I’ve had to accept the injustice of my mom when she was mad at me for no good reason. The same sort of thing has happened at school in one of my other classes when I got in trouble for something I didn’t do. Missy got in trouble because her mom didn’t like the way she cleaned her room. Do I know how that feels? My mom is always on my case about cleaning my room and making my bed. If it’s not perfect I have to do it, “until you get it right.” When I tell her that, ‘You don’t have to sleep in my room, so what’s the big deal anyway?” She gets really mad and grounds me for talking back. That’s one thing Missy and I do differently I talk back a lot to my mom, so when I get in trouble I sometime deserve it. However, Missy shouldn’t have gotten in so much trouble. Her mom was mad at Aunt Rhea and took it out on Missy. Missy’s mom even admits that she was too strict 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 is angry with my dad. My parents and divorced and don’t always get along. Sometimes my dad will drive my mom crazy with things he says. Then my mom will be upset with me for something like not cleaning the dishes right away. The same sort of thing happens in school too. This teacher I have won’t let kids go

sharpen their pencil if you break it. She says, “You should have come prepared for class.” Then, if you ask someone else for a pencil so you can do her 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 faced the injustice of being treated unfairly at home and at school. Injustice stinks. RLE Score: 2 LU 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 provide sufficient evidence when summarizing the text. The response is textbased and/or text referential. 1 The response demonstrates limited evidence of connections, extensions and/or examinations of meaning from a set of directions. The reader used text support to provide limited evidence when summarizing the text. The response is text-based and/or text referential. 0 Other

Language in Uses Rule 2 Consistently uses word and sentence order and language choices to express meaning with style and tone. Text conveys uniform impression of correctness and any errors that are present represent risk-taking. 1 Sometimes uses word and sentence order and language choices to express meaning with style and tone. Text generally conveys impression of correctness and errors may or may not represent risk-taking.

0

Rarely or never uses word and sentence order and language choices to express meaning 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 generalizations about injustice and support them with textual evidence and Experience.

7)

2

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

1

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

0

Other

Daily Objectives • Students will construct, extend, and examine meaning when reading for literary experience. • Students will write a summary. • Students will draw conclusions and generalizations about injustice and support them with textual evidence and their own experience.

Name: Date: Period: Teacher:

Examining Injustice: by

Developing Interpretation and Personal Responses to reading using thematic study. 1) What do I need to do? a. Read this booklet b. 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 __________________.

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 have i) Read for Information ii) 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 Reading for Literary Experience responses once we have checked them in class. d) After you have completed all of the practice responses, you can choose one response you would like to have graded. If you fail to complete at lease one draft of all three of the responses, you will automatically receive a “D” for your practice work and will 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 this matter 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 for typing. b) You must write your answers in your best cursive unless given permission to the contrary, 7) Can I double-check my work? a) You can have a peer, or an adult, or your teacher double-check what you have written 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 it and 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 involved b) 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 #2.1 Summarize the story “Abd al-Rahaman Ibrahima”, from Now Is Your Time and the story from A Long hard Journey. ii) Outcome #2.3 Draw a conclusion or generalization about fairness in the story “Abd alRahaman Ibrahima”, from Now Is Your Time. Support your conclusion or generalization 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 Literary Experience activities for each story. i) Outcome # 1.1 Summarize the story. ii) Outcome #1.6 Compare and contrast your personal view of fairness with the stories view of injustice. For “Eleven” think about Rachel’s feeling about becoming eleven. For “User Friendly” think about which character experiences the most injustice. For “The Summer of the Beautiful White Horse” think about 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 of injustice 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 Your Time and the story from A Long Hard Journey. (p.257).

Activity 2

45 Minutes

• Review the passage “Abd al-Rahaman Ibrahima”, from Now Is Your Time and the story from A Long Hard Journey. (p.257). • Draw a conclusion or generalization about fairness in the story “Abd al-Rahaman Ibrahima”, from Now Is Your Time. support your conclusion or generalization with textual evidence and/or your personal experience.

Activity 3 (Optional) Rewrite Activity 2

Task B Directions Complete Activiy 4. Activity 4 Read and then summarize the story “Eleven” (p.271).

45 Minutes

Activity 5

45 Minutes

• 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.

Activity 6 (Optional) Rewrite Activity 5

Task C Directions Complete Activiy 7. Activity 7 Read and then summarize the story “User Friendly” (p.277).

45 Minutes

Activity 8

45 Minutes

• 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.

Activity 9 (Optional) Rewrite Activity 8

Task D Directions Complete Activiy 10. Activity 10

45 Minutes

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

Activity 11

45 Minutes

• 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.

Activity 12 (Optional) Rewrite Activity 11

You may not go back.

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 of injustice as described in the story.

Paper Folding Center

READING TO PERFORM A TASK & WRITING TO PERSUADE by Jeanne Crider, GTJMS Art Darwin 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 detailed evidence, 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 curriculum b) Teach appropriate responses to Reading to Perform a Task and Writing to Persuade activities.

3. Summative Assessment Name: Date: Period: Teacher:

STUDENT ANSWER BOOK Paper Folding Center READING TO PERFORM A TASK & WRITING TO PERSUADE

Introduction: We will be working on a paper folding center in our classroom. When students have free time, they will be able to go to this center on their own. Your teacher would like your help in choosing which type of paper folding activity your class will do. You can choose between origami or paper airplane folding. First, you will preview two activities from each unit. Then you will complete one of the activities to help you decide whether your class will contain an origami center or in a paper airplane folding center. Finally, you will write a letter 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 will read to compare and contrast information from different directions on the same topic, and clarify main ideas about those topics. Take three minutes to preview, look over, the two sets of directions you may choose from. You will not have time to complete more than one activity 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.

Activity 1

3 Minutes

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

You may not go back.

Task B Directions: You will have 8 minutes to read the directions you chose in Activity 1. When you have finished, stop and wait for further directions.

Activity 2

8 Minutes

Did you read the directions? Circle:

Yes

No

You may not go back.

TASK C Directions You will now have 16 minutes to complete Activity 2 and Activity 3. Activity 3 [3.7]

8 Minutes

Activity 4 [3.3]

8 Minutes

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

You may not go back.

TASK D Directions You will now have 10 minutes to complete Activity 5. use an illustration and words to share your thoughts about what you have read. Activity 5 [3.4]

10 Minutes

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

You may not go back.

TASK E Directions You will now have eight minutes to build the object you selected in Activity 1 and complete Activity 5. Everyone will start at the same time. When your teacher tells you start, begin. Activity 6

8 Minutes

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

Yes

No

You may not go back.

TASK F Directions Now you have had a chance to think a bit about the activity you completed. it is time to dexide if we should have as a paper folding center in our class. Think about whether or not you liked or did not like the activity you competed and why. Think about why others in the class 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 a center 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 whether to include a paper folding center in your class. Be sure to use detailed evidence and examples from the directions, along with well-developed reasoning to persuade your teacher to agree with your choice.

You may not go back.

Optional Organizer Activity 3 [3.7] • A set of directions is clear, if you can complete them independently. Did you finish making 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 in general?

• 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]

Paper Folding Center Should we have this center in our class?

Reason

Reason

Reason

Example

Example

Yes

No

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. Number six was so confusing. Why should you have to go back to page 12? The author should 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 the picture doesn’t make any sense. Why is that star sign, *, there and how did the author get the paper to look like the picture? It took forever to figure out that I had to turn 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 picture could be better. There could be a drawing of what to unfold. Overall, the directions were not clear. RPT Score: 2 d) Activity 4 Paper folding is not as easy as it appears. I like to make paper airplanes and I thought reading these directions would be easy. I got stuck and couldn’t understand everything. This never happens to me. I got in trouble in Science class last week because I was making a paper airplane instead of doing my work. I though I wouldn’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 much longer than you think, especially if the directions are lousy like these. If we had a paper folding center in our class people might not get finished and throw away their work because they get frustrated.

Basically, the directions could have been written more dearly. I got very confused with step six and eight on page twelve. If we have a paper folding center in class we should have a better book to work from or two different books so that we could see the same type of plane explained two different ways. Also. kids should have to make two planes. one that they get to keep and one that they leave at the center soother kids have one to look at while they are building them. Finally, kids should not get punished for paper folding. If they bring their airplane to another class, teachers shouldn’t tell them to throw them away if they made them as part of class. That wouldn’t be fair. RPT Score: 2 e) Activity 5 Answers will vary with different illustrations. All illustrations must be appropriately 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 Language Arts where our work might be reading. Kids who don’t really like to read boring chapter books might like to read books where you make things. Kids would still be reading even thought it’s not a library book. Also, an airplane paper folding center would be a great incentive for kids to get their work finished. I know that I would work better if I could make a paper airplane ~f I finished my class work before it was due.

If we have a paper airplane folding center, we should make sure that there are enough materials for everyone. More importantly, kids should have two sets of directions for the same 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 move around to see where I might be making a mistake. Second. the directions were poorly written in a few places. In step six I had to go to a different page with a different set of numbers. Plus, the picture for step eight on page twelve had a line on it that didn’t make any sense whatsoever. If I had two sets of directions to look at. I might have been able to figure out what I was doing. Having a second set of directions may have made finishing the airplane easier, Kids should be able to take home the directions from their paper folding activity if they didn’t get finished. My mom is always telling me that I don’t work hard enough in Language Arts. If my homework were to make a paper airplane, I would never give up. I wouldn’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 could have a choice different kinds of reading to do in their free time, have a fun incentive, and practice reading directions outside of class.

Sincerely,

Over Achiever

Score:

3 WP Rubric 2 LU Rubric

5) Scoring Tool

Name: Date: Period: Teacher:

Scoring Tool Activity 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/or examinations of meaning The reader uses text support to provide sufficient evidence when evaluating the clarity of the text. The response is text-based and/or text referential. 1 The response demonstrates limited evidence of connections, extensions, and/or examinations of meaning from a set of directions. The reader used text support to provide limited evidence when evaluating the clarity of the text. The response is text based and/or text referential 0 Other Activity 4

[3.3]

The response demonstrates the reader’s ability to draw conclusions and generalizations about the an of paper folding, and support them with textual evidence and experience. 2 The response demonstrates sufficient evidence of connections, extensions, and/or examinations of meaning. The reader uses text support to provide sufficient evidence when drawing conclusions and generalizations of the text. The response is text-based and/or text referential 1 The response demonstrates limited evidence of connections, extensions, and/or examinations of meaning from a set of directions. The reader used text support to provide limited evidence when drawing conclusions and generalizations of the text. The response is text-based and/or text referential. 0 Other

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 developed evidence of connections, extensions, and/or examinations of meaning. The reader used text 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 of connections, extensions, and/or examinations of meaning. The reader used text support to provide sufficient evidence when clarifying concepts in the text, The response is textbased and/or text referential. 1 The response demonstrates an understanding of the text with limited evidence of connections, extensions and/or examinations of meaning. The reader used text support to provide limited evidence when clarifying concepts in the text. The response is textbased and/or text referential. 0 Other Activity 6 Activity 7A Activity 7E

Non Scored Item Non Scored Item [5.2] Writing to Persuade

3 Points Development: The writer identifies a clear position, and fully supports or refutes that position with an argument that incorporates relevant personal and/or factual information that is consistently purposeful. Organization: The writer establishes an organizational plan that is logical and is consistently maintained. Attention to Audience: The writer clearly and effectively addresses the needs and characteristics of the audience 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 relevant personal and/or factual information that is usually purposeful. Organization: The writer establishes an organizational plan that is logical and maintained. The plan may have 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 minimally supports or refutes that position with an argument that incorporates personal and/or factual information that is sometimes purposeful or relevant. The position may be implicit or explicit. 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 factual information to support that position; or, the writer fails to identify a position, either implicitly or 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 established organizational 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 meaning with style and tone. 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 and tone. 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 style and tone. Text appears error-ridden. * correct usage, punctuation, spelling, and capitalization.

6) Daily Objectives that Lead to the Indicator a) b) c)

Students will construct, extend, and examine meaning when reading to perform a task. (Task C, Activity 3 and 4, Graded) Students will accurately reorganize the information from a text using an illustration with labels. (Task D, Activity 5, Graded) Students will write to persuade (take a position and accurately defend it). (Task F, Activity 7B, Graded)

Greek and Latin Roots A.

Indicator: Outcome #2 Students will demonstrate their ability to READ FOR INFORMATION by construction, extending, and examining meaning from articles, editorials, content texts, and other expository materials related to the content areas, Grade 6: Students are able to do everything required at earlier grades, use context clues, and read for: Personal Response when they: 4. Connect and clarify main ideas and concepts and identify their relationship and ether sources, related topics, or prior experience. Outcome #7: Students will demonstrate their ability to USE THE STRUCTURE AND CONVENTIONS OF THE ENGLISH LANGUAGE 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. 4. Expand vocabulary through organized and systematic study.

B.

Unit Focus: Greek and Latin Roots

C.

Summative Assessment: Students will complete a cloze activity to demonstrate their ability to use language fluently 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 their share pays them an ________________________. Of course they would like to be paid more often, perhaps a ________________________ payment or twice in one year. I know that this would make them happy because that way they could afford to plant more pansies, an ______________ flower they love to plant every year. To save money though, they are always planting flowers, or ones that come up year after year. I End this odd 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 really don’t remember her birth, but I do remember all the big celebrations last year at midnight January 1, 2000. Will Smith even wrote a song about it. Another thing about dates I remember is that every leap year is a ______________ event or something that happens 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 a television. My brother is always making the mistake of saying that this is a sale once every two years or a ____________________________ sale. Sometimes, I don’t think he’ll ever learn. He has a mind that only works every one hundred and fifty years, or what I call a _______________________ brain. His thought are so spread out, I wonder if 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. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

annuity biannual annual perennial anniversary anno Domini bicentennial millennium quadrennial semiannual biennial semi-centennial

F. Daily Objectives that Lead to Indicator • Students will have the opportunity to correctly use a dictionary to accurately locate information. • Students will have the opportunity to accurately break words into roots and syllable parts. • Students will have the opportunity to effectively use a variety of strategies to systematically 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 THEME Sara Thorburn Mansfield Senior High — Cline Avenue Campus 314 Cline Avenue Mansfield. OH 44907 WK: (419) 529-6347 Email: [email protected]

This is one of my favorite assignments. I use it at the beginning of the year during my short story unit. I teach freshman, and sometimes they have a hard time grasping the concept of theme 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 of a movie or a book that demonstrates the listed theme. They then have to choose three or five of the examples and write paragraphs explaining how the theme fits in that movie or book (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 for you!

THEME ASSIGNMENT Directions: 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. For example — If the theme word 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 I haven’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 Reasoning Sample Alignment Jane Harvey, English Department, Brattleboro Union High School, VT Course: English 2 Unit/Literature: The Immigrant Experience/The Broad Givers Component: Character Wheel Standards to be met: 2.2 Problem Solving Process Students use reasoning strategies, knowledge, and common sense to solve complex problems 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 solve problems. 2.7 Information Students respond to new information by reflecting on experience and reconsidering their opinions and sources of information. 2.10 Fluency Students generate several ideas using a variety of approaches. 2.11 Elaboration Students represent their ideas and/or the ideas of others in detailed form. 2.12 Flexibility Students modify or change their original ideas and/or the ideas of others to generate innovative solutions. Instructional Strategies: Students are seated in small groups, and each group is given a large piece of poster paper or newsprint and a few markers. The instructions for completing a Character Wheel or Pie Chart are displayed on the overhead projector. Each group (there arc 6 or 7 groups in this case) is given an index card with a character’s name printed on it. Students are asked to complete a Character Wheel for their assigned character. Students work cooperatively, taking turns recording information. One student acts as timekeeper and another as spokesperson 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.

CHARACTER PIE CHART Describe

Argue

Apply

Associate

Compare

Analyze

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 around and around and never got anywhere. What fruit are you most like and why? Someone said they are like a pineapple because they are 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 no one 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 without identifying the student. Last spring, I asked my students to use their metaphÒs to develop a 7-paragraph essay about themselves, followed by a three-day visit to the computer lab. I also told them to pick one a/their metaphors/or a bulletin board display. Their metaphors were amazing. Lynda Daleo 914-339-4571 ([email protected]) Saugerties high School Saugerties, NY 12477

(Writing for personal expression.) Teacher: Jennifer Kuchar Grade Level: 7th School: Doherty Middle School Town, State: Andover, MA Genre: Poetry Purpose: lf you are looking for an interesting activity to teach students how to write poetry that demonstrates 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 the meaning 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. Have them make some comparisons using metaphors and similes (ex. The crust rolls up and down like the brown rolling hills of the desert) 5. Students should then cut the pie and record everything they hear and fell In the appropriate columns. 6. Students should then put a slice of pie on their plate and record what they see on the inside of the pie in the “see” column 7. Students should then touch the pie and record what the feel in the “feel” column 8. 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 descriptions beyond 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 and produce some wonderful poems as a result!

(Writing for personal expression.) Developing Setting in a Short Story Level: Secondary General Description: I developed the following activity for teaching descriptive ~citing after reading too many creative stories that listed a chain of events. The students’ stories lacked a sense of place. While I alter the specifics of the directions (often including other senses), the activity always asks students to change their focus as they detail a setting. Classroom Implementation: (30 minutes) This lesson can be used to develop purely creative settings or to practice observation of an actual location—the classroom for example. I start with the classroom first and 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 all observations are in complete sentences. Then, they trade papers when finished to see —if their partners can 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, or the 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 this building 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 and cheap 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 and smothered by the “good” back copies of the National Enquirer. A remote control hides in there. Between the table and the wall sits the couch his mother bought right after she and his father were married. Contact:

Lee Goldberg Ridgewood High School 627 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, teachers often push for quantity. Taking some time to ponder the “temperature” of words (connotations) and implications within a specific story serves two purposes. acquisition of new 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 other words that would form a collection of similar concepts (for “lynching” the list might include hanging murder, punishment, discipline, retribution, penalty). Arrange each word along a “vocabometer” (a thermometer-like scale rating the emotional temperature or connotations from “cool” to “hot” of each item in the collection). Discuss symbols or icons that represent the collection (for example, a gun, a ruler or switch, a sad face); people who may demonstrate the word in action (a drunk driver, KKK member, parent); reasons for.. (to right a wrong, to scare 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. Have students analyze the causes and effects, the emotional intensity of the scene, or the significance of the scene in relation to the author’s craft. (For example, in ROLL OF THUNDER, Stacey Logan is disciplined/whipped by his teacher-mother for cheating on a test. This scene is ripe with emotional intensity and demonstrates the values of the Logan clan.) OVERALL VALUE: Not only will students expand their vocabularies as they hunt for related concepts for their word collections, but they will engage in close re-reading and analysis of text, internalize the strategies needed for developing a critical stance, and experience 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 English Manhattan High School Superintendents Office 122 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 that cover a particular individually pre-chosen topic. After they have collected articles and dated them for a period of time (3-4 weeks), they analyze by date, tone, point of view, how our thinking is influenced by the press. Procedure: Brainstorm with your students topics that are in the news that are of interest to them. Each one chooses a topic. Students break into groups to facilitate use of the newspapers. (They should know each other’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 them from each source. Repeat this for about 3-4 weeks until students have amassed +/- 20 articles. Arrange articles chronologically and by newspaper. Read each article carefully, underlining key 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 editorial policy. Do different papers perceive this topic differently? And how can you tell? Cite explanatory language In each article, then defend your thesis. (‘Newspapers and the press 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’s thesis Graphic illustrations depicting point of view Presentation to other students Debate proposal: Journalists do/do not influence public perception

Sample Unit: Courage A. Indicator (s): 6.1.3—Identify elements of plot and characterization and analyze how the qualities of the central characters determine resolution of the conflict. 6.1.6—Compare and contrast ones personal view with the author’s view of human experience and character. 6.4.1—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, 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 of courage 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. Choose one of the characters to write about in your informative article. Be sure to: o o o o

describe your view of courage describe the view of courage of the character you chose explain how these views are similar and how they are different organize your writing as an article

D. Expected Student Response: Students should have a clear definition of their own idea with examples. They should also include the characters view of courage. Then they need to compare and contrast these views. The whole writing piece needs to have the text features 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. 4.6 Write letters that address audience needs. stated purpose, and context in a clear and efficient manner, and adhere to stated purpose. B.

Unit Focus: Genre Approach — Nonfiction

C.

Summative Assessment:

Imagine that you are one of the Titanic passengers who managed to survive the sinking. Write a journal entry describing what happened during the last hours aboard ship, the rescue and how the personal probably felt about their experience. Refer to fact sheets and the article for supporting details. Use dialogue to keep the story 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 Titanic see also National Geographic video available through FCPL) ! Examine cause and effect relationships. ! Select supporting evidence and expand content during the writing stage.

Reading for Literary Experience A. Indicator: 1.1 1.2 1.6 1.7

Identify the authors message Explain how the theme represents a view or comment on life. Compare and contrast ones personal view with the author’s view of human experience and character. 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 selfselected 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 the book you selected the poem from, the author, and the title. Give the title and the author to [teacher’s name]. Prewriting/Prethinking Read over your poem a few times. Each time you read the poem, jot down a few notes about how you felt while reading , what it reminded you of, what it was about, and anything else that comes to your mind while 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 lab you will critique each line of the poem. This is where you include some observations on the poetic devices 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: Alliteration Metaphors Similes Personification Onomatopoeia Rhyme Scheme Tone Mood Imagery Questions Think about how each of the poetic devices contributes to the poem. Why did the poet use that specific device? 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 out some 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? Do they interpret the poem differently than you do? What do others say about your poem? Is the poem well known? What for?

Writing the Paper Your paper should fully analyze the entire poem, including all the poetic devices mentioned above. Your prewriting with Inspiration will be very helpful with organizing your critique of the poem. Talk about how the poem makes you feel and the hidden meanings behind the words. Remember that everyone has different interpretations and no one interpretation is correct. I want to know what you think the poem is about and how you feel while reading it. Use quotes and examples from the poem to support your statements. After you have fully analyzed the poem, mention some brief background information on the poet and/or their particular style. Discuss things about the poet that can be related to the actual poem. Include any information 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 reading the poem. The more you practice, the better you will present. It doesn’t have to be memorized; it does have 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 on the poet you may include that also. it will be a very brief presentation. Resources to use: www.britannica.com www.biography.com www.ala.org/parentspage/greatsites www.bartleby.com www.poets.org/poets/index.cfm or www.poets.org Encylopedias Grolier Encyclopedia online OPAC – look up books/reviews on your poem

Reading for Literary Experience A

Indicator: 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 when reading for literary experience.

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 in Crush in which you compare arid contrast your experience of falling in love with Annabel 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- describe any 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 compare and contrast the motivations and reactions from characters from different historical eras who confront similar challenges and situations and connect then, to prior knowledge 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.

Reading for Literary Experience A. Indicator 1.6 Compare and contrast ones personal view with the author’s view of human experience and character B. Unit Focus: Genre: Thematic Study - “Waiting” C. Summative Assessment Budge Wilson has written about her reasons for writing “Waiting”: “I have often been interested in bullies - adult bullies as well as ones who are children. Why do they behave the way they do?” Write a letter to Budge Wilson, comparing and contrasting your personal view with the author’s view of his human experience and 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 - 0-3 Generic Reading Tool: Responses to this activity demonstrate the ability to compare and contrast ones personal view with the authors view of human experience 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

Reading for Literary Experience A.

Indicator: 1.1 1.2

Identify the authors message. Explain how the theme represents a view or comment on life.

B.

Unit Focus: Genre/Thematic Study – “A Crush”

C.

Summative Assessment: According to Eric de Armas, a seventh-grade member of our student board, the main message of this story is that everybody is equal, and nobody should be discriminated against because of something they cannot help< how would you express the main message 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 own version of author’s message. All responses should give several supporting details that are text-based or text referential.

E.

Scoring Tool: BCR Generic Reading Rubric: Responses to this activity demonstrate the ability to identify author’s message and to explain how the theme represents how the theme represents 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 and underlying 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 and connect them to prior knowledge or the experience of others. 1.3 Compare and contrast the ways similar themes are expressed in multiple literary works. 1.4 Compare works that express a universal theme, providing evidence to support the ideas. 1.5 Evaluate the influence of culture, ethnicity and historical eras on the themes and 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 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.

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 medieval entertainment and to see how current comedy characters embody some of the traits found in historic characters. Getting Started This activity includes a two-page reading on Activity Sheet 2.1 (A) and (B) and a page with questions for students to answer on Activity Sheet 2.1 (C). Students will need all three pages to complete this activity. Show the video marked 2.1 to introduce students to the importance of physical comedy as part of storytelling traditions. Ask students if they can identify alt the actors and names of films and TV shows included in the video montage. You may be surprised at how many of these 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 the questions as part of individual student seatwork. Or you may prefer to use the questions as a 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 GrecoRoman theater featured fools, called buffoons, who amused audiences with their physical humor and clever practical jokes.

3. What medieval superstition surrounded jesters? Jesters, because they brought laughter, were ouch Luck and could possibly prevent misfortune. 4. How did the word ‘slapstick” come into use? The word derives from Harlequin’s prop, the wooden paddle made of two slats of wood, which the character used to pretend 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 fully developed character. A fully developed character would have more than just positive or negative personality traits. Pantalone was abstract, an object of scorn. 6. What common character trait or behavior do most “fools” share; whether they are Greek buffoons, court jesters, village idiots, or a cartoon coyote? They use their apparent 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 get more of them. The joke is on the townsfolk who continue to bring people to him with money. The coyote fails every time but that ensures that he’ll be given another chance to try again. 8. Create a timeline showing the history of slapstick. The timeline should include these elements: • 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 Extensions Ask students to bring in examples of modern-day stars of physical humor who exemplify the characteristics of the buffoon.

Name:_________________________ Class:________________ Date:___________ UNIT 2 | ACTIVITY 2.1 (A)

THE ART OF SLAPSTICK A BRIEF HISTORY OF SLAPSTICK HUMOR By Catherine Gourley

amusing to the ancient Greeks and Romans.

He sometimes wears a court jester’s hat with bells or a patchwork costume of Loud colors. Or the fool may wear baggy-legged trousers, floppy shoes, and a derby too small (or too big) for the head. The fool may not even be human—rather a skinny coyote who pins a sheriff’s badge to his furry chest and mail-orders ACME demolition kits and rockets in an attempt to capture the fastest bird in the desert, the Road Runner.

In the 1200s, jesters appeared in England. Many were clever an intelligent; using wit and word play not only to amuse but also to advise kings and other nobility. Some were musicians and acrobats who performed pratfalls and juggling. But others jesters were disabled or deformed and treated cruelly by villagers—ridiculed, prodded, or splatted with rotten fruit. Playing the village idiot often was the only way to earn a meal.

No matter the costume or the prop, the fool has performed buffoonery since the days of the ancient Greeks and Romans. In fact, buffoon was the fool’s first name.

Even so, a widespread belief during these medieval times was that good-humored joking protected a person from misfortune Jesters, therefore, were good Luck pieces who might spread their good fortune to those who were their masters.

In an ancient Greece, “buffoons” traveled about the count/side, telling stoles and playing tricks, cleverly stealing a coin from an unknowing person in the audience. Buffoons also performed in the theater, wearing heavily padded costumes and boisterously boxing each other on the head belly, and buttocks. The mock violence was exaggerated and silly and apparently very

Of course if the king were having a bad day or a run of bad luck, he might order the court jester beheaded, according to Daniel Achterman from Princeton University. Was the fool dim-witted or witty? Mocked or the mocker? Read the jest below and decide.

The village idiot provided meat amusement to the townsfolk of Coventry They liked nothing better than bringing every visitor to town to see the foot. They told the visitor to place two coins on the ground before him—a sixpence and a pence. Now, every’ one knew the sixpence had greater value than the pence. Ah, but the pence was larger in size. The idiot snatched the pence white the townsfolk laughed at his stupidity. One day, the townsfolk were amusing themselves at this game once again. The newcomer placed the two coins on the ground. As always, the idiot chose the pence. The townsfolk wandered away, stilt guffawing. The newcomer squatted, stared the idiot in the eyes, and scolded him. “Don’t be a fool! The sixpence is worth more! Next time show them you 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?

Name:_________________________ Class:________________ Date:___________ UNIT 1 | ACTIVITY 2.1 (B)

THE ART OF SLAPSTICK —page 2 Like a jack-in-the-box, a new kind of fool—and comedy—sprang up in the 1500s during what historians all the Italian Renaissance. (that’s just a fancy word for revival of the arts.) The art of comedy, called Commedia dell’Arte in Italy, featured two contrasting characters: Harlequin and Pantalone. Harlequin was poor and stitched his patched tights and tunic from colorful bits of material. He didn’t wear the court jester’s hat with jingling bells but rather a mask. harlequin also carried a paddle made of two slats of wood that he pretended to wield as a weapon. The slats slapped together startlingly. It was just more mock violence, however. Like the buffoons and fools who had come before him, Harlequin appeared simple and stupid but really wasn’t. His wit—not his slapstick—always got the better of those who were greedy and arrogant. Pantalone was one of the arrogant. This wealthy merchant constantly looked over his shoulder lest someone rob him of his gold. The old man was a stereotype and no match for Harlequin. Theatergoers of the 1500s loved harlequin’s zany antics and for three hundred years they never tired of watching Pantalone get his comeuppance. Harlequin’s character, not to mention his wooden paddle, inspired still another form of comedy in the 1900s…slapstick. Slapstick was more than just telling jokes. The humor often developed from an unexpected situation that suddenly arose (also called improvisation), or an ordinary activity that suddenly went wrong.

The Three Stooges bake a cake but Curly gets the ingredients wrong and adds bubble gum—an entire box of gum—to the mixture. In Stoogefashion, he tries to correct the situation but fails. When the wealthy socialite lady bites into her cake, suddenly—to her embarrassment and the audience’s hilarity—she blows bubbles each time she tries to speak! Even in slapstick the wealthy, the greedy, the arrogant, and the powerful get their comeuppance—often a cream pie in the face. Laurel and Hardy, Abbott and Costello, Fatty Arbuckle, and Charlie Chaplin were the masters of slapstick. The costume and the props had changed, but the exaggerated violence and the triumph of the quick-witted underdog—the fool—were still part of the jest. In 1949, an artist names Chuck Jones created a scrawny cartoon coyote. Wile E. hardly spoke a word but often introduced himself with a business card that read: WILE E. COYOTE, GENIUS. No matter what method he tried—tying a boulder to his feet to gain speed on the Road Runner, painting false tunnels on granite cliffs, strapping himself onto a rocket and lighting the fuse—he failed every time. So much for genius. And yet, like the village idiot of Coventry, maybe Wile E. Coyote wasn’t so stupid after all. Think about it. If he had caught the Road Runner, would he 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 Greek buffoons, 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 the information you learned from this article._________________________________________ _________________________________________________________________________ _________________________________________________________________________

UNIT 2 | ACTIVITY 2.4 | THE UNDERDOG

This activity involves students in a critical reading activity that generates opportunities for discussion 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 useful framework for talking with students about bullying and interpersonal violence. Background and Context Jerry Spinelli won the Newbery Award for his novel Maniac McGee. In that novel, he touched upon a serious subject in a not-so-serious way. Maniac is a homeless kid who manages to survive and bring inspiration and happiness to others. This activity provides a reading excerpt from another of his novels, Crash. In Crash, the serious 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 them down. 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 than anything else, he wants to he Crash’s best friend, When read aloud, these selected passages WILL trigger Laughter. Spinelli wrote them with that goal in mind. But he also had an ulterior motive, to sensitize kids to the stings of bullying. In the final scene, Penn—the underdog, the Harlequin—wins. Crash gets his comeuppance but he brings it on himself. He stomps his water pistol into pieces.

Getting started Pass out the two-page a Activity Sheet 2.4 (A) and (B). You might want to begin by reading scene one aloud to motivate student interest, or you may prefer to have students read silently. 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 completing the questions by answering on a separate piece of paper. Or you may prefer to use some of the questions as a small group discussion, with students discussing answers as a small group. You may also want to use the questions as part of a large-group discussion. Finally you may want to assign the questions as a homework activity Conclude the activity by asking students to use the character wheel presented in activity 2.3 to explore the characters of Crash or Penn. Students can find specific words or phrases from 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’s wearing a button that he explains is about North Dakota. 3. On what does Crash form his first opinion of Penn? Penn’s physical appearance (the button) and his behavior— wanting to shake hands, not fighting back when Crash steals the button. 4. Why does Crash make up a name for Pennsylvania and why does he steal and bury 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 of toys, none of them are guns or soldiers. 6. At what points in the scenes did you laugh? Discuss student answers. It’s ok for them to 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 never encountered someone who chooses not to be violent. Spinelli is making a comment on the society in which kids grow up, including media blitzes that feature violent characters and 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 why humor 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 elementary grades, ages 8 through 12. Spinelli succeeds at crawling inside the heads of kids and seeing 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 the other, If they were Penn’s guns, of course, the effect wouldn’t be funny and Spinelli’s point would not be made

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. It is told from the point of view of John “Crash” Cogan, a seventh grade football wonder. Penn Webb is Crash’s opposite. In these scenes, John remembers how he first met Penn. Scene One: FLICKERTAIL It was a sunny summer day. I was in the front yard digging a hole with my little red shovel. I heard something like whistling. I looked up. It was whistling. It was coming from a funny-Looking dorky little runt walking up the sidewalk. He was walking like he owned the place, both hands in km pockets sort of swaying lah-dee-dah with each step. Strolling and gawking at the houses and whistling a happy little tune like some Sneezy or Snoozy or whatever their names are. He wore a button, a big one. It covers about half his chest. Which wasn’t that hard since his chest was so scrawny. So I jumped up from my hole and planted myself right in front of the kid. And what did he do? He gives 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 to shake. “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 in North Dakota. That’s why it’s called the Flickertail 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 covered it over with dirt. The kid froze. His eyes took up his whole hoe. Then he turned and walked down the block. He wasn’t whistling now. I figured that was the Last time I’d see that hambone. Scene Two: PENN’S HOUSE I couldn’t believe it. His house was no bigger than a garage. In fact, I found out that it really was a garage once, until somebody changed it into the world’s dinkiest house. The front yard was the size of a bathroom mat. I looked under his bed. I nosed into his closet. Dump trucks. Fire engines. Cars. Batman. No guns, no soldiers. How pitiful could you get?

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:

Name________________________ Class____________________ Date_______________ UNIT 2 | Activity 2.4 (B) THE UNDERDOG Scene Three: WATER PISTOLS I ran to my room. I got two water pistols, loaded them at the bathroom sink and brought them out. I gave him one. “Here’s yours. Stick it in your pocket like this. We stand five steps apart. At the count of three, draw and fire. Got it?” He didn’t say anything for a long time. The grin was gone. He just stared at the green plastic gun in his hand. He wasn’t even holding it right. Finally he looked up at me. “I can’t.” He looked me dead in the eye. “I’m a Quaker,” he said. “A Quaker?” I screeched. “What’s a Quaker?” “It’s somebody who doesn’t believe in violence.” “Who says you have to believe in it? You just do it.” “I don’t fight in wars. I Laughed. “You hambone, this ain’t war. This is water guns.

I shot him right between the eyes with my water gun. He didn’t move. Water trickled down his nose. That was crazy. Whoever heard of a kid who didn’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 move except to blink when water hit his eyes. I was laughing so hard I thought I’d bust a gut. he held out the water gun I’d given him. His loaded weapon. I stopped laughing. “You’re supposed to shot back, hambone!” Iwound up and whipped his gun over the roof of our house. “Dummkopf!” I slammed my own gun to the ground. I stomped and stomed on it till it was green plastic splinters. ...I took a deep breath. I got up in face. I stared. I dared him to blink first. I wanted to hate him. I wanted to stay mad, but I was having problems.

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 ages of the kids who might read this and enoy it. Then explain why humor is an important tool in constructing 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 for your choice. 5. Work with a partner to create a character wheel for either Penn or Crash, using examples from the three 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

PHYSICAL APPEARANCE

REACTIONS OF OTHERS

SPEECH/ DIALOGUE

SETTING

BEHAVIOR/ ACTIONS

Physical Description:

Describe the physical appearance of the character using words that appeal to one of the five senses.

Setting:

Describe particular place and a time inhabited by your character, such as a city, a cave, a bedroom, or a school gymnasium. The time could be the future, the present, or the 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’s attitude.

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 character sketch, a short descriptive writing that gives a vivid picture of a character.

Review the Checklist Pass out the Production Activity worksheet and review the steps in the process needed to complete the activity. Encourage students to check off the steps by using the circles on the left margin. Establish a realistic deadline and monitor students’ work during the process. Evaluation use the Evaluation Rubric provided to give students feedback about their writing. You might also want students to evaluate each other’s work using this evaluation sheet. Publishing Student Work on www.AssignmentMediaLit.com See the Resources section on page 157 to learn how you or your students can send completed character sketches to be published on the Assignment: Media Literacy website.

ASSIGNMENT UNIT 2 CREATE A CHARACTER SKETCH ASSIGNMENT: Invent a comedic character and write a character sketch, a short descriptive 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’t have 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, at home, at a sports game, at the mall, at a Lake, in a dark alley? What’s in your characters Locker? 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 the behavior established on spoke 3. • Spoke 5: Reaction of others. On this spoke, create a second character who observes or interacts in some way with your character. Who is that person and what is his or her reaction? • Spoke 6: Thoughts. What memory does your character suddenly recall? OR what wish does he or she make? Revealing something private about your character, something only you, the character, and the reader know, can create suspense, but it can also help the reader 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. If you 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, and end. It is a rich description of a character.

EVALUATION UNIT 2 CREATE A CHARACTER SKETCH Students Name:

Character is described with rich descriptive detail. 4 The character sketch includes a rich description of the physical characteristics, the setting, the character’s behavior and actions, their speech, the reaction of others, and their thoughts. Language choice is effective and communicates rich detail. 3 The character sketch includes a physical description, the setting, the character’s behavior and actions, their speech, the reaction of others, and their thoughts, but language 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. This character is a “one-of-a-kind.” 2 The character, setting, behavior, or speech are reminiscent of other characters in media or literature. This character does not seem “one-of-a-kind.” Sentences are well written. 4 3 2 1

Sentences are written in complete sentence form with no spelling or usage errors. Sentences have some spelling or usage errors. Sentences are not written in complete sentence form. Sentences are not written in complete sentence form and have spelling or usage errors.

Comments:

Grade:

Assessment

SCORING RUBRIC: WRITING TO PERSUADE 3 Points Development: The writer identifies a clear position1, and fully supports or refutes that position with a detailed argument that incorporates relevant personal and/or factual information that is consistently purposeful. Organizational: The writer establishes an organizational plan that is logical and is consistently maintained throughout. Attention to Audience: The writer clearly and effectively addresses the needs and characteristics of the audience. Language: The writer consistently uses language choices to enhance the text. 2 Points Development: The writer identifies a clear position1, and supports or refutes that position with an argument 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 plan may 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 Point Development: The writer identifies a position1 that may lack clarity, and minimally supports or refutes that position with an argument that incorporates personal and/or factual information that is sometimes purposeful. 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 Points Development: The writer identifies an ambiguous position1 with irrelevant personal and/or factual information to support that position; or, the writer fails to identify a position, either implicitly or explicitly; or the writer presents inadequate information to support a clear position. Organization: The writer establishes a weak organizational plan that is minimally maintained. The lack 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 a position implicitly.

SCORING RUBRIC: WRITING TO EXPRESS PERSONAL IDEAS 3 Points Development 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 and logically 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 appropriate to the literary form.

2 Points Development: The writer develops the ideas into a complete developed piece. Organization: The writer establishes an order of ideas that is purposeful and is maintained. The ordering 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 (audience may include self) Language: The writer frequently uses language choices to enhance the text and in a manner appropriate to the literary form.

1 Point Development: The writer minimally develops the ideas, but the response may or may not be a complete piece. Organization: The writer attempts to establish an order of ideas that is generally maintained. The ordering of ideas is interrupted with flaws in the logical flow. Attention to Audience: The writer attempts to anticipate and answer the audience’s needs (the audience may include self). Language: The writer sometimes uses language choices to enhance the text and in a manner appropriate to the literary form.

0 Points Development The writer insufficiently develops the ideas, Organization: The writer establishes an order of ideas that is random or not purposeful. The ordering 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 manner appropriate to the literary form.

SCORING RUBRIC: WRITING TO INFORM 3 Points Development: The writer incorporates specific relevant information that is extended and expanded to fully explain the topic. The information is consistently purposeful. Organization: The writer establishes an organizational plan that is consistently and logically maintained. Attention to Audience: The writer incorporates information that clearly and effectively addresses the needs of the audience. Language: The writer consistently uses language choices to enhance the text. 2 Points Development: The writer incorporates relevant information with some extension of ideas that explains the topic. The information is usually purposeful. Organization: The writer establishes an organizational plan that is maintained. The plan may have some minor flaws in the logical flow. Attention to Audience: The writer incorporates information that addresses the needs of the audience. Language: The writer frequently uses language choices to enhance the text. 1 Point Development: The writer incorporates information that minimally explains the topic. The information may be general and/or extraneous, and may or may not be purposeful. Organization: The writer attempts to establish an organizational plan that is generally maintained. 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 Points Development: The writer incorporates insufficient relevant information to explain the topic. The information 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 the audience. 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 main idea when reading for literary experience. 3= An understanding of the text with full and developed evidence or connections, extensions, and/or examinations of meaning. The reader uses text support to provide frill and developed evidence when identifying the main 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 support to provide sufficient evidence when identifying the main idea. This response 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 support to provide limited evidence when identifying the main idea. The support may be overly general or overly specific and may contain some indefensible as well as defensible information. This response is text-based and/or text referential.

O= Others

Reading Scoring Tools Responses to this activity demonstrate the ability to identify the main idea when reading to be informed. 3= An understanding of the text with full and developed evidence or connections, extensions, and/or examinations of meaning. The reader uses text support to provide frill and developed evidence when identifying the main 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 support to provide sufficient evidence when identifying the main idea. This response 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 support to provide limited evidence when identifying the main idea. The support may be overly general or overly specific and may contain some indefensible as well as defensible information. This response is text-based and/or text referential.

O= Others

Reading Scoring Tools Responses to this activity demonstrate the ability to identify the main idea when reading to perform a task. 3= An understanding of the text with full and developed evidence or connections, extensions, and/or examinations of meaning. The reader uses text support to provide frill and developed evidence when identifying the main 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 support to provide sufficient evidence when identifying the main idea. This response 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 support to provide limited evidence when identifying the main idea. The support may be overly general or overly specific and may contain some indefensible as well as defensible information. This response is text-based and/or text referential.

O= Others

Reading Scoring Tools Responses to this activity demonstrate the ability to identify the main idea when reading for literary experience. 3= An understanding of the text with full and developed evidence or connections, extensions, and/or examinations of meaning. The reader uses text support to provide frill and developed evidence when identifying the main 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 support to provide sufficient evidence when identifying the main idea. This response 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 support to provide limited evidence when identifying the main idea. The support may be overly general or overly specific and may contain some indefensible as well as defensible information. This response is text-based and/or text referential.

O= Others

Reading Scoring Tools Responses to this activity demonstrate the ability to ____________________ when reading for literary experience. 3= An understanding of the text with full and developed evidence of connections, extensions, and/or examinations of meaning. The reader uses text support to provide full and developed evidence _____________________. 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 support to provide sufficient evidence _________________________. This response 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 support to provide limited evidence___________________________. The support may be overly general or overly specific and may contain some indefensible as well as defensible information. This response is text-based and/or text referential. 0= Other.

Reading Scoring Tools Responses to this activity demonstrate the ability to ____________________ when reading to be informed. 3= An understanding of the text with full and developed evidence of connections, extensions, and/or examinations of meaning. The reader uses text support to provide full and developed evidence _____________________. 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 support to provide sufficient evidence _________________________. This response 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 support to provide limited evidence___________________________. The support may be overly general or overly specific and may contain some indefensible as well as defensible information. This response is text-based and/or text referential. 0= Other.

Reading Scoring Tools Responses to this activity demonstrate the ability to ____________________ when reading to perform a task. 3= An understanding of the text with full and developed evidence of connections, extensions, and/or examinations of meaning. The reader uses text support to provide full and developed evidence _____________________. 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 support to provide sufficient evidence _________________________. This response 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 support to provide limited evidence___________________________. The support may be overly general or overly specific and may contain some indefensible as well as defensible information. This response is text-based and/or text referential. 0= Other.

Possible Products for Performance Assessment Tasks Written advertisement biography book report brochure crossword puzzle editorial experiment record game journal letter log magazine memo newspaper play proposal questionnaire research report report script test

Oral audiotape debate discussion dramatization interview oral report play rap skit song story teach a lesson

Visual advertisement banner cartoon collage collection construction design diagram display diorama drawing filmstrip graph map model painting poster scrapbook sculpture slide show story videotape

Language Usage Whenever you see this picture, it is important to make sure that 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 sure that what you have written • is organized and complete • responds to the audience’s needs • uses language purposefully

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MSPAP ICONS

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Proofreading Guidesheet Grades 5 & 8 !

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1)

Have you used sentences of different lengths and types to make your writing effective?

2)

Have you chosen language carefully so the reader understands what you mean?

3)

Have you done the following to make your writing clear for someone else to read: ! used appropriate capitalization? ! kept pronouns clear? ! checked the spelling of words you used? ! used correct punctuation? ! used complete sentences? ! made all subjects and verbs agree?

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Language Usage Icons

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MSPAP ICONS

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GLOSSARY OF TERMS Alignment – 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 school graduator tests. Anchor – the representative products or performance used to illustrate each point on a scoring scale. The top anchor is sometimes 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 demonstrating the 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 Constructed Response 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 are assessed. Dimensions of Learning (Dot) – an instructional framework that is based on research to help teachers better plan curriculum and instruction; the Dimensions of Learning instructional model is based on the premise that five types of thinking (dimensions) are essential to successful learning (1) positive attitudes and perceptions about learning. (2) thinking involved in acquiring and integrating knowledge, (3) thinking involved 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 Public Schools Evaluation – judgments regarding quality, value, or worth based upon criteria measured through assessment Formative Assessment - diagnostic, ongoing assessment used to determine instructional needs Coal/Outcome - a broad 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 know and 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 examples of 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 language usage. 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 be used 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 areas provide information regarding how students are performing and help to guide decisions about improving schools. 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 a response, readng a product, or doing a presentation. A performance task may be used for either instructional 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. The process 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 other materials 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 a fixed measurement scale (e.g.. 4 point), a list of criteria that describe the characteristics of produce or performances for each score point, and sample responses (anchors), which illustrate the various score points 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 learning cycle

Teaching for Understanding – the ability to: use the concept, information, or skill in new or unfamiliar contexts; talk about 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 analyze change chart choose circle compare/contrast complete complete the chart complete the map convince copy create a design create a pattern with triangles create a table decide demonstrate describe display draw/label estimate evaluate explain figure out fill in the pyramid find the mean gather data highlight identify illustrate list measure observe organize persuade

plan predict proofread recommend record report review review the dare revise study support the prediction support your ideas take out tell why/why not think underline use a protractor use examples to describe write a conclusion write a letter to a friend write a letter to an artist write a letter to your principal write a number sentence write a question write a speech write a summary write an article write an equation write an explanation write instructions write support for

Mar land School Performance Assessment Program 1995 A sampling of verbs from students’ tasks on the 1995 MSPAP calculate chart choose compare complete contrast create create a box and whisker plot decide describe design detail determine diagram discuss draw/label estimate explain explain a mathematical process explain in geographic terms explain patterns find follow instructions give examples graph identify illustrate include interpret judge justify match measure name organize

organize persuade plot the lines read read aloud record select sketch study/explain summarize survey tell think/pick think/tell use details use the alphanumeric code use the protractor web write write a number sentence write a speech write/support your point of view

Performance Task Assessment List Skit Possible Points

Element

Earned Assessment Teacher Self

The central theme of the skit presents a concept that is appropriate to the assignment. The concept is presented accurately. The actors have important parts in conveying the concepts and information. The story of the skit is interesting and helps to preent the information accurately. The actions of each actor mesh well and help to convey the information accurately. Music and other sound effects support the story line and also present the information accurately. Dialogue support the developement of the characters and the plot as well as the presentation of accurate information. 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, CT Through 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 intended standard and/or indicator.

Y

N

2. The stem of each question clearly states the student performance expectations.

Y

N

3. The content is appropriate for the grade level.

Y

N

4. The assessment is free of bias or sensitivity issues.

Y

N

5. Student responses can be readily scored by teachers, using accompanying scoring tools.

Y

N

6. Time allowances are clear and appropriate.

Y

N

7. Where appropriate, questions are open ended, requiring extensions and connections.

Y

N

8. The assessment reflects a level of difficulty in line with enrolled grade standards and MSPAP “satisfactory”, as appropriate.

Y

N

9. The assessment provides a connected and authentic context for student performance, rather than a series of isolated steps.

Y

N

10. The assignment is engaging for students at a variety of proficiency levels.

Y

N

11. The assessment mirrors the format of MSPAP.

Y

N

Questions/Comments/Recommendations:

QUESTIONING FOR QUALITY THINKING 1

Knowledge – Identification and recall of information Who, what, when, where, how_________________? Describe___________________________________.

2

Comprehension – Organization and selection of facts and ideas Retell ______________________ in your own words. What is the main idea of_______________________?

3

Application – use of facts, rules, principles How is __________ an example of _____________? How is __________ related to ________________? Why is ___________________________ significant?

4

Analysis – Separation of a whole into component parts What 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 whole What 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, or decisions Do 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 randomly Not just those with raised hands • Utilize “think-pair-share” Two minutes of individual think time, two minutes discussion with a partner, then open up 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 judgment Respond 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, thumbs down”) • Allow for student calling “Richard, would you please call on someone else to respond?” • Play devil’s advocate Require 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 questioning Let the students develop their own questions. • Cue the student responses “There is not a single correct answer for this question. I want you to consider alternatives.”

Langauge and Learning Improvement Branch Division of Instruction Maryland State Department of Education

Performance Assessment Template STEP I: Select an MDSE Learning Outcome (reading, writing, language usage, math process, math product, science, social studies).

LEARNING OUTCOME

STEP II: Brainstorm possible meaningful activities to meet the requirements of the Learning Outcome. Consider some of the different products, audiences, and purposes listed 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 finished product. Try to limit yourself to three or four.

Activities: 1. _______________________________________________________ 2. _______________________________________________________ 3. _______________________________________________________ 4. _______________________________________________________ STEP IV:

Now create the directions for your final task. PARAGRAPH ONE Topic, Purpose, Form, Audience

PARAGRAPH TWO Requirements

STEP V:

Consider what kinds of thinking and organizing students should do in order to complete your task satisfactorily. Make certain that your prewriting activities (Step III) and final task (Step IV) reflect the kind of thinking and organizing you expect students to practices and master.

STEP VI:

Think of measurable outcomes that will show whether or not a student has successfully completed the common task. Use these to generate your rubric.

What qualities will make the “4” paper truly outstanding and thoughtful? It is an “A-HA!” product.

Performance Assessment Rubric A 4 product will • • • •

START HERE

" The “3” should be evidence of attainment of the requirements of common task. A “2” exhibits partial attainment of the requirements of the common task. Each of the requirements is attempted, but at least one is done poorly. A “1” product is deficient by omitting certain basic requirements or skills.

A 3 product will • • • •

A 2 product will • • • •

A 1 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

candidates

younger students

department chairs

older students

board members

student government

representatives

student assemble

senators

students at another site

PTA

adults

customers

parents

senior citizens

decision makers

politicians

newspaper readers

community groups

local business executives

grants

decision makers

principal

committee members

chairperson

superintendent

editor

siblings

grandparents

judge

jury

funding agency

Creative Alternatives ads advice column allegories alphabets anecdotes announcements apologies architectural plans autobiographies awards baked goods bedtime stories beginnings billboards biographies blurbs books book jackets book reviews brochures bulletins bumper stickers calorie lists campaign speeches cartoons captions cereal boxes certifications character sketches cooked foods couplets comparisons comic strips complaints

compressed conflicts computer games computer program constitutions contracts critiques cumulative stories data sheets definitions descriptions dialogues diaries diets directions directories documents doublespeak dramas dreams editorials embroidery encyclopedia entries endings essays evaluations exaggerations exclamations explanations fables fairy tales fantasies fashion reports

faxes flags folklore folk songs fortunes graffiti graphs good news/bad news greeting cards grocery lists gossip hints headlines horoscopes how to’s indexes inquiries interviews introductions inventions job applications jokes legends legislation lesson plans letters lists luscious words lyrics machines marquees masks memories metaphors

menus monologues movie reviews movie scripts mysteries myths needlepoint news analysis newscasts newspapers number systems nonsense nursery rhymes observations odes opinions palindromes pamphlets parodies party tips persuasive letters phrases picture maps plays poems post cards posters problems prologues proposals propaganda protest signs products proverbs puns

puzzles quips quizzes questionnaires questions reactions real estate notices rebuttals recipes remedies reflections requests resumes revisions riddles sales pitches satires schedules self-portraits sentence sequels serials sewing signs slogans sniglets soap operas society news songs spoofs spoonerisms sports analyses superstitions T-shirts TV guides tall tales tape covers

telegrams textbooks thank you notes theater programs theme party titles toys transcripts travel brochures tributes trivia useless facts vehicles videos want ads wanted posters warnings weaving wishes weather reports weather forecasts woodworking yarns yellow pages

Intelligence

connect it to your personal life, make choices with regard to it

dance it sing it, rap it, listen to it teach it, collaborate on it, with respect to It

build it, act it out, touch it. get a “gut feeling” of it,

see it, draw it, visualize it, color it. mind-map it.

quantify it, think critically about it conceptualize it

read about it, write about it. learn about It, listen to it

Instructional Strategies

Using Multiple Intelligences in Instruction and Assessment

Teaching Materials

Summary of the “Seven Ways of Teaching Teaching Activities (examples)

sell-checking materials, journals, materials for projects, etc.

building tools, clay, sports equipment, manipulatives. tactile learning resources. etc. tape recorder, tape collection, musical instruments board games, party supplies. props for role plays, etc.

graphs, maps, video, LEGO sets. art materials. optical illusions, cameras, picture library, etc.

books, lops recorders, typewriters, stamp eels, books on tape, etc. calculators, math manipulatives. science equipment, multi games, etc.

(examples) Linguistic lectures, discussions, word games, storytelling, choral reading, Journal writing, etc. Logical-Mathematical brain lessons, problem solving. science experiments, mental calculation, number games. critical Spatial linking, etc. visual presentations. art activities. imagination game.. mindBodily-Kinesthetic mapping, metaphor. visualization etc. hands-on learning, drama, dance, Musical sports that teach, tactile activities. relaxation exercises, etc. superlearning, gapping, long. interpersonal that teach cooperative learning, peer tutoring, community involvement, Intra-personal social gatherings, simulation, etc. Individualized instruction, Independent study, options in course of study, sell-esteem building. etc.

from Armstrong. T. Multiple Intelligences in the Classroom.Alexandria, VA, ASCO. 1994

SCORING RULE: WRITING TO INFORM 2=

Consistently addresses audience’s needs by using purposeful and specific information to fully explain the 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 to accurately explain the topic. Text is generally organized, and language choices sometimes enhance the text.

o=

Rarely or never addresses audience’s needs by using purposeful or specific information to explain the 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 or refuting a position with relevant information. Text is uniformly organized, and language choices often enhance the text.

1=

Sometimes addresses audience’s needs by identifying a somewhat clear position and partially supporting or refuting that position with relevant information. Text is generally organized, and language choices sometimes enhance the text.

o=

Rarely or never addresses audience’s needs by failing to identify a clear position or failing to accurately support or refute a position that has been identified. Text lacks organization, and language choices 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, welldeveloped whole. Text is uniformly organized, and language choices often enhance the text and are appropriate to the literary form.

1=

Sometimes addresses audience’s needs by presenting personal ideas in an incomplete or partially developed whole. Text is generally organized, and language choices sometimes enhance the text and may sometimes be appropriate to the literary form.

o=

Rarely or never addresses audience’s needs by failing to present personal ideas in a complete, welldeveloped whole. Text is often disorganized, and language choices seldom, if ever, enhance the text and 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 and tone. Text conveys uniform impression of correctness and any errors that are present represent risktaking.

1 point

??????Sometimes uses word and sentence order and language choices to express meaning with style and tone. Text generally conveys impression of correctness* and errors may or may not represent risktaking.

0 points

??????Rarely or never uses word and sentence order and language choices to express meaning with style and 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 Abraham St. 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 move into 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 colors library card-pockets — handy, but not required a small plastic bowl (or equivalent container) for each group red and black checkers or 1-inch circular ‘removable labels’ of two different colors (2 labels stuck together back-to-back), at least 6 per group a 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 as evenly as possible; then at time of play (see below) use ‘extra’ students to keep score and/or direct procedure (“master of ceremonies”). 2. Each group then prepares quiz questions on the whole book (in the case of the novel) or their section of it (2 short stories, in our case). For lengthy material — the novel — we used 3 easy questions, 4 medium difficulty, 4 challenging; for briefer material (the 2 short stories): 2 easy questions. 3 medium and 3 challenging. Questions should be clearly worded and fair. Each question is written on a 3 x 5 card and the answer written on the back. The set of cards can then be handily slipped into a library card-pocket, if available, or rubber band if not. Each card should be labeled with author and title (of stories), and the set should be marked with the names of the group. My groups enjoyed color-coding the cards like traffic lights: green for easy, yellow (caution) for medium, 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 (to eliminate overhearing of questions). For a small class with groups of 3, 2 of the group ask questions, I travels with ‘begging-bowl’ to the other groups. each in turn, to answer an agreed number of questions (I easy, I medium, I hard, for short material; or I easy, I or 2 medium, I or 2 hard, for long material). Right answers receive a black checker, wrong answers receive a red. The traveler then takes his/her bowl to the scorekeeper to have score recorded, then returns the checkers to the group that awarded them. Having made the entire circuit, traveling clockwise, the traveler becomes questioner and someone else from the group becomes traveler, until all have had their turn. The teacher or score-keeper then adds the scores of all participants and awards prizes to 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, and presenting 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 the drawing(s) an essential part of the game? TEXT: Does the text include a narrative that introduces the scenario of the game and the characters included? Does the text include a detailed description of how the game is played? Could someone “complete” the game using the instructions you have given? Does the text include a description of the various levels of the game? Does each level have 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 and body 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...short words, 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, record the names of the group members working on this task (place a by the name of the person in charge). In the far right column, write the date the task is completed.

Task 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

Persons working on task

Completion date

Performance Assessment (Problem of the Day) Sample 1: Objective: Students will interpret and explain data from a scatter plot that they have constructed themselves. 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 a scatter plot. Interpret the data to decide if Derek Jeter’s salary is or is not higher than that of most baseball players. Write a brief note to inform Dr. Ham why you decided Derek Jeter’s salary is or is not higher than that of most baseball players. In your note, he sure to include the scatter plot you drew and to use the language of mathematics.

Sample 2: Objective: Students will analyze and explain the economic and/or social factors that caused the rise in female 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 the consequential rise in women’s employment. We analyzed how the laws of supply and demand created the need for women to work. We decided that without women workers, the Allies would not have won the war because 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 female presence in the work place. Others have claimed that social factors, rather than economic ones, caused the upswing in female employment from 1950-1970. Today you will enter the debate. We are going to read about the rise of women workers from 1950-1970 in the United States. We are going to study some primary documents from the Office of the Budget. We will read a short selection - the social factors that some historians believe influenced the rise of female employment from 1940-1970. You will use the information gathered to decide if the increase in women workers is best explained using economic or social factors. To help you make your decision, you wili draw a detailed time line with economic and social factors listed. Then, beneath your time line, you wili write a caption using the language of economies to capture your opinion in the debate.

Sample 3: Objective: Students will analyze acidity levels in soil to discover and explain the properties of acids and bases. Problem of the Day: Ms. Henke’s family is having a reunion October 21st this year. Ms. Henke., who lives in Baltimore, and her sister, who lives in Baton Rouge, each plan to bring a sweet potato pie made from fresh sweet potatoes grown in their gardens this year. Mr. Bond has decided to send each of the women 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 of the women’s gardens. You will determine which type of sweet potato would grow best in each garden based on the acidity levels of the soil. Then, you will write a letter to Mr. Bond to explain which seeds to send to each sister. Since Mr. Bond is not a gardener himself~, you will need to explain the properties of acids and bases 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 and bump a volleyball Problem of the Day: The annual faculty-student volleyball game is coming up, mud yon may be called on to 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 these objects appear to be three-dimensional Today, we will learn how shading can be used to create this appearance. Then, we will redraw the basket of apples we drew last week using shading to add perspective to our drawing)

Processes of Reading/ Reading Strategies

When Reading for Literary Experience Use questions to help students construct meaning when 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 meaning when 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 meaning when reading for literary experience.

· Compare this version of the story to other versions. Evaluate which one you like the best. Use specific references from the story to support your opinion. (Critical stance)

· What part of the selection best expresses the author’s message and why? (Critical stance)

When Reading to Be Informed Use 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 meaning when 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 meaning when 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 written to inform us about . (Critical stance) · Explain how the author’s choice of words in reflects his point of view. Suggest ways that a different choice of words could have changed the tone of the text. (Critical stance)

·

When Reading to Perform a Task Use 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 meaning when reading to perform a task. · Predict the steps in the activities that you think may cause problems for a person who was not present 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 meaning when reading to perform a task. · What directions might you change or add to the ones already given to make them better? (Critical stance)

· 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 the material 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 CUCC Strategy helps students to follow all directions in a multi-pan question or activity. When answering questions about reading, the Comma-Quote Strategy helps students to be sure to include evidence from the text to support their answer~ .~long with the Comma-Quote Strategy, the ACE Strategy reminds students to cite evidence from the text to support their answer and then extend or explain their answer. The DOAL and CUPS Strategies are to be used to reinforce good writing techniques.

CUCC C = 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 Strategy A = Answer the question. C = Cite evidence from the text to support your answer. Use “comma-quote.” E = Extend or explain your answer. CE = Means to cite and extend 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 supported 0 = 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?

S trategic readers actively construct meaning as they read, interacting with the text. They set purposes for reading, select methods of accomplishing these purposes, monitor and repair their own comprehension as they read. and evaluate the completed task. A strategic reader constructs. examines, and extends meaning before, during, and after reading for a variety of texts. ‘Teachers who understand that reading is a strategic process establish environments that provide opportunities for children to learn language and learn about language while they are using language for real purposes.” (Halliday) There are a number of differences between strategic readers and poor readers during all phases of the reading process.

How Do Strategic Readers Differ from Poor Readers? 1. Before Reading, Strategic Readers...

Poor Readers...

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.

Poor Readers...

3. After Reading, Strategic Readers...

Poor Readers...

• Build up their own background knowledge about reading and the topic • Set purposes for reading • Determine methods for reading, according to their purposes.

• • • • • • • • • •

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.

• 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 to cover.” • 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. • 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 have learned.

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 specific details from what you know and what you read 0 1 2

F.E.A.T 3 “THE TEXT SAYS”

3 An understanding of the text with full and developed evidence of connections, extensions, and/or examinations 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 of meaning. 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 of meaning. The reader uses text support to provide limited evidence of . The support may be overly general or overly specific and may contain some indefensible as well as defensible information. This response is text based and/ or text referential. 0 - This answer shows no evidence of understanding the text. O(A)- Blank

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?

S-

STATE THE QUESTION IN YOUR ANSWER.

U-

USE QUOTES FROM THE TEXT TO SUPPORT YOUR ANSWER.

R-

REREAD THE QUESTION TO ENSURE THAT

E-

EVERY PART OF THE QUESTION HAS BEEN ANSWERED.

F.E.A.T. - USE FOR EXAMPLE & ACCORDING TO IN YOUR ANSWER!

Resource Sheet

How to Read a Picture

Step 1 What is the title?

Step 2 Who is the artist or photographer?

Step 3 What information is presented in the caption?

Step 4 What 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 Task Useful to You? Text Title Title of selection Reader’s Purpose

Author’s Purpose

Intended Audience

Useful Text Characteristics

In your Text?

Text Examples to Support Evaluation

• 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 support your recommendation.

Echo Reading

Echo Reading is a strategy for emergent readers to practice reading with a more fluent reader. Emphasis is placed on the flow of reading and to offer voice support as the emergent reader works to improve reading and sight 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 the marginal reader. This reader is paired with the teacher or other individual who can serve as a model.

2.

The fluent reader sits slightly behind the emergent reader and both readers read the passage at a normal rate with no hesitations. The fluent reader moves his/her finger under each word. (The emergent reader may miss words and not keep up but the fluent reader continues.)

3.

As echo reading is initiated, it is suggested to repeat at least the first two pages/paragraphs several times to help the emergent reader adjust to reading in unison.

4.

Reading of The passage continues in unison. Modeling is the focus, not missed words or not keeping up. After reading, the pair discusses progress. A calendar or checklist may be used to record progress. 1t is important that the fluent reader NOT: correct mistakes, teach skill during the experience, direct attention to illustrations, or ask questions after reading.

5.

As the reading progresses, the fluent reader becomes less involved and the emergent reader takes the lead.

Literature Circles I am looking forward to beginning our next session of literature circles! After receiving input from you about how the literature circles functioned with They Cage the Animals at Night I have changed the roles and put together groups so you be working with some other classmates. Your new roles will be as follows. We will rotate 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 read aloud and discuss. (Either Copy directly from book, or include page references. Include a brief explanation 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 have Just 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 Owned the City Fri., 3/10: pgs. 1-60 Mon., 3/13: pgs. 61-97 Wed., 3/15: pgs. 9 9-l46 Fri., 3/1 7: pgs. 149-end

Walk Two Moons pgs. 1-69 pgs l 70-141 pgs. 142-204 pgs. 205-end

The View from That was Then. Saturday This is Now pgs. 1-57 pgs. 1-35 pgs. 58-93 pgs. 36-81 pgs. 94-125 pgs. 82-111 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 yellow card to record them. Also, as you come to a colored card, respond to it on the index card, and hand it in no later than the due date. Take your time and be thorough with your responses since each card is worth 15 points. 1. blue card - due Tuesday, January 25 Describe the primary setting of your book. Remember to include time and location. 2. pink card - due Friday, January 28 Clearly describe the crime involved in this mystery. If there is no crime, what exactly is the mystery to be solved? 3. green card - due Wednesday, February 2 Describe your favorite character. Include a physical description. personality traits, etc. Why is this character your favorite? 4. orange card - due Tuesday, February 8 Describe the scariest or most suspenseful part of this book. Use a variety of good descriptive words to make your scene come alive. 5. yellow card - due Tuesday, February 8 As you read, find ten words that are new to you or that you find interesting or especially 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 to report their progress while reading a book. The students divide their books into four equal sections and mark each spot with a colored index card. The yellow vocabulary card can serve as a bookmark as well. Students respond on the index cards when they reach those points of the book

STORY PREDICTION WITH WORD LISTS Objective: Students will use a list of words to create a story predicting 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 word list available, place the wards up where they’ll be visible by all students (see below) to activate prior knowledge and articulate word meaning and usage. 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 of meaning, or share facts about it Using heterogeneous grouping, have each team of students create a story which they believe will closely follow the original story the words came from. 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 grammatical conventions, spelling, oral presentation, Venn diagrams, proper use of words/terminology, etc. This is not an original idea, but one of those that Just exists! Tru Dee Griffin Kinnikinnick Middle School 5410 Pine Lane Roscoe, IL. 61913 815-623-2166

Reading and Writing Survey AGE:

NAME:

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

Do you feel confident about your ability to use correct punctuation? Do you avoid writing?

yes

Would you write more if you weren’t graded on it?

no. yes

no.

no. yes

no.

CHECK OFF THE KINDS OF BOOKS YOU LIKE TO READ: mystery history science pets/animals westerns deep sea math

adventure poetry fantasy plays arts/crafts ghosts war

science fiction travel biography/autobiography books about people your age how-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

6. If think

ever comes to word he/she does not know?

comes to a word he/she does not know, what do you 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 is reading?

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 Tell A Program of Reading and Thinking for Middle School Students Each term students are asked to complete reading outside the classroom and to share their results with classmates. Added to this is research on an internet site. By reporting on various works both orally and in writing, students develop a culture of outside reading in the classroom. Students become eager to share books, films, and internet sites. I keep a library of books in my classroom; the students have access to our Media Center, and they have access through the internet of the card catalogs of local libraries. I help students keep track of work they have done by listing their books/site! films next to their names on a poster on the wall.

Janet S. Schwartz Avon Middle School Avon, CT 06013 [email protected] www.geocities.com/jonathanrschwartz

Share and Tell Book Talks Keep this sheet Welcome to the wonderful world of oral presentations. During each term you will have the opportunity to speak about books and movies you have read and seen The books and movies must be ones that you have read or seen on your own, not ones read or seen in another class. Each presentation will begin b~ writing the title and the author of the book or film on the board along with the type of book or movie you are reporting on.. Your oral presentation must be between 2 and 3 minutes long - no longer! You will hold a note card with some notes on it. You may not read a prepared statement. Please hand in the notecards after the presentation. Each presentation should have an introduction and a conclusion. The following information should 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 connected with 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 site Next paragraph: a summary of the site-(what is there?)Do not tell facts you learned, just the type of information available. Next paragraph: How you connected to the Site, why did you choose this site. What did you expect? 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 Tell Third 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 two instances. Remember Major Braun in Miracle at MoreauX? The dark circles under his eyes and his wan complexion made the audience feel that this was a death-like appearance. We did not trust 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 you rate the books and the film, remember that you are rating not only how much you liked it, but you are rating the 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’t done what this person has done, but you understand the emotions involved. Remember that you are to connect your experience with the work. You can’t expect the audience to do your thinking for you. Your note cards will remind you of this. I have the note cards for you to use. Remember, with note cards, you are expected to have eye contact with your audience; it is expected that you will deliver your presentation, not read it. · Find a recommended book from the BLACK BOX on the bock counter! Take a look at the books that real kids around the country are recommending to you. Choose one based on the recommendation. Write a letter to this person doing the following: Thank for recommendation Talk about your favorite part of the plot Talk about you favorite character Talk about what you thought the main idea of the book was Talk about your personal connection Conclusion

· You will submit a review of an internet site. This site (remember, this means the whole site, not just one page 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 with references? Next paragraph: How you personally connected to the site Next 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 that you 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, not just one page from the site!) will be on science. Go to www.geocities.com/jonathanrschwarrz 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 with references? Next paragraph: How you personally connected to the site Next 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 upon this students recommendation. Remember to write in ink and in paragraphs. Remember your audience; he/she has read the book! Please express your ideas about the book. Possible form: Paragraph Intro-tide, author, rating Paragraph- Favorite character and support (why is this a favorite character?) Paragraph- Favorite event 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 expect the experience to speak for itself) Paragraph- Conclusion, thank you for recommendation, further thoughts

Book List As a member of the audience, you too have a responsibility. Your responsibility is to take notes on each presentation. You are to write the following information: Title of work Author or stars of movie Rating given by speaker Type of work A 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. Keep your 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 will create a book jacket for this book. Title, author, and an appropriate cover will be on the front of the jacket. Do not copy the cover of the book. A summary of the bookll be written on the inside flap of the jacket. Please submit to me also two paragraphs explaining what your cover is illustrating 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 all nominees, 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 has already 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 your views 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 see the 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? Credentials 7 Date of last revision? Next paragraph: summary of type of information found here; if it is true, can it be verified with references? Next paragraph: How you connected to the article Next 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 book Rating in own language. Why rated this way Plot-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 of the movie where the music adds to the emotion. What is the setting, and what emotions are highlighted? 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 which has been made into a film.. Include the following: Name at least three stars in the movie plus the part each plays Use 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 the following 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. You are to be poised, have eye contact with your audience, and speak loudly and clearly so that your audience can easily understand you. Crutch words and ugly words are not to be used. If conclusions are lacking, you will not earn above a C. A conclusion summarizes your comments. A conclusion to your presentation is not a conclusion to the plot of your book or movie! You might want to tell us where to find this 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 Best examples:

Personal Connection

Year Nominated:

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

Some of the details in the text that prove this are

and

is to

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 will allow for stance questioning. • When writing stance questions always write your answer using the text for support. • Have someone try to answer the question that has not read the material, if they can answer the question you need to rewrite. • Cue students to use text based support in their responses. • Stance questions require think time so allow your students adequate response time. • Review student responses to determine if the question intended is the question students answered. • As part of your instructional program teach students necessary strategies to demonstrate their construction of meaning through the stances. • Once students are comfortable with answering stance questions allow them to generate their own stance questions.

Questions about Stance Questions

· When should I ask global understanding questions ?

·

Do my global understanding questions require students to summarize?

· When should I ask developing interpretation questions?

· Do my developing interpretation questions require students to demonstrate clarification, verification, or revision to their initial understanding?

· When should I ask personal response questions? · Do my personal response questions allow students an opportunity to respond using personal and prior knowledge with information from the text?

· When should I ask critical stance questions?

· Do my critical stance questions build on students ability to identify and analyze the author’s perspective and craft? · Do my questions reflect a variety of activities that will help my students differentiate their orientation to the stances? · Do my developing interpretation, personal response, and critical stance questions require students to revisit the text?

THE 3 REASONS FOR READING Directions: In each of the following cases, decide whether you would be reading To Perform a Task (TPT), For Information (Fl), or For Literary Experience (FLE). Put your answers on the 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 because it’s action-packed and a good story. 3. You buy your little sister a doll house for Christmas and now must put It together for 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 between Baltimore 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 record a 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 new Jackie Chan movie is showing. 11. You can’t afford karate school, so you get a how-to book on martial arts and practice all the steps page by page. 12. You want to find out what the state bird of Maryland is and you get an encyclopedia. 13. You find a section In the encyclopedia article about how to make a bird house for orioles. 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 Task Note: These considerations are samples of the kinds of things that effective readers do to increase their understand-ing: they are not absolute prescriptions. Student readers should use them only as starting points from which to build their own strategies - strategies that they can freely modify according 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 in

Reading to be Informed Note: These considerations are samples of the kinds of things that effective readers do to increase their understand-ing; they are not absolute prescriptions. Student readers should use them only as starting points from which to build their own strategies - strategies that they can freely modify according 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 infor-mation. • 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, glossa-ries, 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 THAT WILL HELP YOU TO ANSWER THE QUESTION. 4. SUPPORT YOUR ANSWER WITH CITATIONS FROM THE TEXT, USING THE COMMA QUOTE STRATEGY. 5. EXTEND YOUR ANSWER BY: · BACKING UP THE INFORMATION FROM THE TEXT WITH YOUR PERSONAL EXPERIENCE OR PRIOR KNOWLEDGE YOU HAVE 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 Map Skills

Name Class Date

Part A; Pre-assessment identify die statement to be T or F in the Before column to show what yOU know about the following map topics.

Before Maps 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 state Futura. (2) Then, “dig” to give a detail about that statement to show more elaboration about that observation. 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. OD2. OD3. OD4. OD5. ODPart C: Answer the questions that are connected to the packet. Be sure to check your answers out with 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 What I know

W What I want to know

L 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 elicits students 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 understanding of the concepts and statements Direct students to rewrite any statement that needs to be altered based on the selection they have read. (see sample 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. Put an 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 then to america. 3. Pumpkin plants have two kinds of flowers. The pollen from the male flower must be carried to the female flower in order for pumpkins to grow. 4. Pumpkin flowers bloom in the night and close up during the day 5. Some pumpkins have grown to over 900 pounds. Some are very tiny 6. 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”

WHALES 1. 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

TEXT FEATURES USED by AUTHORS

Colors

Maps

Boxes

Photographs

Bullets/Steps • • •

Underlining

Captions This is a square. It has Bold print

Big letters

4 equal sides

Arrows

Labels Apple

Graphs

Italic print

Pronunciation Key ear ( e r )

Diagrams

Embedded Questions DURING READING STRATEGY EMBEDDED QUESTIONING is cutting the text up and embedding questions or 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 topic 2. 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-Up Strategies

Good readers use some strategies to monitor their comprehension when the meaning is lost. When necessary, they integrate semantic, syntactic and graphophonic cues to construct meanings for unknown words. Often however, self monitoring uncovers comprehension break-downs beyond the word level. To teach fix-up strategies for comprehension at this level, teachers must help students generate and post for future reference a list of strategies to use when comprehension breaks down for any reason. As students discover new fix-up strategies they should discuss and add them to the list. Oral reading by the teacher or students provide opportuniti\y to monito reading and apply fix-up strategies.

A class list may include, but not be limited to. the following fix-up strategies. Teachers are encouraged 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.

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, and feelings 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 Aloud What 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 modeling strategies. the teacher guides students in identifying and discussing use of the strategy. Strategies can be charted to future use. After guided practice. students can be paired to practice “thinkaloud” with each other.

Frayer Model Pre-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 the attainment of concepts important to develop understanding around ESSENTIAL AND NONESSENTIAL 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. Using crayons, marker. etc/ and hanging the posters until the end of the unit will assist those “forgotten” concepts. See Model: Essential Characteristics

Non-Essential Characteristics

WORD Examples

Non-examples

Definition A mathematical shape that that is a closed plane figure bounded by 3 or more line segments

Characteristics * closed * plane figured * more than 2 straight sides * 2 dimensional * made of line segments

POLYGON Examples

Non-Examples

* pentagon * hexagon * square * trapezoid * rhombus

* circle * cube * sphere * cylinder * cone

C.O.N.C.E.P.T. MAP Post Reading Organizer

-7 step cueing system that allows readers to note the importance 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 by creating the same style of organizer each time is habit--forming for students. They can internalize this strategy, and it allows them to interpret the information each time.

Comparison Table: People Overall Concept

Concept

Characteristics

Concept

Characteristics

Like Characteristics

Extensions

Like Categories

Unlike Caracteristics Unlike Caracteristics

Summary

Unlike Categories

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 information based upon what they already know and connecting it to new information; going beyond what you already know. ????????? the coats? How is using coyote fur similar to using dog fur? The same Why 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 and disagree with the article? How does the format of the article allow you to move through the information 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 it affects you as a person.... ex. What is your opinion on using a dogs fur for a coat? Do you like dogs as a pet 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 Process During, 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 details but 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 other concepts. *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 Then they can put all of this information into a paragraph.

the text.

Sample: 2-7 Estimating products and quotients pg. 94 of Middle School Math, Course1 WhoWhatWhereWhenWhyHow-

the students doing the estimating problems estimating products and quotients in Ch.2 of Math class when using multiplication and division rounding numbers and using compatible num6ers 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 that ony’ 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 product or quotient, we need to look at the end number and round up or down based upon the number to the right of the identified place value. We can even round so that only one place value is a nonzero 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 comprehension. 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 on following 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?

EXIT Exit Slips What is it? A 3x5 card given to each student at the end of an instructional activity. discussion, demonstration, or reading of a text. On one side of the card, students write one thing they learned: on the other side. they write 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 have on 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 or students can be invited to respond. Selected questions may be put aside for future study. Modification: Rather than writing one thing learned, students can respond to questions such as: What was surprising for you? What were you thinking about the most? What is one idea you are excited about?

Connecting Reading and Writing There are various ways that we can connect reading and writing in ANY classroom on a consistentbasis.

1. Exit Slips 2. Free Writing- focused, non-focused 3. Journals 4. Stance Questions 5. Authentic Prompt Writing 6. Dialectical Journals 7. 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. Text patterns represent the different types of logical connections among important and less important ideas in this material. 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 than one 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 of the topic or give steps in the process. Time reference may be explicit or implicit, but a sequence is evident in the 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 of other 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 - Contrast

to begin with most important also in fact for instance for example

on (date) not long after now as before after when first second then finally

however but as well as on the other hand not only...but also either...or while although unless similarly yet

Cause-Effect

Problem Solution

because since therefore consequently as a result this led to so that nevertheless accordingly if...then thus

Reading in the Content area II Stance Questions

Part I For quality written stance questions:

?Make sure the reading material that you have selected will allow for stance questioning. (the text is long enough...)

?When writing stance questions, always write your answer using the

text for support before giving the students the actual questions. (so that you know the answer can be found in the text... work ahead!)

?Have someone who has not read the text answer your question; if they can answer the question, you need to re-write it.

?Cue students to use text-based support in their responses.

(...

refer to the

text, provide evidence, Include text-based details...)

?Stance questions require “think time,” so allow your students

adequate response time. ?Review student responses to determine if the question intended is the question students answered. (.. there may be confusion within the question itself..)

?As part of your instructional program, teach students necessary

strategies to demonstrate their construction of meaning through the stances. (teach them the stances and cue them on how to recognize the differences between them so answers reflect success)

?Once students are comfortable answering stance questions, allow them to generate their own!!

?DO NOT CREATE A LIST CONTAINING A GREAT NUMBER OF STANCE QUESTIONS; FOCUS IN ON THE LEARNING OUTCOME! (.. IF YOU GIVE

YOUR STUDENTS MANY QUESTIONS, THIS WILL TURN THEM OFF; A FEW WILL DO IF THEY ARE THE RIGHT ONES...)

Sample Action Verbs

adapt adjust analyze apply appraise articulate ask assess calculate challenge check classify clarify collect combine cornpare complete conduct connect consider contrast construct correct create decide deduce defend define demonstrate describe design detect develop devise differentiate discuss display distinguish

engage establish estimate evaluate examine exhibit experiment explain explore express find gather generalize help identify incorporate induce inguire inspect instruct integrate interact interpret invent investigate justify label locate list make modify monitor organize participate perform plan predict present

Source: Maryland assessment Consortium

prioritize produce propose pursue question rate reach reason recognize reflect respond retrieve review revise search seek select show solve structure support synthesize teach test use utilize write

Identifying Stance Questions

Global: In my head from what I’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 author wrote.

The Reading-Writing Connection Teaching Reading in the Contents Area II

THE WRITING PROCESS

Prewriting choosing a topic and planning to write about it...brainstorming with organizers and lists, etc...

Drafting writing a first draft...getting your ideas down on paper...not worrying about mistakes...usually in pencil and skipping every other line

Revising reading your drafts thoughtfully to define your ideas. add details, check the order and include STRONG words...at this stage we may meet with the teacher to discuss our ideas or communicate as a group in order to make sure that we are on the right track...- BUT it 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 a second occasion - checking for mistakes!

Publishing/Final Draft writing a final draft for assessment or sharing... this should be a clean 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 the READING PROCESS.........

THE READING PROCESS

Previewing

viewing or looking over the entire text by recognizing the text features and format of the text

Pre - reading

recognizing 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 the text - a possible second reading - visiting from a personal, interpretive, or critical standpoint- 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, how are these processes the same?

Reading in the Content Area II Before, 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’s lesson in your classroom.

Learning: What is the purpose of reading strategies as they are used in any and all classrooms?

Th Mini e P Read age in Whe g el

Th ab ink wh out I ab kno at o w su ut th bje e ct

Think a bout h ow this fit s int wh at I alrea dy know

e cid I e D ow e h us ll wi this ion t ma r o inf

if I Ask ged n cha ause bec hat of w ad I re

ng I: eadi re R Befo ict Pred he t what ial r mate e will b t abou

Create l menta s picture t of wha I read

I: ing ead le R Whi

ten Of top s alk lf t to yse m t to bou t I a ha w ad re

Ask what I have learned

Know wh I am y read ing the mate rial

G m iv att y f e e u t nt l m o the ion a t e ria l

Stop and rerea d what is not clear

While Read ing I :

The Thinking Reader

Strategies That Might Be Taught when 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 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 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, 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 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 subject area.

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 about the characters and setting the events what will happen next the problems and how they are solved If you are reading a poem. think about: the topic of the poem how the poet wants you to feel the descriptive words that make the pictures in your mind the 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 parts or 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?

S trategic readers actively construct meaning as they read, interacting with the text. They set purposes for reading, select methods of accomplishing these purposes, monitor and repair their own comprehension as they read. and evaluate the completed task. A strategic reader constructs. examines, and extends meaning before, during, and after reading for a variety of texts. ‘Teachers who understand that reading is a strategic process establish environments that provide opportunities for children to learn language and learn about language while they are using language for real purposes.” (Halliday) There are a number of differences between strategic readers and poor readers during all phases of the reading process.

How Do Strategic Readers Differ from Poor Readers? 1. Before Reading, Strategic Readers...

Poor Readers...

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.

Poor Readers...

3. After Reading, Strategic Readers...

Poor Readers...

• Build up their own background knowledge about reading and the topic • Set purposes for reading • Determine methods for reading, according to their purposes.

• • • • • • • • • •

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.

• 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 to cover.” • 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. • 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 have learned.

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 reading strategies as students read various texts for diverse purposes. Thus, the teacher of strategic reading develops and follows an organized plan in promoting student growth in use of the strategies. See “Strategies of 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 or independence. Strategies require the use of more than one skill simultaneously when reading sen-tences, 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 the response is called for.

The differences influence instruction and learning. In teaching skills, the object is to create automatized accuracy through drill and practice activities (such as worksheets) which call repeatedly for the same response. 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 reasoning about problems encountered in real text (such as trade books or magazines) where each situation demands a slightly different response. Students who receive strategy instruction learn to reason adaptively with their own knowledge about how reading works.”

Duffy and Roehler, Reading Teacher, January, 1987

What Are the Steps Teachers Should Follow in Planning and Providing Strategic Reading Instruction?

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. thereby enabling students to set appropriate reading purposes, recall related prior knowledge. preview and predict what the text will be about, and select reading methods to suit their purposes and the text. Included in these considerations may be readers’ decisions to expand their back-ground knowledge through related discussion, exploration of key concepts, or related reading. · DURING-READING activities should enable students to monitor their comprehension through a variety of strategies and experiences and acquire diverse fix-up strategies to improve their understanding where necessary. · AFTER-READING activities should teach students to review their understanding of text, relate new ideas to their background knowledge, revisit the text to clarify and extend meanings, make responsible interpretations and criticisms of ideas from the text, revise their thinking, apply the information to other texts 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 relevant thoughts and memories. · BUILD BACKGROUND by activating appropriate prior knowledge through selfquestion-ing about what they already know about the topic (or story), the vocabulary, and the form in which the topic (or story) is presented. · SET PURPOSES for reading by asking questions about what they want to learn during the reading process.

The following strategies can be used to assist students before they read the text. They enable the students to 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 map that delineates Northern and Southern states of slavery. The teacher might read to the students Pink and Say ( a picture book which describes the friendship and perspectives of two Union soldiers during the Civil War) by Patricia Polacco. The students might share their knowledge about Civil War events and local battle sites and then examine the textual elements of Across Five Aprils in order to predict novel events. After reading the front and back covers, copyright page, and dedication, the students use a visual organizer to predict novel events. The teacher might then save the organizer for later review and give a copy to each student, 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 stimulating purposes for reading. Predictions may be made after reading the title or first section of a selection, viewing an illustration, or from skimming an assignment. Predictions may be listed. Students should be asked to justify their predictions based on available clues.

Prereading Plan

This technique enables students to use and analyze their prior knowledge about 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 prior knowledge of the class before presenting the content.

Directed Inquiry Activity ~DIA)

· Survey the title, subheadings. and illustrations. · Predict responses to these questions: Who? What? Where? Why? and How? · 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 ReadingThinking Activity (DRTA)

The DRTA allows students to take an active role in setting their own purposes for reading. It includes these steps: · Survey the title, subheadings, and illustrations, and make predictions about the content. · 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 and control over that understanding while reading. It enables readers to measure their comprehension and take steps to enhance it. When students become conscious of their thinking and comprehension, they can deliberately apply different fix-up strategies when comprehension breaks down. A major goal of reading instruction for students is to expose and equip them with productive self-monitoring strategies. Several of the following techniques are useful to this end.

Self-Questioning

Self-Questioning is a technique in which students generate story-specific questions about the important elements of a text as they read in order to integrate better prior knowledge with the text and the reading context. Story elements whose meanings are extended by self-questioning might include the main character, goals, obstacles, outcomes, and themes of the story. Students move from a general question to a story-specific question. The generated questions may be used for group response and discussion. They may also be used with explanatory materials.

Teachers may implement the self-questioning technique in the class room using the following steps: Self-Questioning

· Model general questioning techniques for the students.

(continued)

· Model how to generate text-specific questions based on the general questions while 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 Goal Obstacles Outcome Theme

GQ: SQ: GQ: SQ: GQ: SQ: GQ: SQ: GQ: SQ:

Who is the leading character? Is this story more about the Socs or the Greasers? What is the leading character trying to accomplish? What is Ponyboy trying to do in this story? What obstacles does the leading character encounter? How do the Socs cause problems for Johnny? Does the leading character reach his or her goal? Is Ponyboy able to resolve the gang and family conflicts he faces in the book? What is the author saying to us about life in this story? What did I learn about solving conflicts from reading The Outsiders?

Think-alouds remove the cloak of mystery surrounding the comprehension process as teachers and students verbalize their own Think Aloud thoughts while reading orally. A think-aloud may include the following steps: · The teacher selects a passage to read aloud that poses comprehension problems for readers, for example, complex or difficult concepts. contradic-tions, ambiguities, or unknown words. The teacher is careful the passage includes specific sections where comprehension breaks down in order to model with students ways to deal with each. · The teacher reads the passage aloud and thinks out loud about the problems encountered, reflecting how he or she monitors understanding of the text and makes decisions to remedy comprehension problems. The students observe the teacher’s modeling silently, noting the monitoring of comprehension. The teacher should include the following considerations during think-alouds: a. Make predictions (develop hypotheses): for example, “From the title, I predict that this section will tell how fishermen used to catch whales . . . In this next part, I think we’ll find out why the man flew into the hurricane.... I think this is a description of a computer game.” b. Describe the pictures imagined from the information given: for ex-ample, “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 in the text): for example, “This is like a time we had a flat tire while driving to 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 from what I had expected.” e. Demonstrate “fix-up” strategies (correcting lagging comprehension): for example, “That is not clear; I’d better reread.... Maybe I’ll read ahead to see if it gets clearer. . . . I’d better change my picture of the story.. . . This is a new word to me, and it seems crucial to the meaning of the essay; I’d better try to figure it out what it means here....” · The teacher leads a debriefing discussion in which students summarize what the teacher did and why. They focus on the choices made by the teacher and the reasons and outcomes of those choices. · The teacher structures a small-group or paired activity in which students take turns practicing think-alouds with difficult reading materials.

Fix-Up Strategies

Good readers use fix-up strategies to monitor their comprehension when the meaning is lost in a reading. (See Student Resources Section for Comprehension System 8 Chart.) When necessary, they integrate semantic, syntactic, and graphophonic cues to construct meanings for unknown words. Often, however, selfmonitoring uncovers comprehension break-downs beyond the word level. To teach fix-up strategies for comprehension at this level, teachers must help students generate and post for future reference a list of strategies to use when comprehension breaks down for any reason. As students discover new fix-up strategies, they should discuss and add them to the list. Oral reading by the teacher or students provides an opportunity to monitor reading and apply fix-up strategies.

A class list may include, but not be limited to, the following fix-up strategies. Teachers are encouraged 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.

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.

Visualizing

Visualizing is the process of forming appropriate mental pictures based on a text to assist understanding. For example, in reading the Arthur Conan Doyle story, “The Adventure of the Red-Headed League,” readers must imagine ac-curately the layout of buildings as described by the narrator, Dr. Watson, in order to solve the mystery before Sherlock Holmes or even appreciate the so-lution when it is provided at the end of the story. As student readers grow, so will their abilities to imagine the scenes, characters, and actions of stories. They need concrete activities to help them develop this skill. The following techniques may help students’ skills grow in this area: When reading material where comprehension requires visualization, select a brief excerpt and use it to model a new strategy. Begin with simple descriptions and proceed to more complex ones as student capabilities improve. · Read the selected description aloud, stopping as details are added to have students describe, draw, or diagram (depending on the nature of the description) what they imagine from the description. · Have students evaluate their imagined or drawn descriptions by com-paring them with each other and with the text. · Discuss strategies students may use while reading to improve their own visualization. Have them consider which strategies are most useful for various kinds of descriptions. For example, students may choose to sketch maps of the scene of the crime in the Sherlock Holmes story to help them follow the plot; they may draw a floor plan to help them imagine the location of clues at the 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’s appearance as described by the detective. · Use imagistic poems - especially short ones, such as haiku - to have students picture and appreciate visual descriptions. Ask students to describe what a poet is observing when describing a scene or object.

INSERT

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 as they read. and clarify :heir own reading. It helps teachers know what parts students find confusion: and plan accord-ingly.

Marking System for INSERT Strategy I agree X + ! ? ??

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 a text. Graphic organizers of various forms are available in a variety of locations (in-cluding most recently the 1996 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 or chapter mapping charts. Such visual organizers support before, during, and after reading strategies, but when used during the reading process, they provide exceptional methods for students to monitor their own understanding. It is important for teachers to convey to students that they use graphic organizers as a means of visualizing their thinking to understand a concept. These organizers are a means to an end, and not the end 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 graphic organizer that is useful during reading.

This framework helps students build background knowledge through a prediction chart that asks: • K: What do I already know? • W: What do I want to learn? • L: What have I learned?

KWL and Variations

KWLS

• • • •

KWHL • • • •

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?

K: What do I know? W: What do I want to know? H: How will I learn it? L: What have I learned?

Reciprocal Teaching

ReQuest Procedure

(Reciprocal Questioning)

Reciprocal teaching involves four processes in which students and teachers take turns being the teacher and eliciting responses from students. (See Teacher 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 about common 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 inter-pretations. · Final discussion helps students to summarize and justify their predictions.

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

Retelling is a very simple activity that can be used for diagnosis or to help students 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 students and have the partner either comment on the accuracy and complete-ness of the retelling, or have the second student also read and retell. · Ask the students to evaluate how successful they were and speculate on why hey were 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 to generate some tricks” (strategies) for increasing memory, such as pre-viewing the passage with a quick scan, generating a mental outline or key questions to guide the reading, and so on.

Oral-to-Oral Retelling: The student listens to a selection and retells it orally. This approach may be most appropriate 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 a diagnostic component of many published inforn4U r~4ing inventories. Reading-To-Written Retelling: The student reads a selection silently and retells it in writing. This method is easily practiced in a Reading Workshop environment.

Summarizing

Pyramid Strategy

Summarizing fosters understanding and remembering as well as develops interpretations of texts. Proficiency in summarizing involves steps that grow in complexity and that require varying degrees of practice. The following summarizing 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 informa-tion from a reading selection to compose a “bare-bones’ summary. See Teacher Resources Section for teacher explanation and Student Resources Section for the pyramid graphic organizer.

What are Some Techniques for Responding to Reading through Writing? Exit Slips At the end of class, hand out index cards or slips of paper and have students summarize what they have learned from, and any questions they still have about the reading. A completed slip is each student’s ticket out the door. This helps the teacher monitor their understanding and determine where to begin the next lesson. This type of informal writing should be non-graded. Freewriting Have students respond to a question or a reading by writing non-stop for a specific number of minutes. This enables them to discover what they know and understand about a topic. This informal writing should be non-graded. Round Robin This technique is used for brainstorming or reviewing. Have students seated in groups around a table with one pencil and one piece of paper. A question is posed, and students take turns recording answers on the paper as it is passed around the table. The question should be carefully chosen. It should elicit multiple answers. Groups’ answers should be shared and validated by the entire class. Journals Response journals are places where students reflect on their readings indepen-dently, with the teacher, or with other students. Journals allow students to take control of their own 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 needs to be learned and clarified, as well as other things. Once students are aware of their own learning, they become able to select, implement, and evaluate strategies that are effective for them. Read-ing journals in particular enable students to see what sorts of responses they make (that is, to inspect the stances from which they respond), to reflect on their own 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 the experience to ensure that it is productive. They may require student to make entries before, during, or after reading. Generally, they should require brief entries at first, and then 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. Everyone must understand that journals, unlike diaries, should include only thoughts that the student writer is willing to share with the teacher or class.

Entries could include attempted reading strategies, reading problems, things students feel they do well as readers, questions they have about themselves as readers, when they may apply a strategy in the future, and what made them attempt a particular strategy. Students should also respond to what they read by reflecting, first on that which seems important to them, and then on such considerations as plot, literary technique, and author’s purpose. Response journals will only be effective if the teacher continually demonstrates the many ways that the journals can be used. · Dialectical Journals: Have students take and respond to their reading notes by using a two-column chart. In the left column, they record notes from the reading; in the right, they list comments or questions about the material read. This informal writing should be non-graded. · Response Journals: Response journals are places where students reflect on their readings independently with the teacher, or with other students. (See Student Resources 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 on what they are learning, how they have learned it, how they apply knowledge, and what they still need to learn. These entries frequently address program or individual goals, strategies, and the reading process in general. They may be prompted by teacher-designed questions or open-ended statements and serve as excellent 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 is Dan. 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 is the 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 parents know. Another differences is We are comparing Manisha to Billy’s lifestyles and animals. We have gathered two things about their lifestyles and animal. Well, One difference is that Manisha is always grounded, and Billy never gets in trouble. For example Manshia is grounded until spring, for confidential reasons, and Billy never got in trouble 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 would never 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 this to 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 rather large city called Frederick, which it is in the state of Maryland. Frederick is very different than the I will be 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 river bottoms. On page___ Wilson Rawls describes the mountains as... Frederick, Maryland is a city, which is surrounded by mountains and farms. Billy lives in the mountains. 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. Billy has to walk overnight to get to the nearest town, Telaquah. Clearly Frederick is a much different community 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 to his 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 does not listen to his mom all the time, we thinke he should does follow his dreams. we think it was good that telligua Billy has a “dog wanting disease” as Wilson Rawls describes on page He loves his dream so much he leaves his house without telling his parents to get his dogs. On page he is described 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? A Mama’s character in the novel Where the Red Fern Grows is that of a worrier. Often Wilson Rawls writes about how concerned Mama is for Billy. C For example, on page 49 when Billy came from his trip to Tahleguah, Rawls wrote, “She looked up. I saw all the worry and grief leave her eyes.”

E The quote above proves that mom was worried because Billy sees the “worry” in his mother’s face. Mama is described as “worried.” CE Also, on page 89 Wilson Rawls writes, “After Mama saw that there were no broken homes, or legs 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 chose this quote because it proves that Mama is always thinking that Billy might get hurt when he is by himself. She never 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 writes about how concerned Mama is for Billy. For example, on page 49 when Billy came back from his trip to Tahlequah, Rawls wrote, “She looked up. I saw all the ‘worry’ and grief leave her eyes.” The quote above proves 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, or legs chopped off, she smiled and said, ‘I never know anymore’.” In this quote Mama is speaking to Billy after he returns from trying to chop down the big sycamore. I chose this quote because it proves to me that Mama is always thinking that Billy might get hurt when he is by himself. She never says,” I’m sure that Billy is fine,” or anything like that In short, Mama’s character is that of a worrier.

ACE Strategy Checklist Points

Self

Teacher

Self

Teacher

Did 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 Did 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 of Writing/ Writing Strategies

What to Look For in the Teaching of 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, insist that they Q.A.D. ** This writing strategy is used when we are preparing our students for the Maryland Functional Writing lest or a writing prompt as a performance assessment!! Usage:

Q

Identifying the questions that the prompt is asking for... there may be more than one. - restating the question from the writing prompt in order to develop the answer

A Identifying the answers that respond to the questions asked in the prompt. - directly answering all the questions asked about in the prompt so that there is a direct correlation between all the questions

D

Details that support the answers that relate to the questions asked. -creating an explanation for the answer given by adding sufficient 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 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, 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

1 per teacher; 1 per student (copied on green paper)

PEER RESPONSE FORM - WRITING TO EXPRESS PERSONAL IDEAS 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, 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

1 per teacher; 1 per student (copied on green paper)

Possible Writing Forms • • • • • • • • • • • • • • • • • • • • • •

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

• • • • • • • • • • • • • • • • • • • • • • •

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

Possible Audiences to Address • • • • • • • • • • • • • • • • • • • •

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

Audiences for MSPAP Writing Aquarium manager Astronaut Banker Cafeteria worker Celebrity Classmate Community organizations Contest judge Custodian Dentist Disc jockey Doctor Druggist/pharmacist Farmer Firefighter Friend Greenhouse operator Meteorologist/weatherperson

Military people Nurse Other family member/relative Parent Park ranger Planetarium manager Police officer Political figure Postal worker Principal PTA Recycler Skipper/ captain of a ship Store keeper Student government Teacher Television network staff Zookeeper Source: MSDE

Forms of MSPAP Writing Announcement Book review Booklet Caption Character sketch Conclusion Description for a school exhibit Editorial Entry for a brochure Invitation Letter Magazine article

Newspaper article Note Play Poem Report Request Science log Short report Speech Story Summary Written advertisement

Clarification of Literary Terms Used in MSPAP

Source: MSDE

“author’s craft” -devices used by writers including-. length of se~itences, use of humor, tone, variance of sentence complexity, 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.)

3 - Point Paragraph Outline Topic: 3 points about the topic: 1. 2. 3.

Sentence #1 Topic Sentence (Use words in the topic and tell how many points will be made.)

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. Some of the ways that language can be used to persuade and manipulate are listed in the chart below. Type of Language

Word choice

Figurative language

Definition

Examples

Connotation- a word that evokes an emotional response Denotation- literal meaning of a word.

Clever vs. cunning

Euphemisms- terms that make things seem better than they are Youthful offender vs. juvenile delinquent

Youthful offender vs. juvenile delinquent

Simile

While clever and cunning both describe a person as skillful, cunning implies crafty and sly.

She is like a freight train. The rain fell like cats and dogs.

Metaphor

He is a star!

Analogy

It would be like a snowstorm in the middle of July.

Sentence patterns

Repetition

“I have a dream” ... used in Martin Luther King’s famous speech.

Allusions

References to famous works such as the Bible or mythology

Mercury messenger of the gods used in advertising as an image

Concrete and abstract images

Stereotypes or generalizations

He was a poor starving artist.

SHARING AND RESPONDING (ASUMMARY) TYPE OF RESPONSE

HOW TO USE IT

WHEN IT’S USEFUL

NO RESPONDING: SHARING

Read your paper out loud to a listener. Listener gives no response.

When you do not want criticism. When you want to celebrate your finished piece.

SAYBACK

Say to your listener, “Say back to

me in your own words what you think I said in my writing. Invite me to figure out better what I really want to say.”

When you hear what you thought you said, you know that you got your message across. When you don’t hear what you thought you said, you know you need to make changes.

POINTING

Ask your listener, “Which words or phrases stick in your mind?”

When you want to know what is getting through.

SUMMARIZING

Ask your listener, “What do you hear as my main point or idea (or event or feeling)? What are the minor ones?”

When you want to know what is getting through. Make changes if the listener mixes up your main point and your minor ones.

WHAT IS ALMOST SAID OR IMPLIED

Ask your listener, “What do I almost say? Would you like to hear more about this?”

When you need new ideas or need to expand or develop what you have written.

CENTER OF GRAVITY

Ask your listener, “What do you think is the focal point of my writing? The center may not be the main point; it might be an image, phrase or detail for example.”

When you want to develop your ideas more and want to make sure you stick to your focus.

The ideas listed here are paraphrased material from Elbow, Peter and Pat Belanoff. Sharing and ResDondin~. (New York: Random House, 1989). This short, readable text will give you lots of ideas on how to make peer response work in your classroom.

WRITING PROCESS ACTIVITIES Teachers across the curriculum know that they need to teach writing and language usage, and many are familiar with the notion of the writing process (the use of a series of strategic activities meant to help a writer develop a polished piece of writing). Yet, teachers may be unfamiliar with the variety of strategic activities designated by the term “writing process.” Below is a List of the primary types of activities writers engage in as they create a written packet along with tips on how teachers can implement these activities in the classroom.

Prewriting Activities Brainstorming, clustering, webbing, tagnemics, questioning, the pentad, and freewriting are all popular prewriting activities. Writers use these activities to generate a mass of ideas from which to initiate a developed first draft Students must be taught to do more than one type of prewriting activity for each first draft, since a single type of prewriting seldom provides a writer with enough generated material to write that first draft Too; teachers can show students that after a first draft is completed. students should review the prewriting to check that all relevant material generated in the prewritng activities actually made its way into the draft Teachers should use student prewriting pieces and drafts to show students the relationship between prewriting material and the first drafts related to them. Teachers should choose prewriting materials/drafts that show prewriting that is too vague and the consequent first draft that is too vague, as well as demonstrate how detailed prewriting has lead to detailed drafts. Though teachers should review prewriting with their students to help them develop it better, they should not grade prewriting because prewriting is not an authentic product itself, merely a means to an end. For more The Literacy Express Volume I Issue 2 MSDE—ELA Section June 6, 1996

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 Activities When teachers ask students to draft, there are several assignment constraints that should be determined prior to giving the assignment

Considerations a. Timed or untimed writing—How much time a child has to do a piece of writing often affects the quality of the written product To prepare children for the world of work and for large-scale assessments, it is important to vary the time limits you assign for writings over the school year. Sometimes a quick write of 5-20 minutes is all that is needed. Sometimes a child will need several class periods to do a good first draft. b. Noise levels —Some children like to write with the radio blasting. Others do best with absolute quiet So that children become comfortable with real world writing situations, the teacher should vary the noise level in the writing classroom. c. Where to write —In most schools, children write only at their desks. Teachers can vary the locations where children can write, so children become comfortable writing anywhere. Take the children outside, and let them write out in the fresh air. Move the children to the library or to the gymnasium, and let them write there. Each change in locale will bring new, pleasant writing experiences for your students.

d. Self-Evaluation Activities —The purpose of selfevaluation activities is to make students reflect on the strengths and weaknesses in a written piece before the student gets comment and response from another person. Teachers can write questions which the student can use to prompt self-evaluation. In addition, children can describe the process used to produce the writing in order to help recall ideas/stages that were missed or that need more work. Self-evaluation activities should lead to revision of a draft and should never be graded. If students know that seal-evaluations will be graded, then they do them for the teacher, not for themselves. e. Peer Response Work—When students are trained well on how to give and receive feedback on their writings, children become better speakers, readers, listeners, and writers. Thus, instructional time spent on peer response activities is time well spent. Many excellent books and articles are available on how and why 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-scale assessments, no teacher response to student work can be provided, but in instructional settings, studentteacher conferences are the most important tool teachers have to teach writing and language usage. Teachers can hold short conferences (2-5 minutes each) with individual students while the rest of the class does in-class writing, silent sustained reading (SSR), or peer response activities. For these conferences to be effective, both the teacher and the student must be very selective/focused on what discussion will take place. To succeed at short conferences, teachers must insist that only one quick problem/issue be addressed per conference. When teachers are first training students to work in this conference mode, it helps to set a timer for the designated time (e.g. five minutes) and to end the conference as soon as the timer rings. In this way, teachers and students learn to maintain focus. This conference method is called the “Garrison Method” and is explained in detail in the teacher’s guide that comes with the book: Garrison, Roger. How a Writer Works, New York: Harper & The Literacy Express Volume I Issue 2 MSDE—ELA Section June 6, 1996

Row, 1985. Teachers can learn more about how to use conferences effectively in Hams, Muriel, Teaching One-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 the revision process. The generally accepted order of revision 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 and development. Here axe two quick activities that are tried and true. a. Ask children to add adjectives before each noun without one. Point out how adjectives can help attract the 5 senses of a reader. When the words added create awkward sentences, teach students how to vary sentence 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 logically answer 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 ?Need to add ?Need to add Dave, who was friendly, used his own money to buy a shaggy dog at Cullin’s Pet Shop on Saturday. Dave wanted a friend who would always love him.

Style and Tone To revise for style and tone, first students must understand how style and tone convey purpose and audience concepts to a reader. As teachers discuss readings in the content areas (e.g. literary texts, science and mathematics textbooks, and the newspaper), they should show children how word choices the authors have made help to convey style and tone. Then, as children revise their own writings, teachers should ask them to highlight the words that convey style and tone. Children should be encouraged to add words to polish their writings for style and tone.

proofreading and language usage require small group or individualized instruction. Since the patterns or types of language usage errors made are individual, large group grammar lessons are seldom effective Thus, most children need mini-lessons in grammar done in groups of 2-5 people or individual lessons in student-teacher conferences. Students who can use grammar and spell checkers on thc computer should be encouraged to do so since repeated use of these devices both helps students create polished products and simultaneously serves to strengthen student skills in grammar and spelling. SUGGESTED READING

Organization of Paragraphs Most handbooks and student writing texts provide extensive discussions of how children can learn to revise the organization of their paragraphs. One particularly useful technique is the reverse outline. After a first draft, children list the topic sentence or main idea of each paragraph in the order these ideas appear. Then the children can try putting these listed items in an alternate pattern. When children find the pattern they like best, they can reorder their paragraphs accordingly. Organization of Sentences within Paragraphs Sentence combining exercises, as advocated by William Strong, provided the sentences come from the students’ own writings, really help children learn how to organize their sentences. Also, older children can be introduced to formal paragraph organizers (e.g. inverted, summative, etc.) and can try a variety of paragraph patterns within real working drafts. Word Choice To revise for word choice, children should first remind themselves of the purpose and audience for the writing. Then children should check to make sure that the words used can be understood and appreciated by their audience. Too, students can be prompted to look for places to add descriptive words to create more precise images. Proofreading and Languaue Usage Activities -The most important instructional methodologies to teach The Literacy Express Volume I Issue 2 MSDE—ELA Section June 6, 1996

Looking for something to read? Take a trip to the zoo, A to ZOO that is, and spend some time browsing through more than 14,000 titles arranged into 800 different subjects. Teachers, librarians, and parents have long recognized that picture books are both a source of delight and learning for young readers, but choosing the right book for a particular situation can be a time consuming and sometimes frustrating job. The fourth edition of A to ZOO attempts to simplify this task by providing a catalog of books that have been carefully selected, with consideration given to current trends in publishing, the best of children’s literature, and the availability of titles. The picture book as defined within the scope of this work is a fiction or nonfiction title with illustrations that occupy as much as or more space than the text and with vocabulary or concepts appropriate from preschool to grade two. A to ZOO is organized to be used 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 to determine the subject of a given title. For example, it would enable the reader to realize that Northern Lullaby is written by Nancy White and concerns the subjects “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 readily available in the reference collections of school library media centers and public libraries. So the next time you need a book to satisfy a child’s interest or to enrich that special unit, visit a zoo full of books and authors and illustrators, and see what you discover.

A READING OVERVIEW As part of the Maryland Outcomes in Reading, students are measured on how well they are able to construct, extend, and examine meaning when reading a variety of materials using their knowledge about reading and their background knowledge. In order to measure construction, extension, and examination of meaning, the state of Maryland has adapted Judith Langer’s reader-response theory. Langer’s theory implies that through responses to carefully crafted questions, students can develop a more meaningful understanding of what they read. Stances One way to apply this reader-response theory is to think of the different stances one takes as one reads. It is not necessary to ask a question from each stance for each time the students is assigned a reading. However, it is important to move children through the stances so that children can enhance their understanding of what they read. Moving through the stances should become automatic, so as students read, they use the teacher-directed questions as self-directed ideas. Stance questions can often include multiple stances, requiring the reader to revisit the text with more than one question in mind. An example of this is that critical stance is often paired with personal response which helps students examine their meaning using their personal ideas and analyzing the author’s craft. Keep in mind, refining understanding of what we read is a higher-level thinking skill and requires constant modeling and monitoring. It is important not to spend too much time on any one piece, but to be diagnostic in knowing what skills certain students need in order to examine and extend their initial meaning. Global Understanding The first stance to try to tap is global or initial understanding in order to gain the gist of what one has read or what one has understood from reading the material for the first time. This is the construction of meaning, the foundation of reading comprehension Many times this ‘flrst read” is just enough to tell if it is necessary to read more or to read something different In a classroom, this stance can help the teacher determine The Literacy Express Volume I Issue 2 MSDE-ELA Section June 6, 1996

if students have a basic understanding already or if students need to revisit the text to obtain that basic understanding. If students demonstrate good global understanding, the teacher should consider asking questions using the other stances to help model ways students can enhance their comprehension. There is no formula for the number of each type of stance question that should be asked. The type of stance questions asked should be based on what types of enhanced meanings the students need to develop. Developing Interpretation If students need to verify, revise, or clarify their meaning, asking developing interpretation questions will help them revisit the text to extend their meaning. The important point to stress is how revisiting or extending the text has helped enhance their initial understanding. Personal Response Personal response questions help students examine their meaning in relationship to the world around them. These questions require students to revisit the text to connect what they have read to their background of experience and knowledge. Critical Stance Critical stance questions help students examine their meaning as they revisit the text by getting students to look closely at the author’s craft and style. As students evaluate the author’s use of technique, students are able to discover latent meaning in the text studied.

BECOME A CONTRIBUTOR

MS. Torchia 12th 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 follows the same rules of punctuation as prose, but “poetic license” allows the poet to be playful and creative. Sound devices help poets to play with words. Poets may choose a frame in which to work; or they may chose to write freely. For this assigument, we are going to learn about I. Sound Devices, II. Figures of Speech and III. Poetic Forms- all of which are important

I. SOUND DEV1CES 1. Alliteration- repetition of initial letters or sounds Seven ships sailed at sea My Madeline, my Madeline Mark my melodious midnight moans. 2. Assonance- repetition of vowel sounds How much wood could a wood chuck chuck 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 foam Quoth the Raven, Nevermore 4. Repetition-repeating words or phrases These 4 sound devices are found in the Edgar Allan Poe poem, “The Raven” and the first 3 devices are found in Sidney Lanier poem “Song of the Chattahoochee.” 5. Onomatopoeia- words which represent a sound Buzz, Crash The moans of immemorial elms A murmuring of innumerable bees Hmwk: Finish finding all the examples of the above sound devices in the 2 poems Find an example 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 lines 1- two syllables announcing topic 2- four syllables describing topic 3- six syllables expressing action 4- eight syllables expressing feeling 5- two syllables ending, synonym for topic EX: Flowers Yellow, dark red Waving in the morning Their fragrance brings me happiness Roses 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 topics other than nature. Word choice is especially important since there are so few words. Line 1 5 syllables Line 2 7 syllables Line 3 5 syllables Warming red fruit strewn In heavy hanging orchardsApple cider soon.

Dark broken branches Their glazed and blacken scrolls etch A winter message.

4. Limerick- a five line poem that tells a humorous story. It has a required rhythm and a required rhyme scheme. Line 1- three accented syllables- a Line 2- three accented syllables- a Line 3-two accented syllables- b Line 4-two accented syllables- b Line 5- three accented syllables- a 5. Bound Verse- a rhyming pattern established by the author. It may have couplets (aa, bb) or triplets (aaa, bbb) or quatrains (abba, abab, abcd) 6. Free Verse- no specific rhyming or rhythmic structure. Punctuation and arrangement should enhance the flow and appearance.

WORD STORY 1. Think of a very short story (no more than 8 sentences) illustrating the meaning of one of your vocabulary words. EXAMPLE: PARSIMONIOUS - GREG’S PARSIMONIOUS HABITS Greg worked with a friendly and social group. Every week the group met for lunch or had a pot luck where everyone brought something. Greg never tipped the waitress even if she/her did an outstanding job. When there was a pot luck, Greg only brought 10 napkins. He never chipped in when someone had a birthday. Greg liked to brag that 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 vocabulary word 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 to write 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 sentence helped them the most.

TO THE TEACHER

SPATIAL DESCRIPTIONS

.My colleague Paul O’Brien uses the following method to teach spatial development in descriptive paragraphs.

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 not necessary 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 of spatial 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 something spatially. 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 it carefully to deter-mine a spatial and logical, order, and then write a spatial description. The first sentence 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 spatial description aloud, the student at the board sketches what is being described. At the end of the descrip-tion, the students can compare what was said with the visual on the board. Discussion, and then more volunteers. NOTE: The teacher should also do the assignment; just be sure to choose an outstanding artist to go to the board!

SPATIAL DESCRIPTION and SKETCH by Paul O’Brien

From where I relax in my overstuffed chair, - gaze a: a living room wall in our apartment. To the right I see two shoes slightly turned in towards each other resting on the 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. A glass vase filled with purple and white carna-tions poses at the front of the old table, and a Tiffany lamp, its shade three hues of blue, radiates light from the back of the ancient table. 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. A painting, behind and centered above the sofa, depicts a little girl looking at three ducks that appear to be swimming toward her. Adjacent to the sofa, a large glass bookcase filled with delicate-looking souvenirs and mementos rises toward the ceiling. On the top left of the bookcase, a large plant profusely displays its innumerable leaves. To the right of the plant and partially camouflaged by leaves, rests a Bible. A few more inches to the right stands a wooden statue of a monk in a prayerful pose. He appears to be reflecting on 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 a commercial product they had bought which did not live up to their expectations. After the students shared their experiences, we talked about the power a consumer has to change the policies and practices of a manufacturer. Eventually, we came to the realization that consumers can write to manufacturers and express their displeasure in a business letter. I also mentioned that manufacturers often respond to consumer complaints and that a great many of the students would receive free coupons and other goodies. After teaching my students the elements of a business letter, they wrote draft letters, I proof read them and made suggestions, and then they typed their final drafts. I required each letter to be flawless before it could be mailed. I also insisted that the return address be in care of me at the school address. A week after all the letters were mailed, I started getting mail from around the country. Kraft apologized for a macaroni product which was not as cheesy as the student had hoped and gave my student a coupon for free box. Another manufacturer apologized for the strength of their deodorant to deodorize underarms and also sent a coupon. The most successful letter was from a manufacturer of scented lemon trees many people place in their cars. She got a box filled with a forest of trees, smelly grape scented feet, and a strawberry smelling plastic mushroom! So, if you want a lesson that has some real world value and is fun, try this idea. Please note that I am not going to give you my address because I do not want to receive mail from you if this lesson flops! Gregory Greenleaf Winslow High School Winslow, Maine

Kathleen Rauch Rose Tree Media School District Media, 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 speaking distinctly 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 they experienced 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 you write 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. Make sure 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 as many strategies for revision as you can. Tell the students they may delete only four phrases, but then they 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 same number of syllables. Rewrite the piece from the point of view and with the speech patterns of someone who is different from you. Start this writing exercise without a hint that the end product may be a poem.

Writing a Personal Narrative from a Different Perspective and Time Using Interviews and Orai Histox7 Grade Level: M - S You can put a new twist on personal narratives and preserve oral stories by combining the two into the following project. Instead of writing a personal narrative from the writer’s experience and point of view, the writer will conduct an interview with an older member 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 the interviewee’s point of view.

Interviewing Process 1. 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”. These sheets 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 to discuss. 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, tell me how your dog, Rusty, saved the family next door when their house caught on fire.”)

Writing Process 1. 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 421 North Chesnut Street

Scottdale Elementary School Scottdale, PA 15683

Name

Date

My Story - Interview Sheet Person Being Interviewed Name Current Address

Date of Birth

Birthplace Occupation Nickname Mother’s Name Birthplace Father’s Name Birthplace Sibling’s Names

Employer

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

THE TEEN YEARS 1. Your first date:

2. Your first job:

3. Special friends:

4. What the world was like:

5. A typical day

6. Your drive and car:

7. What you did for fun:

8. Your responsibilities:

9. Hobbies and special interests:

10. Your dreamss:

11. Holiday celebrations:

12. Your most memorable moment, happy, sad, funny or embarrassing

1. Your job:

ADULTHOOD

2. Your marriage (or not):

3. What the world was like:

4. Special friends:

5. Hobbies and special interests:

6. What you did for fun:

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:

1. Your ancestor’s names:

ANCESTORS

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:

13. Their struggles:

ADULTHOOD

14. Their disapointments:

15. Their dreams:

16. Their achievements:

1. Your years in the service:

MILITARY LIFE

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:

My Story ~Childhood~ Tell me about

• games you played

• what the world was like

• your name or nickname

• your time with your family

• what you did for fun

• grade school experiences

• your pets

• hobbies and special interests

• special friends

• a typical day

• your dreams

• where you lived

• your responsibilities

~The Teen Years~ Tell Me About

• what you did for fun

• your first date

• your responsibilities

• your first job

• hobbies and special interests

• special friends

• your dreams

• what the world was like

• holiday celebrations

• a typical day

• your most memorable moments -

• your first drive

happy, sad, funny,

• your first car

or embarrassing

~Adulthood~ Tell me about • your jobs

• what you do best • your view of the world

• Your marriage (or not) • what the world was like • special friends • hobbies & special interests • what you did for fun

Tell me about

• a great joy • a great sorrow • your most vivid memory • advice you’d give for being the best person you can

~Ancestors~

• their homes

• your ancestors names

• their talents

• their homeland

• their religions

• the reason for coming to America • their trip to America

• their traditions & celebrations

• the date and place of their arrival • their ages and occupations

• their disappointments

• their struggles

• their dreams

~Military Life~ Tell me about • your years in the service • why you joined • the branch you joined •your initial rank and final rank

• where you were first stationed • your favorite assignment • your combat duty, if any • your injuries, if any • your most vivid memory

Idea Exchange NCTE Spring. NYC RESPONSE TO FIRST DRAFTS Rebecca Sanchez Curriculum Specialist Riverview Intermediate Unit 880 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 question mark beside an area where the reader is confused or where the writer needs to work for improvement. 5. As soon as you are done reading a draft, pass it to the right. In this way everyone is reading 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 of weakness. All writers get ideas from reading other drafts. The teacher can assign Draft 2 for the next day with revisions made based on today’s feedback

Creative Writing With Poetry In my senior level Writing class, I have found that some of my students are hesitant to come up with their own creative stories. Often times they feel that they are not creative enough or they simply do not have the desire to begin a story from scratch. To solve this problem I caine up with an exercise based on the art of compromise. I supply them with one sentence, which they must use somewhere in their paper, while they furnish the story that surrounds the sentence. Rather than spend hours trying to write inspiring sentences, I have found lines of poetry work quite well. A few examples: “Soon there will be no one to tell me what I was like when I was a little girl.” “This strange thing must have crept right out of hell.” “How easily the word went in my head clean as a bullet.”

“My dog hobbles with a stick of a leg that he drags behind him as he moves.” I select more lines than I have students in the class for a couple of reasons: a few students find some sentences too intimidating to try their hand at the first time; others want more than one line to incorporate into their stories. (I have, in the past, had students who have used four or five poetry sentences in their work and we have both benefited from the challenge.) All sentences are placed in a tiat and the students draw in random order. When they submit their work for evaluation, they are required to underline or highlight the sentence in 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 more reluctant writers have really found their voice with this assignment. Kathy Lamb St.Teresa’s Academy Kansas City, Missouri

Literary Genres

History of Literature

Literary Elements

Literary Elements - The language of literature Character: Narrator Viewpoint Point-of-View

Villain/Victim Flat/Round

ProtagonisvAntagonist Static/Dynamic

Threat Denuement

Final Confrontation Problem/Solution

Verse Rhyme (Scheme)

Stanza Meter

Line Forms (Sonnet, Haiku)

Drama: Dialogue Lines Scenery

Acts Props Blocking

Scenes Lighting Sound

Step in/Step Out Costumes

Montage Set

Plot: Freitag’s Pyramid Climax

Setting: Mood: Tone: Theme: Poetry:

Film: Camera Angle Special Effects

Suffixes Suffixes 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 ending in -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 a blocking action), lemonade age [act of, state of, collection of] salvage (act of saving), storage, forage al [relating to] sensual, gradual, manual, natural (relating to nature) a1gia [pain] neuralgia (nerve pain) an, ian [native of, relating to] African, Canadian ance, ancy [action, process, state] assistance, allowance, defiance, truancy ant [agent, one who] assistant, servant ary, cry, cry [relating to, quality, place where] dictionary; bravery; dormitory ate [cause, make] liquidate, segregate cian [having a certain skill or art] musician, beautician, magician, physician cule, ling [very small] molecule, ridicule, duckling, sapling cy faction, function] hesitancy, prophecy, normalcy (function in a normal way) dom [quality; realm, office] freedom, king-dom, wisdom (quality of being wise) ee [one who receives the action] employee, nominee (one who is nominated), refugee en [made of, make] silken, frozen, oaken (made of oak), wooden, lighten ence, ency [action, state of, quality] differ-’ence, conference, urgency er, or [one who, that which] baker, miller, teacher, racer, amplifier, doctor escent [in the process of] adolescent (in the process of becoming an adult), obsolescent ese [a native of; the language of] Japanese, Vietnamese esis, osis (action, process, condition] gene-sin, hypnosis, neurosis, osmosis ess [female] actress, goddess, lioness et, ette [a small one, group] midget, octet, baronet, majorette

fic [making, causing] scientific, specific ful [full of] frightful, careful, helpful fy (make] fortify, simplify, amplify

hood [order, condition, quality] womanhood, manhood, brotherhood ic [nature of, like] metallic, heroic, poetic ice [condition, state, quality) justice, malice id, ide [a thing connected with or belonging to] fluid, fluoride ile [relating to, suited for, capable of] juve-nile, senile (related to being old), missile ine [nature of] feminine, genuine, medicine ion, sion, tion fact of, state of, result of] contagion, aversion, infection ish [origin, nature, resembling] foolish, Irish, clownish (resembling a clown) ism [system, manner, condition, character-istic] alcoholism, heroism, Communism ist lone who, that which] violinist, artist, dentist ite [nature of, quality of, mineral product] Israelite, dynamite, graphite, sulfito ity, ty [state of, quality] captivity, clarity ize [causing, making] abusive, exhaustive lao (make] emphasize, publicize, idolize less [withouti baseless, careless (without care), artless, fearless, helpless ly [like, manner of] carelessly, fearlessly, hopelessly, shamelessly ment [act of, state of, result] contentment, amendment (state of amending) ness [state of] carelessness, restlessness oid [resembling] asteroid, spheroid, tabloid ology [study, science, theory] biology, anthropology, geology, neurology ous [full of, having] gracious, nervous, spa-cious, vivacious (full of life) ship [offIce, state, quality, skill] friendship, authorship, dictatorship some [like, apt, tending to] lonesome, threesome, gruesome tude [state of, condition of] gratitude, apti-tude, multitude (condition of being many) ure [state of, act, process, rank] culture, lit-erature, rupture (state of being broken ward (in the direction of] eastward, forward, backward

y [inclined to. tend tol cheery, crafty, faulty

Prefixes multi [many] multiply, multiform neo [new] neopaganism, neoclassic, neologism, neophyte non (not] nontaxable (not taxed), nontoxic, nonexistent, nonsense oh, of, op, oc [toward, against] obstruct, offend, oppose, occur oct [eight] octagon, octave, octopus, octane, octameter paleo [ancient] paleoanthropology (pertaining to ancient man), paleontology (study of ancient life-forms) par [beside, almost] parasite (one who eats beside or at the table of another), paraphrase, paramedic, parallel, parody pent. [five] pentagon (figure or building having five angles or sides), pentameter, pentathlon per [throughout, completely] pervert (com-pletely turn wrong, corrupt), perfect, perceive, permanent, persuade peri [around] perimeter (measurement around an area), periphery; periscope, peri-cardium, period poly [many] polygon (figure having many angles or sides), polygamy, polyglot, poly-chrome post [after] postpone, postwar, postscript, posterity pre [before] prewar, preview, precede, prevent, premonition pro [forward, in favor of] project (throw for-ward), progress, promote, prohibition pseudo [false] pseudonym (false or assumed name), pseudoscientific, pseudopodia quad [four] quadruple (four times as much), quadriplegic, quadratic, quadrant

quint [five] quintuplet, quintuple, quintet, quintile re [back, again] reclaim, revive, revoke, reju-venate, retard, reject, return retro [backward] retrospective (looking back-ward), retroactive, retrorocket se [aside] seduce (lead aside), secede, secrete, segregate self (by oneself] self-dltermination, selfemployed, self-service, selfish sesqui [one and a half] sesquicentennial (one and one-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] synthe-sis, synchronize (time together\ synonym, sympathy, symphony, system, syllable trans, tra [across, beyond] transoceanic, transmit (send across), transfusion, tradition, transform tri [three] tricycle, triangle, tripod, tristate ultra [beyond, exceedingly] ultramodern, ultraviolet, ultraconservative un [not, release] unfair unnatural, unbutton under [beneath] underground, underlying uni (one] unicycle, uniform, unify; universe, unique (one of a kind) vice [in place of] vice president, vice admiral, viceroy

Numerical Prefixes Multiples and Prefix tera giga mega kilo hecto deka deci

Symbol T G M k h da d

Submultipies 101 2 10 9 10 6 10 3 10 2 10 10- 1

Multiples and Equivalent trlllionfold biliionfold millionfold thousandfold hundredfold tenfold tenth part

Prefix centi milli micro nano pico femto atto

Symbol c m u n p f a

Submultipies 10- 2 10- 3 10- 6 10- 9 10-12 10-15 10-18

Equivalent hundredth part thousandth part millionth part billionth part trillionth part guadrillionth part guintillionth part

Character Traits List fun playful fair unfair bossy tidy sloppy messy silly sad happy mean unkind nice funny bad good angry scary friendly unfriendly sweet dishonest honest helpless loving shy brave smart selfish frightened gentle jealous odd foolish clever bashful curious merry proud cranky unselfish sneaky nosy lucky polite lazy quiet noisy loud

cheerful weak strong clumsy greedy grumpy jolly grouchy bright careless lonely caring thoughtful thoughtless likeable generous naughty gabby cruel nasty rude impolite strange weird careful p1easant moody superstitious energetic negative encouraging positive sociable special witty appreciative restless ridiculous sensible ambitious comical boastful miserable strict stubborn careless disloyal loyal popular mischievous

terrible horrible grateful worried trusting trustworthy eager obedient disobedient considerate satisfied uncooperative cooperative joyful patient two-faced generous mannerly talkative disrespectful skillful clever humble dull sincere warm orderly beautiful cowardly lovable affectionate wild forgetful nervous active serious courteous hot-tempered impatient disagreeable unhurried successful talented gossipy lively daring understanding strongwilled absent-minded enthusiastic respectful organized hardworking

inconsiderate considerate disorganized hateful forgiving unforgiving responsible humorous intelligent irresponsible graceful bold mulish courageous excitable mysterious lenient boisterous creative vain heartless merciless optimistic self-assured treacherous meek spiteful inquisitive stern sympathetic decent studious prejudiced gracious anxious conceited casual mature

Character Traits nice

patient

trustworthy

silly

fair

honest

sad

shy

dishonest

friendly

funny

grouchy

wise

stubborn

greedy

foolish

playful

selfish

lonely

happy

sharing

cheerful

lazy

weak

kind

talkative

responsible

careless

troublemaker

active

helpful

thankful

mean

well-behaved

spoiled

stupid

well-meaning

brave

strong

nasty

cowardly

unforgiving

polite

unhappy

daring

sweet

stupid

moody

clever

thoughtful

truthful

good

sneaky

weird

calm

easy going

hard-headed

smart

orgiving

thoughtless

Characterization Descriptors cheerful nice silly helpful friendly shy funny stubborn happy humorous intelligent active weak vain greedy mean stupid brave honest strong playful lazy sneaky ashamed fun playful fair unfair bossy tidy sloppy messy silly merry smart sneaky lonely stubborn

disloyal gabby skillful impolite daring weird careful pleasant moody lovable satisfied joyful energetic nervous forgiving positive special impatient gracious anxious sensible talented boastful sad happy mean unkind nice funny bad good loving strong cranky jolly caring thoughtless generous

rude worried lenient trustworthy eager obedient disobedient considerate affectionate forgetful uncooperative hateful stern serious irresponsible ridiculous successful mulish excitable angry scary friendly unfriendly sweet dishonest honest helpless curious greedy grouchy strict careless naughty horrible dull sincere orderly beautiful

cowardly superstitious inquisitive courteous prejudiced restless unhurried bold mature decent selfish frightened gentle jealous odd foolish clever bashful weak proud unselfish bright patient two-faced popular cruel understanding trusting respectful chat terbox spiteful encouraging sympathetic studious graceful casual comical miserable

Characterization Descriptors noisy lucky polite lazy quiet noisy l oud cheerful shy clumsy careless likable talkative terrible gossipy lively boisterous creative vain heartless merciless optimistic wild meek negative active sociable witty conceited ambitious mysterious foolish easygoing sensible sly senseless talkative thankful

depressed forgiving unforgiving ridiculous modest dissatisfied dreamer considerate dreamer loyal considerate sweet kindhearted nasty resentful gullible sensitive emotional spoiled cruel educated sincere conniving obnoxious revengeful vindictive encouraging reverent fair flashy trustworthy well-behaved troublemaker thoughtful stately stingy flamboyant entertaining

motivating moody naughty swindler sinister morbid insistent inspiring spirited inquisitive impatient gregarious complainer irrational mischievous squeamish noble nonconformist Strange patronizing patient rebellious realist compulsive tolerant

List of Feelings Persons Have But Often Fail to Identify abandoned adequateadamant affectionae agonized almighty ambivalent angry annoyed anxious apathetic awed bad beautiful betrayed bitter blissful bald bored brave burdened calm capable captivated challenged charmed cheated cheerful childish clever combative competitive condemned confused conspicuous contented contrite cruel crushed culpable deceitful defeated delighted desirous despair destructive

determined dilierence diffident diminished discontented disturbed dominated divided dubious eager ecstatic electrified empty enchanted energetic enervated enjoyed enraged envious excited evil exasperated exhausted fascinating fawning fearful flustered foolish frantic frustrated frightened free full furious glad goad gratified greedy grief groovy guilty gullible happy hateful heavenly

helpful helpless high homesick honored horrible hurt hysterical ignored immortal infatuated infuriated inspired intimidated isolated jealous joyous jumpy kinky kind keen laconic lazy left-out lonely longing loving low mad maudlin mean melancholy miserable mystical naughty nervous nice nutty obnoxious obsessed odd opposed

outraged overwhelmed pained panicked parsimonious peaceful persecuted petrified pitying pleasant pleased precarious prim prissy proud quarrelsome rapture refreshed rejected relaxed relieved remorse restless reverent rewarded righteous sad sated satisfied scared servile settled shocked silly skeptical sneaky solemn Sorrowful spiteful startled stingy strangled stuffed stupid stunned stupefied suffering

sure sympathetic suspicious taciturn talkative tenacious tempted tenuous tense tentative threatened tired troubled truculent ugly uneasy unsettled unsure violent vehement vital vulnerable vivacious wicked wonderful weepy worried zany zesty

DESCRIPTORS FOR SETTING

TIME month time of day holiday past

year day of the week decade present

season day or night century future

PLACE city country solar system street names

urban/rural continent climate buildings/ architecture

town planet land forms

MOOD calm serene eerie optimistic cozy

peaceful uncomfortable anxious quiet upsetting

cheerful spooky exciting pessimistic quiet

TRANSITION WORDS Chronological Order after afterward at last before earlier eventually

finally first formerly last later meanwhile

next now previously soon then until

Spatial Order above ahead away behind below

beneath beyond in front of inside in the center

in the distance near next to outside to the right

instead just as like likewise nevertheless on the contrary

on the other hand similarly similar to so also whereas yet

furthermore more moreover most most important

one perhaps the greatest reason second third

for example for instance furthermore in addition in conclusion in addition to

in fact namely therefore thus indeed

Comparison and Contrast Order also although both but however in contrast Order of Importance also even greater finally first first of all for on reason

Other Logical Orders accordingly additionally along with and as a result consequently

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 a struggle between a character and an outside force, such as society, nature or another character. An internal conflict is a struggle within a character’s mind. It may occur when the character has to make a decision or deal with opposing feelings. There are three types of conflict: [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 plot forward. 4. Climax: the point of greatest interest; also called the turning point. At the climax, the outcome of the story becomes clear. 5. Falling Action/Resolution: occurs after the climax, conflicts are resolved 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 an emotion such as sadness, excitement, or anger. 8. Character: each person, animal or imaginary creature in a work of literature 9. Characterization: the way a writer creates and develops characters’ personalities. This is done in 4 basic ways: [1] describing the character physically, [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 a reader curious about the outcome of a story or an event within a story. 12.Flashback: a conversations an episode, or an event that happened before the beginning of the story. 13.Point of View: every story is told from a particular point of view or perspective. Usually, a story is told from either the first person or the third person point of view. 14.First Person Point of View: the narrator is a character in the story and uses pronouns such as I, me and we. 15.Third Person Point of View: the narrator is outside the story and uses pronouns such as he, she and they. 16.Theme: a message about life or human nature that is conveyed by a work of literature. 17. Authors Message: authors comment on the theme that he/she is writing

THEME ASSIGNMENT Directions: 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. For example — If the theme word 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 I haven’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

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 the character with someone/something else] or internal [inside of the character—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 is telling 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 THIRD PERSON point-of-view [he, she, they, you, her]. When answering the brief-constructed response questions always 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) CONFLICT (Problem) Three Types: Man vs. Man Man vs. Self Man vs. Nature

INTRODUCTION CHARACTERS SETTING: Time Place Mood

RESOLUTION (Solution)

NAME: PLOT QUIZ I.

COMPLETE THE PLOT CHART (Letter your paper from A - -I and correctly label to parts of the Plot Chart.)

a. b. c. d. e.

/

/

f. g. h. i.

II. DEFINE LITERARY TERMS: define the following terms in your own words. • mood • external conflict • internal conflict • climax • point-of-view III. IDENTIFY THE THREE TYPES OF CONFLICT AND AN EXAMPLE (from fiction; several sentences) • Man vs. Man • Man vs.-Self • Man vs. Nature

ELEMENTS OF PLOT CLIMAX

FALLING ACTION (Events) RISING ACTION (Events)

CONFLICT

INTRODUCTION CHARACTERS: SETTING: Time: Place: Mood:

RESOLUTION:

Word Bank rising action introduction mood turning point

resolution time climax falling action

setting plot events(2)

conflict place characters

ELEMENTS OF (

(

)

)

(

(problem)

(solution)

:

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 Sheet Propaganda Techniques Technique

Source

Product / Issue

A famous person endorses a product. People who admire the celebrity may be influenced to purchase the product

“Kids are standing in line at the book store to be the first to purchase the latest Harry potter book. Make sure you get your copy!” A famous person endorses a product. People who admire the celebrity may be influenced to purchase the product

A claim thatthis is the very best snd unusually very expensive, but you are worth it.

Shiny Glow Dog Shampoo may cost a little more, but your dog deserves the very best.

Transfer

Respect for a patriotic symbol is transferred to something else

A political candidate may be photographed with a national landmark in the background.

Glittering Generalities

Words or phrases are used to create a favorable impression, but may not have a specific meaning.

Preserving the sanctity of the home.

Name Calling

Using an uncomplimentary label to influence an opposing claim.

If we left it up to the “dogooders” they would give all our money away.

Just Plain Folks

Creating an image of being an ordinary person, or representing the desires of the common man.

A political candidate wearing casul clothing or a hard hat when appearing in public.

Card Stacking

Limited information, data, and/or details used to support or refute a claim.

9 out of 10 doctors surveyed recommended the use of Brighten toothpaste

Bandwagon

Testimonial

Snob appeal

A claim that everybody is doing it, so you should too.

Resource Sheet Propaganda Techniques Technique

Bandwagon

Testimonial

Snob appeal

Transfer

Glittering Generalities

Name Calling

Just Plain Folks

Card Stacking

Source

Product / Issue

Resource Sheet Analyzing Text for Writer’s Bias Title of Article: Sub Title:

Elements of Bias

Use of Propaganda

Emotional Words

Unsupported Conclusions

Illustrations

Limited Argument

Connotation

Location in Text

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 answer with 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

Cartoon

Comic

Illustration

Advertisement

Topic/Issue/ Person

Connotation

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. Indicate an A next to those verbs that seem to have someone or something actually performing an activity. At 1:00 P.M. the group met in the grand ballroom. Introductory remarks, which included a review of last week’s meeting, were given by the chair-person. When the speaker from the Zoning Commission was introduced, some people in the back of the room began to yell and scream. Appar-ently, the speaker had not been told that several nearby residents of the proposed 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 the verbs are active words, where a person or thing actually performs the activity of the verb. Did you find them? The other three verbs are passive: the person or thing receives the action. You will learn more about active and passive verbs in this section.

There are two important sentence types that the effective writer should know how to use: the active sentence and the passive sentence An active sentence has a subject that acts upon a verb. George ate the dinner. (active) In this sentence. George (the subject) performs the action. Ate (the verb) is the action. The dinner the direct object receives the action. In grammar. we say that this sentence is in the active voice. A passive sentence has a subject that is acted upon by a verb. The verb always 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 also receives the attention in the sentence and seems more important than George. who is placed at the end of the sentence. The feeling of action is also weakened by was u form of be). In order to understand active and passive sentences, the writer must know the forms of be. Memorize them. Here they are: am was be are were been is being In the passive voice, there are two or more words in the verb. The first verb form is always a form of be. and the word that follows it is the past 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 followed was given are delivered is played be awarded will have been finished shall 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 that are followed by a group of words beginning with by: The fish was caught by the little girl. Remember also that the subject receives the action in a passive sentence. A sentence can be active when the present participle (the form ending in -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” or Operating effec-tively.” Some synonyms (words with similar meanings) are alive. dynamic. and functioning. Effective writers use active sentences that show vitality and energy. They usually avoid making their thoughts appear passive. Passive has the opposite meaning of active. Passive means Inactive.” Some synonyms of passive are idle, quiet. inert, and docile. The word passive suggests a feeling of dullness and laziness. It is no wonder that the effective writer avoids the passive voice most of the time. Unless there is a good reason for using the passive voice (and there are some reasons at times), the effective writer concentrates on writing active sentences.

Exercise 14

On a separate sheet of paper. write active or passive after the correct choice (A or 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. active B. 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 party B. 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 passive voice 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 the action.]

Compare the following related sentences S 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 ac-tive sentence becomes the object of the prepositional phrase. In some sentences, 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 the main verb’s past participle. Depending on the tense, other helping verbs may also be included. 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 give

(is) giving

PAST gave

PAST PARTICIPLE (have) given

PRESENT TENSE

SINGULAR I am given you are given he, she, it is given

PLURAL weare given you are given they are given

CONJUGATION OF THE VERB GIVE IN THE PASSIVE VOICE PAST TENSE SINGULAR

PLURAL

I was given you were given he, she, it was given

wewere given you were given they were given

Past Progressive: was, were being given FUTURE TENSE SINGULAR

PLURAL

I will (shall) be given you will be given he, she, it will be given

we will (shall) be given you will be given they will be given

PRESENT PERFECT TENSE SINGULAR I have been given you have been given he, she, it has been given

PLURAL we have been given you have been given they have been given

PAST PERFECT TENSE SINGULAR

PLURAL

I had been given you had been given he, she, it had been given

we had been given you had been given they had been given

FUTURE PERFECT TENSE SINGULAR PLURAL I will (shall) have been given we will (shall) have been given you will have been given you will have been given he, 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 present and 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 less concise. 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 result in awkward writing. Second, the performer of the action in a passive voice construction is revealed indirectly or not at all. As a result, a sentence written in the passive voice can sound weak. compare the following sentences. AWKWARD PASSIVE ACTIVE

The ball was hit over the outfield fence by Jody. 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 use such a program, keep in mind that it can’t tell why you used the passive voice. If you did so for one of the reasons just illustrated by the examples, you may want to leave the verb in the passive voice.

Shoe, by Jeff MacNelly, reprinted by permission; Tribune Media Services

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 himself 4.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 an object. The verb lay means “to put (something) in a place.” Lay usually takes an object. PRINCIPAL PART OF LIE AND LAY BASE FORM lie (to rest) lay (to put)

PRESENT PARTICIPLE (is) lying (is) laying

PAST

PAST PARTICIPLE

lay laid

(have) lain (have) laid

These examples show how the verb lie is used. Notice that none of the examples contains an object.

EXAMPLES I 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 sentence receives 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 you mean. Suppose oil has been leaked into the harbor. If you know who what did it, you can say something like 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. In the second sen-tence, 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 the participle. Only transitive verbs, those that take objects. can changed from active to passive: Active Passive Beebe explored the sea. The sea was explored by Beebe. The bathysphere helped him. He was helped by the bathysphere. CONCEPT CHECK Active and Passive Verb Forms Write the verbs from the fol-lowing sentences. Label each one Active 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 lights and 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 SKILL Avoiding the Use of You In formal writing. the pronoun you should be used only to mean “you, the reader.” In some cases changing a verb from the active to me passive will eliminate awkward you constructions. Rewrite the following paragraph, using passive verbs in sentences 11. 13. and 14. In sentences 12, 15, and 16. supply a new subject. The bathysphere with the two sclentistss descends slowly into the depths of the sea. 11 You feel a gentle tug. The cable has neared its end, and the bathysphere floats in an undersea world 12 At first. you can see only blackness. 13 You might describe this darkness as “perpetual night.” However, the black world is not completely without light. 14 You can observe hunureds of fish. Each glows with its own colored lights. 15 For instance, nearby you notice a bright liquid discharge from a deep-sea shrimp. 16 Soon you can enjoy a spectacular display of living fireworks. C. REVISION SKILL Using Active Verbs In the following paragraph, identify each of the italicized verbs as Active or Passive Also make the writing stronger and more straightforward by changing passive verbs to active verbs. 17

Undersea exploration has come a long way. 18 Years ago, people could dive only about two hundred feet underwater. 19 Diving suits with air hoses were used by them. 20 Then William Beebe went half a mile down in his bathysphere. 21 However, cables always connected it to the surface. 22 Cables are not needed by a newer invention, the bathyscaph. 23 Instead, when the craft must return to the surface, ballast is released by 24 the craft to make it lighter. The bathyscaph has reached depths of over six miles. 25 Still. it only can go down or up. CHECK POINT A. Write each verb from the following sentences and identify the tense. Also state if the verb is in the progressive 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 LITERATURE Write the italicized verbs from the following passage. Label each verb as Active or Passive. 13

As we approach the Cape, we see again the rocket and its launching tower from far off over the lagoon. 14 It is illumined with searchlights, the newest and most perfected creation of a scientific age— hard, weighty metal. 15 We watch the launching with some of the astronauts and their families, from a site near the Vehicle Assembly Building. 16 Our cars are parked on a slight rise of ground 17 A jet of steam shoots from the pad below the rocket. 18 "Ahhhh!” The crowd gasps, almost in unison. 19 Now great flames spurt. leap, belch out across the horizon. 20 Clouds of smoke billow up on either side of the rocket, completely hiding its base. 21 From the midst of this holocaust, the rocket begins to rise... 22 as if the giant weight is pulled by an invisible hand out of the atmosphere. Anne Morrow Lindbergh, Morning—The Bird Perched for Flight

Using Tenses Correctly Each of the following sentences contains an error in the use of verbs. Identify the error arid then give the correct 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 verb performs 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 receives the 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 passive voice do not.

ACTIVE VOICE PASSIVE VOICE

Mark Riley anchors the local evening news. [News is the direct object.] The local evening news is anchored by Mark Riley.

ACTIVE VOICE PASSIVE VOICE

Han took many of the photos in the yearbook. [Many is the direct object.] Many of the photos in the yearbook were taken by Han.

ACTIVE VOICE PASSIVE VOICE PASSIVE VOICE

The firefighters have extinguished the blazing fire. [Fire is the direct object.] The blazing fire has been extinguished by the firefighters. 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 subject of the verb in the active voice becomes an object of the preposition by, (As the last example shows, this prepositional phrase is riot always necessary;)

The Retained Object A verb in the active voice often has an indirect object as well as a direct object. When such a verb is put into the passive voice, either object can become the subject. ‘The other object then serves as a complement called a retained object S V IO DO ACTIVE 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 object PASSIVE 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 the helpirig verb, if any, indicate the tense of the verb phrase.

CONJUGATION OF THE VERB GIVE IN THE PASSIVE VOICE PRESENT TENSE SINGULAR I am given you are given he, she, it is given Present progressive

PLURAL we are given you are given they are given am, are, is being given PAST TENSE

SINGULAR PLURAL I was given we were given you were given you were given he, she, it was given they were given Past Progressive was, were being given FUTURE TENSE (will or shall + infinitive) SINGULAR PLURAL I will (shall) be given we will (shall) be given you will be given you will be given he, 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 I have been given you have been given he, she, it has been given

PLURAL we have been given you have been given they have been given

PAST PERFECT TENSE (had + past participle) SINGULAR I had been given you had been given he, she, it had been given

PLURAL we had been given you had been given they had been given

FUTURE PERFECT TENSE (will have or shall have + past participle SINGULAR I will (shall) have been given you will have been given he, she, it will have been given

PLURAL we will (shall) have been given you 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 the active voice. In fact, the passive voice may produce an awkward effect. AWKWARD PASSIVE ACTIVE AWKWARD PASSIVE ACTIVE

The final event was completed when a triple somersault was done by Mario. Mario completed the final event by doing a triple somersault. Steady rains were hoped for by all of us, but a hurricane was wanted by none of us. All of us hoped for steady rains, but none of us wanted a hurricane.

• A string of passives is particularly awkward. STRING OF PASSIVES I was invited by Ms. Long to visit her animal shelter. Rows of cages had been placed 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 even spotted by me. In one corner of the noisy building, a scrawny, brown puppy was being hand-fed by an assistant. Ms. Long said so many unwanted pets had been brought to her by people, homes could not be found for all of them. It was agreed by us that the responsibility of owning a pet should be understood by people before one is bought. ACTIVE Ms. Long invited me to visit her animal shelter. She had placed rows of cages along 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 the noisy building, an assistant was hand-feeding a scrawny, brown puppy. Ms. Long said people had brought her so many unwanted pets that she could not find homes for all of them. We agreed that people should understand the responsibility of owning a pet before they buy one.

Passive voice constructions are not always awkward. In fact, the passive voice is useful in the following situations: (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 pas-sive voice to active voice wherever you think the change is desirable. If you think the passive is preferable, write C. For each sentence, be prepared to explain why 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.

Mood Mood is the form that a verb takes to indicate the attitude of the person using the verb. Verbs may be in one of three 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 Brazilian folk 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 tense forms are the same as those in the indicative mood.

PARTS OF SPEECH Words are called the building blocks of language. The words we use in speaking and writing can be put into seven different categories. These categories are called the Parts of Speech. Below these categories are listed and together we will discover their meanings and write down the definitions. 1. NOUN

2. VERB

3. ADJECTIVE

4. ADVERB

5. PRONOUN

6. CONJUNCTION

7. PREPOSITIONS

1. aboard 2. about 3. above 4. across 5. after 6. against 7. along 8. among 9. around 10. at 11. before 12. behind 13. below 14. beneath 15. beside 16. between 17. beyond 18. but 19. by 20. down 21. during 22. except 23. for 24. from 25. in

PREPOSITIONS 26. inside 27. into 28. like 29. near 30. of 31. off 32. on 33. out 34. outside 35. over 36. past 37. since 38. through 39. throughout 40. to 41. toward 42. under 43. underneath 44. until 45. up 46. upon 47. with 48. within 49. 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. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 12. 14. 15.

Where might this idea make more sense? What words can you eliminate here? Are all of these sentences/words necessary~’ Where can you create some paragraphs? How can you catch the reader’s attention right from the start? How can you make some connections for your reader? Where are you taking this idea? What is the difference between this paragraph and the one before it? How can you build up more gradually? Does this sentence fit here? How can you separate these two ideas? How can you rearrange your ideas to build to your point more logically? Which transition might be more appropriate here? How can you make a clearer connection between these two ideas? How can you tie these ideas together?

Questions about Content: 1. 2. 3. 4. 5. 6. 7. 8.

Why did you include this information? How can you expand this idea? Which point do you want to focus on? How can you be more specific here? How can you build on this idea? What evidence can you produce for support? How can you eliminate some of this repetition? Where would this detail make more sense?

Questions about Feelings: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

How can you show, rather than tell what happened? How did you feel when this happened? How did you react? What do you think your essay needs next? What points are you worried about? What was your reason for including this information? How can you more clearly explain what you mean here? How can you organize your ideas to illustrate how important this was to you? How can you sustain your reader’s interest here? Is this fact or opinion?

List 31: Adjectives OBJECTIVE To develop the student’s ability to uncerstand the meanings of adjectives and use them for precision 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 - giant They can also draw a picture for each word. · Adjective Game Make one set of twenty cards with pictures of people, animals or objects on them (cut pictures from old workbooks or use stickers). Make a second set with adjectives printed on them. 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 a sentence 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 a chart and let students add to it during the day. Example: FISHBOWL

shiny open round solid heavy

glass wet hard smooth fragile

clear breakable middle-sized transparent

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 hair line pole edge · Refer to List 84, Emotions and Feelings, for more adjectives to act out. Size average miniature petite wee big great puny little colossal giant small immense fat huge short massive gigantic long tiny middle-sized mammoth large tall Quantity abundant empty

few light

heavy numerous

many

Shape broad chubby deep flat high

hollow low narrow crooked

round square straight steep

shallow skinny wide curved

Time brief early fast late

old quick slow swift

young rapid long short

ancient modern old-fashioned

Sound hushed hissing harsh loud mute moaning noisy

quiet silent shrill thundering voiceless faint screeching

soft squealing booming crying screaming whispering husky

purring resonant cooing deafening high-pitched raspy melodic

Taste and Smell bitter delicious fresh juicy

ripe rotten sweet stale

sticky thirsty tasty salty

sour spicy strong tasteless

Touch bumpy broken breezy boiling cool curly chilly crooked cuddly cold creepy dirty damp

dry damaged dusty fuzzy filthy fluttering fluffy flaky grubby greasy melted hot hard

icy loose plastic prickly rainy rough shaggy smooth sticky shivering scattered sharp soft

silky slimy solid steady slushy shaky tender tight wooden weak wet uneven slippery

Appearance adorable alert bright blonde bloody clear colorful cute beautiful blushing

cloudy crowded clean dark dull distinct elegant fancy filthy misty

motionless muddy glamorous graceful grotesque gleaming homely light poised quaint

shiny sparkling stormy smoggy strange spotless ugly unsightly unusual

Adjectives (continued) Feelings (positive) good amused agreeable brave comfortable courageous calm cooperative cheerful charming determined enchanting

exuberant elated enthusiastic eager excited faithful friendly funny fair fine gentle glorious

hilarious happy healthy joyous jolly kind lovely lucky lively obedient pleasant perfect

relieved silly successful smiling splendid victorious vivacious witty zealous

Feelings (negative) afraid angry anxious annoyed awful ashamed bad bored creepy cruel defeated disgusting depressed

defiant dangerous eerie embarrassed envious evil frightened fierce frantic foolish grieving hungry hurt

homeless ill lonely mysterious naughty nervous outrageous obnoxious panicky repulsive sore scornful scary

selfish troubled tense thoughtless tired upset uptight worried wicked weary

Condition alive brainy breakable busy careful curious crazy concerned cautious clever

dead doubtful difficult different easy famous fragile helpful helpless inquisitive

innocent impossible important modern open outstanding puzzled powerful poor real

rich super shy sleepy tame uninterested wrong wild wandering

EXAMPLES Acronyms Initials Laser scuba sonar UNESCO WAC MASH NATO NASA snafu WHO UNICEF

Words light amplification by stimulated emission of radiation self-contained underwater breathing apparatus sound navigation ranging United Nations Educational, Scientific, and Cultural Organization Women’s Army Corps Mobile Army Surgical Hospital North Atlantic Treaty Organization National Aeronautics and Space Administration situation normal all fouled up World Health Organization United Nations International Children’s Emergency Fund

Compound Categories B is of A Ex: fishbone (the bone is a part of the fish)

B is from A

B is for A

E x: sunburn (the burn is from the sun)

Ex: dishpan (the pan is for the dishes)

starlight

fireplace

moonbeam bee sting moonlight pancake sunlight

sandbox icebox teacup wallpaper toothpaste c ampfire

B is A

B does A

B is like A

Ex: blueprint (the print is blue)

Ex: towtruck (the truck

blueberry blackberry bluebird blackbird

tows) racehorse workman salesman driftwood tugboat

Ex: catfish (the fish is like a cat)

doughnut (the nut is made of dough)

backbone fingernail toenail weekend snowman

boxcar sandpaper starfish dragonfly

EXAMPLES Etymology Chart Word or Expression

Definition

Place of Origin

hor d’oeuvre

appetizer

France

kimono

robe

Japan

bonbon

a small candy

France

a la mode

as pie with ice cream

France

prima donna

a vain or temperamental person

Italy

croutons

toasted cubes of bread

France

patio

a paved area near house

Spain

rodeo

a contest in which cowboys compete

Spain

polka

a fast, lively dance

Poland

goober

a peanut

Africa

okra

a vegetable with a pod

Africa

Ladders of Abstraction description

animal

state

food

color

mammal

county

fruit

green

dog

city

apple

chartreuse

Lassie

neighborhood

Golden Delicious

EXAMPLES Multiple Meanings Word

bright

Meaning

1. shining 2. smart 3. 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 hot love fearless gorgeous transparent large inch stranger winter

gray tepid neutral leery pretty translucent medium foot acquaintance spring

white cold hate terrified ugly opaque small yard friend summer

Outside/Inside apple core

olive pit

wheel hub

cherry stone

school classroom

closet clothes

dictionary words

ocean fish

house room

EXAMPLES orange auburn pumpkin tangerine peach copper apricot shrimp rust brown red chocolate scarlet sienna lobster earth strawberry cream fuchsia russet cherry coffee apple toast tomato tan crimson

yellow yellow fever yellow belly yellow streak

white white lie white flag white shadow

purple violet grape orchid lavender amethyst fuchsia mauve lilac green olive emerald aquamarine apple pea lime fern kelly

black black market blackmail in the black blacksmith

green green thumb greenhorn green with envy

blue blue blood blue moon true blue

pink pink rose pink nose

red red tape red hot red cap

Word Map The Word Map is a strategy for students to use context clues independently to 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 the appropriate place on the organizer. 2. Students locate the word in the dictionary. They write its definition and give examples of its use on the organizer. Examples can be found in the dictionary or obtained through personal experience. Finally the students further describe the word.

Example: definition What is it like? A round thin unleavened cake folded over with a filling inside.

Tortilla does not have much taste without the filing

tortilla

Tortilla is usually filled with meats, cheese onion.

Meat tortilla

Sometimes sauce or sour cream is put on top.

Cheese tortilla

Vocabulary Builders Vocabulary Builders are organizers which can be used in a variety of ways to build 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: Acronyms Colorful Words 1 Colorful Words 2 Compound Categories Etymology Chart Ladders of Abstraction Multiple Meanings Opposites and Inbetweens Outside Inside Overworked and Weary Words Portmanteau Words Tied Up in Nots” Wackey Wordies. What’s Not in a Word Words of Interest Word Thermometers Word Twins. Triplets and Quadruplets

Analogy Model The Analogy Model is a strategy used for students to understand relationships between 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 graphic organizer for student use.

A.

C.

yellow

B.

banana

A.

rock

B. hard

=

D.

C.

=

red

D.

cotton

A.

C.

morning

B.

early

A.

finger

B. ring

=

D.

C.

=

evening

D.

watch

TRANSITIONAL DEVICES 1. Words that clarify: in other words for instance put another way 2. Words that add information: again another furthermore finally also besides moreover as well additionally for example next along with in addition for instance likewise equally important

3. Words that compare things: as in the same way also like

likewise similarly

4. Words that contrast things: however yet still even though otherwise although on the other hand 5. Words that emphasize a point: again in fact to repeat for this reason to emphasize truly 6 .Words that conclude or summarize: as a result finally therefore all in all last to sum up

7. Words that show location: above away from beyond across behind by against below down along beneath in back of among beside in front of around between inside

8. Words that show time about first meanwhile after second today at third tomorrow before till next week during until yesterday

into over near throughout off to the right onto under on top of outside

soon then later next afterward as soon as immediately finally when

LIST OF PREFIXES Listed below are Latin and Greek prefixes and their meanings, together with examples of English words in which they are used. Keep this page, since you will need for all your work in vocabulary. apathy

19. micro-

very small

microscope

abdicate

20. mono-

one

monogram

adhesive

21. non-

not

nonsense

both

am bivalent

22. ob-

against

object

5. bene-

good

benefit

23. per-

through

pervade

6. brev-

short

brevity

24. poly-

many

polygon

7. circum-

around

circumspect

25. post-

after

postpone

8. concorn 9. de-

companion

26. pre-

before

prenatal

defame

27. pro-

disapprove

28. re-

extract

29. se -

for forth back again apart

proceed

11. e-, ex-

with together from, down away not apart out of

12. en-, em-

in

enslave

30. sub-

under

subway

13. equi-

equal

equilateral

31. super-

above

supervise

14. extra

above

extraneous

32. tele-

far

telescope

1 5. in-, imir-, il 16. inter-

incorrect indent intertwine

33. trans-

across

transfer

34. ultra-

beyond

uItraviolent

17. intra-

not in between among within

intramural

35. un-

not

unwary

18. mal-

bad

malice

1. a-

not

2. ab3. ad-

without from away to

4. ambi-

10. dis-

return seclude

LIST OF ROOTS Listed below are Latin and Greek roots and their meanings, together with English words in which these roots are used. Keep this page, since you will need for all your work in vocabulary. 1. acacr2. anim-

sharp bitter breath life heart

acrid

20. loc-

light

translucent

animation

21. morph-

form

amorphous

cordial

harm

noxious

body

corporal

22. nocnox23. nov-

new

renovate

guilt

culpable

24. pac-

peace

pacific

say

dictate

25. path-

feeling

pathetic

do, make

factory

26. ped-

foot

pedestrian

bear carry trust

infer

27. quie-

acquiesce

infidelity

28. sacr-

rest quiet sacred

end

final

29. sag-

wise

sagacious

blaze

flagrant

30. spec-

look

spectator

flow

fluctuate

31. ten-

hold

tenacious

birth

genesis

32. tract-

extract

flock

egregious

33. vade-

draw pull go

stick

adhere

34. vene-

come

convene

throw among light

reject

35. vert-

turn

revert

elevate

36. viv-

life

survive

talk

loquacious

37. voc-

call voice

vocal

3. cord4. corp5. culp6. dic7. fac8. fer-

sacrifice

9. fid10. fin 11. flag12. flu13. gen-

invade

14. greg15. her16. ject17. lev18. loqu- loc-

Belgard prefixes/root quiz DEFINE AND GIVE ONE WORD FOR EACH ON A SEPARATE SHEET OF PAPER. 1. con/corn-

22. dic--

43. vert--

2. ad-

23. fac--

44. viv--

3. re-

24. fid--

4. de-

25. fin-

5. un-

26. flag-

6. dis- (2 meanings)

27. flu-

7. in-(2 meanings)

28. gen--

8. ex-

29. greg-

9. en-

30. ject--

10. pro-

31. 1ev-

11. a-

32. loqu--

12. sub-

33. morph-

13. ab-

34. nbc-

14. pre-

35. nov-

15. ambi-

36.. pac-

16. equi-

37. path-

17. mat-

38. ped--

18. bene-

39. ten--

19. per-

40. tract--

20. cord-

41. vade--

21. corp-

42. vene-

45 voc-

Flash CardsFLASH

F

CARDS

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 the vocabulary word, and on the other side they could write the definition, pronunciation, and a sentence. 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 definition first round and a sentence second round or show the vocabulary word for the first round and just say the word for 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 at least 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 increase our vocabulary). 6. Storage A large envelope and two small envelopes can be used. The large envelope would have the student name, and the two small would be marked mine” and “not yet” to separate vocabulary 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.

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 matches the situation or word in some way.

4. Print the word, definition, and sentence underneath the picture.

Tantalize: tease torment

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.

EXAMPLES Mindy: 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 are assigned. 2.Use the pronunciation to create a pun. This pun will help you link the new word to something you already know. Example: evoke parity superfluous transcend

= = = =

eve’s oak pair of tees Sue purred for us train’s end

3. Using this pun, create a sentence that has the definition of the new vocabulary word in it. DO NOT 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 a synonym for the word. 2. Select words that have an interesting history. Students often remember a story about a word and then associate with its meaning. 3. Fairy tale - Rewrite a fairy tale in 26 sentences, each sentence beginning with a new letter of the alphabet and containing at least one of the vocabulary 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 vocabulary 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 in print (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 the word. 9. Decorate the school with appropriate words. 10. Rewrite a fairy tale using vocabulary words(just the week’s words or words from the whole year)(Ex.: “Little Red Riding Hood”)

Research Methods

Teacher Assessment Rubric for 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 thinking skills.

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 changes when needed. Was able to develop a clear method to organize the information. Was able to make revisions in the plan when needed. 3 Was able to work within the time frame the teacher gave . Was able to develop a system to organize 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 missing in 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 the question. 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 have made revisions. Made errors in selection of references

1

Lost focus during the gathering process and therefore the information was not accurate and complete.

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 many errors. 2 Tried to organize the information found, but made some mistakes. Wasn’t able to completely stay 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 answers 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 POINTS COMMENTS

Student’s Name: Teacher

Student Self-Assessment Rubric for 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

4

I made really good use of my time. I was able to remain focused on the tasks and make changes when I needed to. I was able to develop a clear method to organize my information. I was able to make revisions in my plan when needed.

3

I was able to work within the time frame my teacher gave me. I was able to develop a system to organize my information. Was able to make revisions with help from my teacher.

2

I needed teacher help to list and organize what I needed to do. There are some steps missing in my 2 planning. I made revisions with teacher help.

1

I was unable to come up with an organized plan and work within the time limits.

GATHERING

4 I used a variety of resources and carefully selected only the information that answered my question. I was able to continually revise my search based on information I found. 3

I used many resources to find information that answered my question. I tried revising my search, but had some problems doing so.

2

I used one or more sources. Original question or focus guided my search, although I should have made revisions. I made errors in selection of references.

1

I lost focus during the gathering process and therefore my information was not accurate and

Graphic Organizers

Physical description of the character

Important actions forthe character performs

What can be inferred about this character?

Character’s Name

Character Web

Name:

How the character feels towards others, society, and him/ herself

Reasons why character is not realistic

STORY MAP Title: Setting: Characters:

Problem:

Event 1: Event 2: Event 3: Event 4: Event 5:

Solution:

CHARACTER PIE CHART

DESCRIBE

APPLY

ARGUE

ASSOCIATE

COMPARE

ANALYZE

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 against What do you like about this character or what would you criticize?

B.

A.

B.

A.

=

=

D.

C.

D.

C.

B.

A.

B.

A.

Analogy Model

=

=

D.

C.

D.

C.

Column Notetaking

Name Date Period

Subject Heading

Note Column Supporting Details

Cause and Effect

Using Narrative Elements to Create Character Identity After reading “Eros and Psyche” complete the graphic organizer to demonstrate your understanding of 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’s identity?

Plot (Actions)

Setting (Time/Place)

Psyche’s Identity

Character (Says/Thinks)

Relationships

Theme (Dilemmas/Resolution)

Values

TIME

PROBLEM

PLACE

SOLUTION

CHARACTER(S)

Subordinate Idea:

Detail:

Subordinate Idea:

Detail:

Main Idea:

Detail:

Subordinate Idea:

Detail:

Subordinate Idea:

MAIN IDEA PYRAMID

EVENT

EVENT

TRAIT

CHARACTER TRAIT

EVENT

EVENT

1

2 3

4

STORY CHAIN

5 6

DETAILS

MAIN IDEA

Cognitive Map (Web)

FACTS

Topic

OPINIONS

GENERAL ORGANIZER

Decision-Making Model Problem

Alternatives

Decision(s)

Goal(s)

Pros

Reason(s)

& Cons

I KNOW

I WANT to know

WHERE I can learn this

K-W-W-L I have LEARNED

Name

I KNOW

I WANT to know

WHERE I can learn this

I have LEARNED

K-W-W-L-S What di I STILL need to learn

KWL What I KNOW about:

What I WANT to know about:

What I LEARNED from the text about:

Venn Diagram

Attribute Web

Multiple-Meaning Tree

Sentence:

Sentence:

WEB DIAGRAM

ARCH DIAGRAM: ASSUMPTIONS AND CONCLUSIONS

CONCLUSIONS

REASON

REASON

REASON

ASSUMPTIONS

REASON

ARCH DIAGRAM: MAIN IDEA AND SUPPORTING DETAILS

MAIN IDEA

SUPPORTING DETAIL

SUPPORTING DETAIL TOPIC

SUPPORTING DETAIL

BRANCHING DIAGRAM - TWO DIVISIONS

CENTRAL IDEA GRAPHS

Title

Title

TARGET DIAGRAM - Includes or is included in

COMPLEX TARGET DIAGRAM - Three classes

OVERLAPPING CLASSES - Some...are

DISJOINT CLASSES - Is separate from

KLS Chart Article: What I KNOW

What I LEARNED

Summary

Article: What I KNOW

What I LEARNED

Summary

Inference Chart Inference (I read between the lines.) Model

Model

Guided Practice

Guided Practice

Formative Assessment

Formative Assessment

My Prior Knowledge

In the Text

KWL What I KNOW about:

What I WANT to know about:

What I LEARNED from the text about:

HAMBURGER CHART: Follow the steps to create an answer to show that you understand what you read.

P Make a personal connection to what you have read.

Step 4

Comment or explain your cite reference in your own words to show that you understand what you read.

Step 3

Use cite references from the text to support your answer.

Step 2

Restate the question in the correct answer.

Step 1

Storyboard Name

Date

1

4 5

2

6

3

Historical Timeline Planning Sheet Name

Date

After selecting one of the historical characters from the list, conduct research in the media center as well as on the Internet. After completing research on your historical character, create a PowerPoint presentation 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 to complete 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:

VENN DIAGRAM

Bag It and Tag It!

(Quote of paraphrase from the text)

(Quote of paraphrase from the text)

(Quote of paraphrase from the text)

Using the Survey Strategy Read and record the Title Locate Subtitles

Identify the Purpose for Reading

Today I will be reading to

Vocabulary

1.

Skim for Bold or italicized words

2. 3. 4. 5.

Examine and identify

Type

Purpose

Visual Aids: Charts Graphs Lists Steps Pictures Examples

1. 2. 3. 4. 5.

1. 2. 3. 4. 5.

Identify the text feature that will best help you complete the task. Explain what you should be able to do after reading this text.

Iceburg Ahoy! .

Recognizing the Pattern Directions: This text uses two organizational structures to present the information. Identify the organizational structures used and the information provided by each.

Type of Organization Information Provided

Type of Organization

II.

Using the Meaning Directions: Below you will find some ideas about freezing water. Based upon what you have read and what you know, check the statements you agree with. You must be able 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 about measuring the distance of the stars.

What the Reading to Perform a Task text told me about measuring the distance of stars

COMPARE

CONTRAST

4.

3.

2.

1.

Inference, Conclusion, or Generalization from Text

Justification

Inference, Conclusion, and Generalization Chart Reading to Perform a Task

Comparison-contrast Matrix

Comparing Two Sets of Directions Points of Comparison

Set 1 Title:

Set 2 Title:

Does any text include a materials list? Does the text include numbered step-by-step directions? If not, how are the steps organized? Does the task include step-by-step pictures, drawings, and/or diagrams of the task? Does the task include 4 picture or drawing of the finished product? Does the task include detailed, easy to understand steps? Which steps, if any, could you leave out of the directions and still successfully finish the product? Which steps, if any, could you rewrite to make them more suitable for the audience and purpose of the task?

Evaluating the Tasks Which set of directions would you recommend to someone who wanted to perform this task? Use examples from both sets of directions to support you response.

Text Features Resource sheet

Text Feature Bold Print

Bulleting

Numbering

Sub-titles

Illustrations

Color-coded Text

Chart

How It Helps Me Understand

3.

2.

1.

3.

2.

1.

Audience

Audience

Title of Procedure

Authentic Purpose

Authentic Purpose

Authentic Purpose

How would the Procedures be Used? Text Support and Personal Experience

How would the Procedures be Used? Text Support and Personal Experience

Purpose:

Title:

Purpose:

Title:

Purpose:

Title:

Purpose / Main Idea of Procedure

Supporting details from Text / Text Features

Purpose With Support

Attribute Web The attribute web below is designed to help you gaher clues the author provides about what a character is like. Fill in the blanks with words and phrases which tell how the character acts and looks, as well as what the character says and what others say about him or her.

Acts

Feels

1.

1.

2.

2.

3.

3.

Character

4.

4.

Says

Looks

1.

1.

2.

2.

3.

3.

4.

4.

Details

Topic of Paragraph One

Topic of Entire Composition

TWO PARAGRAPH ORGANIZER

Details

Topic of Paragraph Two

Word Map definition What is it like?

word

Examples

Topic

What I Know

What I Want to Know

What I

Learned

Anticipation / Participation Guide Topic: Directions: Read the statement below carefully. Put an X beside “agree” or “disagree” to show what you think. Be ready to defend your answers. Prereading Agree

Disagree

Statements

Postreading Agree Disagree

Predict - O - Gram Title: Vocabulary Words

characters

settings

problem

action

solution

Noting What I’ve Learned Topic Main Ideas/Key Words/ Questions/Drawings

What I’ve Learned

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

Character Target

Name

Kelly/English

Directions Please follow these steps 1. Write the name of the story/title of the book in the middle of the target 2. 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. symbols 3. 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 your personal opinion. 4. In the second (i.e., outer most) set of spaces, write down examples (or page numbers)

A CONTENT WORD MAP

Class / Category

Properties/Characteristics What is it like?

Vocabulary Word

Example

Vocabulary Web Model

Synonyms: Directions: Place a new vocabulary word in the center circle. With your group, complete as much information in the other circles as you can. Be sure to consult a dictionary.

Sentence:

Definition:

Word:

Antonyms:

Part of Speech:

Example:

Analysis:

Stems:

Word Families:

Origin:

Subject Definition

Vocabulary

Word

Sentence

Name Picture

Page

VOCABULARY SCHEMA CHART Name Write your vocabulary words in the column that best describes what you know about each.

don’t know at all

have seen or heard - don’t know meaning

think I know the meaning

I know the meaning and can use it

TIME

PROBLEM

PLACE

SOLUTION

CHARACTER(S)

Sequence:

6.

5.

4.

Topic

3.

2.

1.

SEQUENCE CHAIN FOR