FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION
|
|
|
- Leon Washington
- 7 years ago
- Views:
Transcription
1 FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION ENGLISH E Friday, June 17, :15 a.m. to 12:15 p.m., only SCORING KEY AND RATING GUIDE Mechanics of Rating Updated information regarding the rating of this examination may be posted on the New York State Education Department s web site during the rating period. Check this web site at: and select the link Scoring Information for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents Examination period. The following procedures are to be used for rating papers in the Regents Comprehensive Examination in English. More detailed directions for the organization of the rating process and procedures for rating the examination are included in the Information Booklet for Scoring the Regents Comprehensive Examination in English. Scoring the Multiple-Choice Questions For this exam all schools must use uniform scannable answer sheets provided by the regional information center or large city scanning center. The scoring key for this exam is provided below. If these answer sheets are being hand scored prior to being scanned, the scorer must be careful not to make any stray marks on the answer sheet that might later interfere with the accuracy of the scanning. Before scannable answer sheets are machine scored, several samples must be both machine and manually scored to ensure the accuracy of the machine-scoring process. All discrepancies must be resolved before student answer sheets are machine scored. When machine scoring is completed, a sample of the scored answer sheets must be scored manually to verify the accuracy of the machine-scoring process. Correct Answers Part 1 Part 2 Part The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234
2 COMPREHENSIVE ENGLISH Rating of Short-Constructed Responses and Essay (1) In training raters to score student responses for each part of the examination, follow the procedures outlined below: Introduction to the Tasks Raters read the task and summarize it. Raters read the passages (if applicable) and plan a response to the task. Raters share response plans and summarize expectations for student responses. Introduction to the Rubric and Anchor Papers Trainer reviews rubric with reference to the task. Trainer reviews procedures for assigning holistic scores (i.e., by matching evidence from the response to the language of the rubric and by weighing all qualities equally). Trainer leads review of each anchor paper and commentary. (Note: Anchor papers are ordered from high to low within each score level.) Practice Scoring Individually Raters score a set of five practice papers individually. Raters should score the five papers independently without looking at the scores provided after the five papers. Trainer records scores and leads discussion until raters feel comfortable enough to move on to actual scoring. (Practice papers for Questions 26 and 27 contain scores and commentaries. Practice papers for Question 28 only contain scores.) (2) When actual rating begins, each rater should record his or her individual rating for a student s shortconstructed responses and essay on the rating sheets provided, not directly on the student s essay or answer sheet. Do not correct the student s work by making insertions or changes of any kind. (3) The 2-credit short responses are to be rated by one qualified rater. Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that differ by more than one point. The scoring coordinator will be responsible for coordinating the movement of papers, calculating a final score for each student s essay, and recording that information on the student s answer paper. Beginning in June 2011, schools are no longer permitted to rescore any of the open-ended questions on any Regents Exam after each question has been rated the required number of times as specified in the rating guide, regardless of the final exam score. Schools are required to ensure that the raw scores have been added correctly and that the resulting scale score has been determined accurately. Comp. Eng. June 11 [2]
3 Question 26 (used for 2-credit responses that refer to two texts) Score Point 2 presents a well-developed paragraph demonstrates a basic understanding of the texts establishes an appropriate controlling idea supports the controlling idea with clear and appropriate details from both texts uses language that is appropriate may exhibit errors in conventions that do not hinder comprehension Score Point 1 has a controlling idea or implies a controlling idea or has an unclear controlling idea AND supports the controlling idea with partial and/or overly general information from the texts uses language that may be imprecise or inappropriate exhibits errors in conventions that may hinder comprehension Score Point 0 is off topic, incoherent, a copy of the task/texts, or blank demonstrates no understanding of the task/texts is a personal response Comp. Eng. June 11 [3]
4 Anchor Paper Question 26 Level 2 A Anchor Level 2 A The response presents a well-developed paragraph, demonstrating a basic understanding of the texts. An appropriate controlling idea (Relationships are an important social aspect of life because they act as a learning experience) is supported with clear and appropriate details from both texts (Ezra acquired wisdom in the profession of cooking while Mrs. Scarlatti learned how to be truly cared for and The duo proves that close relationships yield wisdom as they learn how to walk in the night by touch ). Language use is appropriate and errors in conventions do not hinder comprehension. Comp. Eng. June 11 [4]
5 Anchor Paper Question 26 Level 2 B Anchor Level 2 B The response presents a well-developed paragraph, demonstrating a basic understanding of the texts. An appropriate controlling idea (with every change there is a change in act or relationship) is supported with clear and appropriate details from both texts (when Mrs. Scarlatti gets sick the relationship changes Ezra cannot dwell on the needs or wants of Mrs. Scalatti for ever and In the poem the son has grown and things are different in their relationship). Language use is appropriate, and errors in conventions (foward; grown, he s; these field) do not hinder comprehension. Comp. Eng. June 11 [5]
6 Anchor Paper Question 26 Level 1 A Anchor Level 1 A The response has a controlling idea (Relationships are bonds that are shared between individuals), supported with partial and overly general information from the texts (Ezra and Mrs. Scarliatti work together, are both dependent of each other for support, The father see that his son is growing up and both still have a strong bond). Language use is imprecise (people two people and father see), and errors in conventions (resterant, indivinal, of his) may hinder comprehension. Comp. Eng. June 11 [6]
7 Anchor Paper Question 26 Level 1 B Anchor Level 1 B The response has a controlling idea (Relationships always have their way of turning out), supported with overly general information from the texts (The fathers Relationship grows with his son and If the Relationship has to do with friends then the outcome will also be different). Language use is imprecise (like father like son and different to), and errors in conventions (ending and, fathers Relationship, eachother) may hinder comprehension. Comp. Eng. June 11 [7]
8 Anchor Paper Question 26 Level 0 Anchor Level 0 The response is a personal response. There is no reference to either text. Comp. Eng. June 11 [8]
9 Question 26 Practice Paper A Comp. Eng. June 11 [9]
10 Question 26 Practice Paper B Comp. Eng. June 11 [10]
11 Question 26 Practice Paper C Comp. Eng. June 11 [11]
12 Question 26 Practice Paper D Comp. Eng. June 11 [12]
13 Question 26 Practice Paper E Comp. Eng. June 11 [13]
14 QUESTION 26 PRACTICE SET ANNOTATIONS Practice Paper A Score Level 2 The response presents a well-developed paragraph, demonstrating a basic understanding of the texts. An appropriate controlling idea (Being caring and affectionate are the main values that help relationships last longer) is supported with clear and appropriate details from both texts (Ezra brings up some gizzard soup to soothe her nerves; Ezra has always been grateful of Mrs. Scarlatti s support; The father states, Our shoulders almost touch as we walk, which signifies their close relationship). Language use is appropriate, and errors in conventions (poem, they; grateful of; witness the ideas) do not hinder comprehension. Practice Paper B Score Level 0 The response is a personal response. There is no reference to either text. Practice Paper C Score Level 1 The response has an unclear controlling idea (Relationships are a sole component in everyones life), supported with partial and overly general information from the texts (by ezra Saying That Mrs. Scarlatti has no family and being all She has, shows There Strong and needed relationships and They Show The relationship of a Father and Son). Language use is imprecise (are a big Part and Becomes different), and errors in conventions (everyones, ezra, passage They) may hinder comprehension. Practice Paper D Score Level 2 The response presents a well-developed paragraph, demonstrating a basic understanding of the texts. An appropriate controlling idea (Relationships give you a strong connection with people) is supported with clear and appropriate details from both texts (Ezra still worried about & wanted to be with Ms. Scarlatti even though she was sick & semi-unresponsive and No one speaks but the strong father/son bond is still there). Language use is appropriate and errors in conventions (or someone) do not hinder comprehension. Practice Paper E Score Level 1 The response has a controlling idea (Relationships should be good and healthy and also grow and become Strong), supported with partial information from one text (They both helped eachother and They kept close). Language is imprecise (It doesn t matter the distance you and have the encouragement between each other to Successed throughout their lives), and errors in conventions (Mrs. Scarlatti relationship and didnt) may hinder comprehension. Comp. Eng. June 11 [14]
15 Question 27 (used for 2-credit responses that refer only to one text) Score Point 2 presents a well-developed paragraph provides an appropriate explanation of the literary element or technique chosen supports the explanation with clear and appropriate evidence from the text uses language that is appropriate may exhibit errors in conventions that do not hinder comprehension Score Point 1 provides an explanation of the literary element or technique or implies an explanation of the literary element or technique or has an unclear explanation of the literary element or technique AND supports the explanation with partial and/or overly general information from the text uses language that may be imprecise or inappropriate exhibits errors in conventions that may hinder comprehension Score Point 0 is off topic, incoherent, a copy of the task/text, or blank demonstrates no understanding of the task/text is a personal response Note: Since the question specifies choosing one of the authors, if the student responds using both passages, score the portion of the response that would give the student the higher score. Comp. Eng. June 11 [15]
16 Anchor Paper Question 27 Level 2 A Anchor Level 2 A The response presents a well-developed paragraph that provides an appropriate explanation of characterization (Ezra is the protagonist and a dynamic character and Without the author s obvious change in characterization of Ezra there would be no plot), supported with clear and appropriate evidence from the text (Ezra appears sweet, and caring, and subservient to Mrs. Scarlatti; as the passage continues Ezra changes; He becomes strong, confident and independent). Language use is appropriate, and errors in conventions (its; waitress. this; Ezra there) do not hinder comprehension. Comp. Eng. June 11 [16]
17 Anchor Paper Question 27 Level 2 B Anchor Level 2 B The response presents a well-developed paragraph that provides an appropriate explanation of imagery (Imagrey is the author s use of descriptive words to allow the reader to picture what they are describing), supported with clear and appropriate evidence from the poem (the author s description allows the reader to picture the father and son in the meadow with tall grass and It also gives a good description of the moon which allows you to picture it and gives you a very clear and vivid picture of what the father and son are seeing). Language use is appropriate, and errors in conventions (imagrey, the reader they, is when) do not hinder comprehension. Comp. Eng. June 11 [17]
18 Anchor Paper Question 27 Level 1 A Anchor Level 1 A The response has an unclear explanation of the use of symbolism in Passage II (the author uses symbolism to explain the details of the feilds surroundings), supported with overly general information from the text (For the specific passage that the author wrote, using Symbolism works and Blossom growing out of the ground resemble the stars in the sky). Language use is appropriate, and errors in conventions (feilds, Symbolism, balencing) do not hinder comprehension. Comp. Eng. June 11 [18]
19 Anchor Paper Question 27 Level 1 B Anchor Level 1 B The response implies an explanation of theme in Passage I (The theme in passage I is friendship), supported with overly general information from the text (They re friendship is very strong and when you have a friend you consider them as your family). Language use is appropriate, and errors in conventions (passage I) do not hinder comprehension. Comp. Eng. June 11 [19]
20 Anchor Paper Question 27 Level 0 Anchor Level 0 The response demonstrates no understanding of the text (I think that in both passages they used good language). Comp. Eng. June 11 [20]
21 Question 27 Practice Paper A Comp. Eng. June 11 [21]
22 Question 27 Practice Paper B Comp. Eng. June 11 [22]
23 Question 27 Practice Paper C Comp. Eng. June 11 [23]
24 Question 27 Practice Paper D Comp. Eng. June 11 [24]
25 Question 27 Practice Paper E Comp. Eng. June 11 [25]
26 QUESTION 27 PRACTICE SET ANNOTATIONS Practice Paper A Score Level 1 The response has an unclear explanation of the literary technique of point of view (Passage II s point of view is a proud point of view), supported with partial and overly general information from the text (The father is proud of the son and he is growing up). Language use is appropriate, and errors in conventions (touch.) do not hinder comprehension. Practice Paper B Score Level 2 The response presents a well-developed paragraph that provides an appropriate explanation of the use of symbolism in Passage I (the symbolism, to emphasize, Ezra s love for Mrs. Scarlotti), supported with clear and appropriate evidence from the text (Ezra uses food to express his love, food is in fact a representation of his love, she would take small amounts of love at first). Language use is appropriate, and errors in conventions (symbolism, to and more it) do not hinder comprehension. Practice Paper C Score Level 2 The response implies an explanation of the literary techniques of metaphor and simile (The author uses different techniques to show his felling and to helps us unthertand to imagent their soroundings), supported with clear and appropriate evidence from the text (the author uses methaphor when he says in line seven, the author uses simily in threeteen and fourteen). Language use may be imprecise (he want to explain and looked as stars), and errors in conventions (opserve, an other, realy shainy) may hinder comprehension. Practice Paper D Score Level 0 The response demonstrates no understanding of the task, referring to friendship as a literary device (One literary element that was used in both passages was friendship). Practice Paper E Score Level 1 The response implies an explanation of characterization (The author uses love and care for passage I), supported with partial information from the text (Ezra is like a son to Mrs. Scarlatti and Ezra brought her, her favorite soup). Language use is imprecise (he cares for you and felt overentionel), and errors in conventions (passage I, son since, restrurant) do not hinder comprehension. Comp. Eng. June 11 [26]
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION ENGLISH E Monday, January 27, 2014 1:15 to 4:15 p.m., only SCORING KEY AND RATING GUIDE Mechanics of Rating Updated
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core)
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION CCE ENGLISH LANGUAGE ARTS (Common Core) Tuesday, June 3, 2014 1:15 to 4:15 p.m., only SCORING KEY AND RATING GUIDE
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core)
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION CCE ENGLISH LANGUAGE ARTS (Common Core) Thursday, August 13, 2015 12:30 to 3:30 p.m., only SCORING KEY AND RATING
The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234
H&G The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234 GENERAL INFORMATION INFORMATION BOOKLET FOR SCORING REGENTS EXAMINATIONS IN GLOBAL HISTORY AND GEOGRAPHY
FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION PHYSICAL SETTING/PHYSICS
FOR TEACHERS ONLY PS P The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION PHYSICAL SETTING/PHYSICS Thursday, June 3, 203 :5 to 4:5 p.m., only SCORING KEY AND RATING GUIDE Directions
BUILDING A LITERATURE PYRAMID
BUILDING A LITERATURE PYRAMID Performance Standard 2A.F Students are to build a pyramid of about one (or more) of the literary elements (e.g., plot, character, theme, setting) by using taken from one of
Rubrics for Assessing Student Writing, Listening, and Speaking High School
Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein
1. imagery 2. plot 3. foreshadowing. 10. structure 11. symbol 12. narrative. 13. motif 14. conflict 15. theme
Literary Terms: English, R. Clemente name: 9 th Grade Literature Unit Two, study sheet A. Literary Terms... 1. imagery 2. plot 3. foreshadowing 4. alliteration 5. onomatopoeia 6. rhyme scheme 7. personification
Anchor Paper Part 2 Level 3 A
Anchor Paper Part 2 Level 3 A Regents Exam in ELA (Common Core) Rating Guide June 14 [29] Anchor Paper Part 2 Level 3 A Anchor Level 3 A The essay introduces a reasonable claim, as directed by the task
Write the key elements of the plot in a story you have read.
F OR USE WITH F OCUS L ESSON 1: PLOT, SETTING, AND T HEME 1a Plot is the series of events in a story. Exposition is the author s introduction to the characters and setting. The conflict, or problem, sets
FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION ALGEBRA 2/TRIGONOMETRY
FOR TEACHERS ONLY The University of the State of New Yk REGENTS HIGH SCHOOL EXAMINATION ALGEBRA 2/TRIGONOMETRY Tuesday, January 28, 2014 1:15 to 4:15 p.m., only SCORING KEY AND RATING GUIDE Mechanics of
FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY. Friday, June 19, 2015 1:15 to 4:15 p.m.
FOR TEACHERS ONLY The University of the State of New Yk REGENTS HIGH SCHOOL EXAMINATION GEOMETRY Friday, June 19, 2015 1:15 to 4:15 p.m., only SCORING KEY AND RATING GUIDE Mechanics of Rating The following
9th Grade Summer Reading Assignment for Of Mice and Men Name:
9th Grade Summer Reading Assignment for Of Mice and Men Name: Before returning to school, you will need to read Of Mice and Men to complete this assignment. This organizer will guide your reading and prepare
English 10 2009/10 Released Exam August 2010 Form A Provincial Examination Answer Key
English 10 2009/10 Released Exam August 2010 Form A Provincial Examination Answer Key Cognitive Processes W = Retrieve Information X = Recognize Meaning Y = Interpret Texts Z = Analyze Texts C = Writing
AP ENGLISH LITERATURE AND COMPOSITION 2007 SCORING GUIDELINES
AP ENGLISH LITERATURE AND COMPOSITION 2007 SCORING GUIDELINES Question 1 (Richard Wilbur and Billy Collins) The score reflects the quality of the essay as a whole its content, its style, its mechanics.
Preparing for the GED Essay
CHAPTER 8 Preparing for the GED Essay This section of the book presents a simple strategy for writing a passing GED essay. Gathering Ideas Organizing Writing Revising The GED Language Arts, Writing Test
2011 Grade 8 New York English Language Arts Test Specifications
2011 Grade 8 New York English Language Arts Test Specifications The New York State Education Department redesigned the 2011 Grades 3-8 English Language Arts tests. The intent of the redesign is to assess
AP Language and Composition Argument
AP Language and Composition Argument Horace Adversity 1 Overview The AP Language & Composition exam s argument essay is a free response question that asks students to respond to a moral or ethical debate
Reading Strategies by Level. Early Emergent Readers
The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom
Correct Answers and Difficulty Levels for the Official SAT Practice Test
Correct Answers and Difficulty Levels for the Official SAT Practice Test Critical Reading Section 4 Section 7 Section 8 COR. DIFF. COR. DIFF. COR. DIFF. COR. DIFF. COR. DIFF. COR. DIFF. ANS. LEV. ANS.
Plot Connections Grade Five
Ohio Standards Connection Reading Applications: Literary Text Benchmark C Identify the elements of plot and establish a connection between an element and a future event. Indicator 3 Identify the main incidents
Montgomery County Public Schools English 9B Exam Review
Montgomery County Public Schools English 9B Exam Review June 2013 FORMAT Five Readings an excerpt from a Shakespeare play (not Romeo and Juliet) two poems a narrative a nonfiction article related to the
GRADE 9 READING LITERATURE...2
Grade 9 Reading Additional Samples The BC performance standards for Grade 9 reading consist of rating scales that describe student achievement in March-April of a given year and samples illustrating typical
Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada
Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada Literacy Circles There is no one right way to conduct literacy circles. The manner
INDIVIDUAL POEMS. 2008 NCUSCR 71 West 23rd Street, Suite 1901 New York, NY 10010-4102 (212) 645-9677 www.ncuscr.org
The following poems were composed by Teachers Exchange Program participants at the Mid- Year Conference for Chinese Teachers in January 2010. The teachers wrote the poems in a demonstration class during
FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. Tuesday, June 3, 2014 9:15 a.m. to 12:15 p.m.
FOR TEACHERS ONLY The University of the State of New Yk REGENTS HIGH SCHOOL EXAMINATION ALGEBRA I (Common Ce) Tuesday, June 3, 2014 9:15 a.m. to 12:15 p.m., only SCORING KEY AND RATING GUIDE Mechanics
FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY
FOR TEACHERS ONLY The University of the State of New Yk REGENTS HIGH SCHOOL EXAMINATION GEOMETRY Thursday, August 13, 2015 8:30 to 11:30 a.m., only SCORING KEY AND RATING GUIDE Mechanics of Rating The
INTRODUCTION TO READING AND LITERATURE SAMPLE TESTS
INTRODUCTION TO READING AND LITERATURE SAMPLE TESTS The Oregon Department of Education provides sample tests to demonstrate the types of reading selections and questions students at grades 3, 5, 8 and
Teacher Guide for FAST-R Passage: FAST-R: Formative Assessments of Student Thinking in Reading. I Ask My Mother to Sing Poetry
Teacher Guide for FAST-R Passage: FAST-R: Formative Assessments of Student Thinking in Reading At a Glance Approximate Grade Range: 2 3 4 5 6 7 8 9 10 11 Genre: Poetry Topic: Longing and Memory Author:
FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. Monday, January 26, 2015 1:15 to 4:15 p.m.
FOR TEACHERS ONLY The University of the State of New Yk REGENTS HIGH SCHOOL EXAMINATION ALGEBRA I (Common Ce) Monday, January 26, 2015 1:15 to 4:15 p.m., only SCORING KEY AND RATING GUIDE Mechanics of
MIDDLE SCHOOL QUESTION TASK CARDS MAIN IDEA (LA.6-8.1.7.3) MAIN IDEA
MAIN IDEA (LA.6-8.1.7.3) MAIN IDEA What is the main idea of this article? What would be another good title for the article? Which accomplishment/idea was most valuable? Which sentence gives the best summary?
Module 15 Exercise 3 How to use varied and correct sentence structures
Section 1A: Comprehension and Insight skills based on short stories Module 15 Exercise 3 How to use varied and correct sentence structures Before you begin What you need: Related text: Powder by Tobias
UNIT PLAN: The Catcher in the Rye. Written by AnnMarie Dull, tenth grade English teacher at the High School for Environmental Studies, New York, NY
AnnMarie Dull Unit Plan for The Catcher in the Rye A Place-Based Approach 1 UNIT PLAN: The Catcher in the Rye. Written by AnnMarie Dull, tenth grade English teacher at the High School for Environmental
AP ENGLISH LITERATURE AND COMPOSITION 2014 SCORING GUIDELINES
AP ENGLISH LITERATURE AND COMPOSITION 2014 SCORING GUIDELINES Question 1 (George Gascoigne s For That He Looked Not upon Her ) The score should reflect the quality of the essay as a whole its content,
[i carry your heart with me(i carry it in] i carry your heart with me(i carry it in. my heart)i am never without it(anywhere
![[i carry your heart with me(i carry it in] i carry your heart with me(i carry it in. my heart)i am never without it(anywhere](/thumbs/40/21579009.jpg "[i carry your heart with me(i carry it in] i carry your heart with me(i carry it in. my heart)i am never without it(anywhere")
1 2 3 4 5 6 7 8 9 10 Edward Estlin Cummings (E.E. Cummings) was born in Cambridge, Massachusetts on October 14, 1894, to a well-known family. His father was a professor at Harvard University. His mother,
English Language Proficiency (055)
Purpose English Language Proficiency (055) The purpose of the English Language Proficiency test is to identify examinees who have demonstrated the level of language skills required of educators seeking
Comparing and Contrasting Grade Three
Ohio Standards Connection Reading Applications: Literary Text Benchmark A Compare and contrast plot across literary works. Indicator 1 Recognize and describe similarities and differences of plot across
About This Lesson: Figurative Language and Imagery
About This Lesson: Figurative Language and Imagery Common Core State Standards Grade 6 Grade 7 Grade 8 RL 4 Determine the meaning of words and phrases as they are used in a text, including figurative and
FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY (COMMON CORE)
FOR TEACHERS ONLY The University of the State of New Yk REGENTS HIGH SCHOOL EXAMINATION GEOMETRY (COMMON CORE) Wednesday, August 12, 2015 8:30 to 11:30 a.m., only SCORING KEY AND RATING GUIDE Mechanics
Summer Reading for Summer 2015 Saint John Paul the Great Catholic High School
During the summer, you may find that you have time for reading. The following books are recommended for the grade levels listed. Each of the books has an interesting story, is told by a gifted author,
Differentiated Instruction & Understanding By Design Lesson Plan Format
Differentiated Instruction & Understanding By Design Lesson Plan Format Title: The Pearl novel study Subject Matter Emphasis and Level: Reading/Lit. class Middle School 8 Author: Wanda Swenson School District:
New York State Testing Program Grade 3 Common Core Mathematics Test. Released Questions with Annotations
New York State Testing Program Grade 3 Common Core Mathematics Test Released Questions with Annotations August 2013 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY
D36. Core Analysis Frame: Poetry. Examine Content. Examine Form and Structure. (continued on page D37)
Core Analysis Frame: Poetry D36 The questions on this analysis frame will help you achieve a basic understanding of any poem you read. For more advanced, in-depth analysis of each element, use the following
Evaluating the Elements of a Piece of Practical Writing The author of this friendly letter..
Practical Writing Intermediate Level Scoring Rubric for a Friendly Letter (to be used upon completion of Lesson 4) Evaluating the Elements of a Piece of Practical Writing The author of this friendly letter..
FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. GEOMETRY (Common Core)
FOR TEACHERS ONLY The University of the State of New Yk REGENTS HIGH SCHOOL EXAMINATION GEOMETRY (Common Ce) Thursday, January 28, 2016 9:15 a.m. to 12:15 p.m., only SCORING KEY AND RATING GUIDE Mechanics
Montgomery County Public Schools Advanced English Semester A Exam Review
Montgomery County Public Schools Advanced English Semester A Exam Review Four Readings including a narrative a poem a non-fiction piece a visual FORMAT Thirty Selected Response Items (SRs) Students will
Personal Timelines Grade Two
Ohio Standards Connection Data Analysis and Probability Benchmark C Represent data using objects, picture graphs and bar graphs. Indicators 3. Read and construct simple timelines to sequence events. 5.
AP ENGLISH LANGUAGE AND COMPOSITION 2015 SCORING GUIDELINES
AP ENGLISH LANGUAGE AND COMPOSITION 2015 SCORING GUIDELINES Question 3 The essay s score should reflect the essay s quality as a whole. Remember that students had only 40 minutes to read and write; the
AP ENGLISH LANGUAGE AND COMPOSITION 2013 SCORING GUIDELINES
AP ENGLISH LANGUAGE AND COMPOSITION 2013 SCORING GUIDELINES Question 2 The score should reflect the essay s quality as a whole. Remember that students had only 40 minutes to read and write; the paper,
Grade 5: Module 1: Unit 2: Lesson 10 Characters Charging Over Time (Chapter 10: Las Papas/Potatoes )
Grade 5: Module 1: Unit 2: Lesson 10 Characters Charging Over Time This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is
WRITING ABOUT FICTION. by Anne Garrett
WRITING ABOUT FICTION by Anne Garrett THINK CRITICALLY AND ANALYZE Your job in writing about literature is to uncover the author s message (theme(s) of the work) and analyze how that message was produced
associated with puberty for boys and girls.
Lesson 5 Puberty Overview In this informational lesson, students learn about puberty. Small groups brainstorm physical, emotional and social changes they think occur The class discusses and evaluates the
What is your name? Do you think it reveals something about your identity and where you come from? If so, what does it reveal?
Red Dog Identity Regardless of who we are, or where we come from, we all have our own identity. Your name, the school you go to, the suburb you live in, the country in which you were raised in are just
Research-Based Lesson Planning and Delivery Guide: Middle School
Research-Based Lesson Planning and Delivery Guide: Middle School Teacher: Course: Grade Level: Date: Mini - Lesson Planning for Inferences Benchmark(s)/Standard(s): What is the next benchmark(s) on my
AP ENGLISH LITERATURE AND COMPOSITION 2008 SCORING GUIDELINES
AP ENGLISH LITERATURE AND COMPOSITION 2008 SCORING GUIDELINES Question 1 (Keats s When I Have Fears and Longfellow s Mezzo Cammin ) The score reflects the quality of the essay as a whole its content, its
INFORMATION BOOKLET FOR SCORING THE REGENTS EXAMINATION IN INTEGRATED ALGEBRA
IA The University of the State of New Yk THE STATE EDUCATION DEPARTMENT Albany, New Yk 12234 INFORMATION BOOKLET FOR SCORING THE REGENTS EXAMINATION IN INTEGRATED ALGEBRA GENERAL INFORMATION The general
Assessment Theory for College Classrooms
1 Classroom assessment information should be the basis for important classroom processes and outcomes: students study and work patterns, students understanding of what they are learning, and teachers instructional
Number Factors. Number Factors Number of factors 1 1 1 16 1, 2, 4, 8, 16 5 2 1, 2 2 17 1, 17 2 3 1, 3 2 18 1, 2, 3, 6, 9, 18 6 4 1, 2, 4 3 19 1, 19 2
Factors This problem gives you the chance to: work with factors of numbers up to 30 A factor of a number divides into the number exactly. This table shows all the factors of most of the numbers up to 30.
Key Stage 3 ENGLISH Medium Term Plan: THE BOY IN THE STRIPED PYJAMAS
Key Stage 3 ENGLISH Medium Term Plan: THE BOY IN THE STRIPED PYJAMAS KEY ASSESSMENT OBJECTIVES: AO1: SPEAKING, LISTENING & AO2: STUDYING SPOKEN LANGUAGE 1 Communicating & Adapting Language DURATION: Week
S ECTION 5 SAMPLE TEST ITEMS FOR THE READING SUBTEST: READING COMPREHENSION AND ANALYSIS
S ECTION 5 SAMPLE TEST ITEMS FOR THE READING SUBTEST: READING COMPREHENSION AND ANALYSIS This section of the Virginia Communication and Literacy Assessment (VCLA) Study Guide provides sample multiple-choice
Point-by Point Method, Comparison/Contrast Essay Step-by-Step Teacher Overview
Point-by Point Method, Comparison/Contrast Essay Teacher Overview Skill Focus Levels of Thinking Remember Understand Apply Analyze Evaluate Create Close Reading Grammar Composition Reading Strategies Inference
Cambridge English: First (FCE) Frequently Asked Questions (FAQs)
Cambridge English: First (FCE) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: First exams? No. Examinations that are at CEFR Level B2 (independent user), or above such as
Bilingual Education Assessment Urdu (034) NY-SG-FLD034-01
Bilingual Education Assessment Urdu (034) NY-SG-FLD034-01 The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national
Units of Study 9th Grade
Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.
AP English Literature & Composition 2002 Scoring Guidelines
AP English Literature & Composition 2002 Scoring Guidelines The materials included in these files are intended for use by AP teachers for course and exam preparation in the classroom; permission for any
AP ENGLISH LITERATURE AND COMPOSITION 2009 SCORING GUIDELINES
AP ENGLISH LITERATURE AND COMPOSITION 2009 SCORING GUIDELINES Question 1 (Shakespeare s Henry VIII, Cardinal Wolsey s Speech) The score reflects the quality of the essay as a whole its content, its style,
Author Study: Edgar Allan Poe 8 th Grade Language Arts Summative Assessments
Author Study: Edgar Allan Poe 8 th Grade Language Arts Summative Assessments The author study essay and project will be due December 10th and will include the following: 1 literary analysis essay Mandatory
Learner Guide. Cambridge International AS & A Level Literature in English
Learner Guide Cambridge International AS & A Level Literature in English 9695 Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy
Grade 6: Module 1: Unit 2: Lesson 19 Peer Critique and Pronoun Mini-Lesson: Revising Draft Literary Analysis
Grade 6: Module 1: Unit 2: Lesson 19 Revising Draft Literary Analysis This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content
Response to Literature Essay Writing
Response to Literature Essay Writing Intro. Paragraph with thesis statement* Body Par. #1 Body Par. #2 Body Par. #3 (optional) Concluding Paragraph Introductory Paragraph -- Like a funnel, start with a
Teacher Guide for FAST-R Passage: FAST-R: Formative Assessments of Student Thinking in Reading. Sonnet 138 and Sonnet 73 Poetry.
Teacher Guide for FAST-R Passage: FAST-R: Formative Assessments of Student Thinking in Reading At a Glance Approximate Grade Range: 2 3 4 5 6 7 8 9 10 11 Genre: Poetry Topic: Love belongs to those who
Where Are You Spiritually? 1 John 2:12-14
Where Are You Spiritually? 1 John 2:12-14 Introduction: The apostle John s writing in 1 John 2:12-14 is set apart from the other paragraphs in almost all the English translations because it seems to come
Main Idea in Informational Text Grade Three
Ohio Standards Connection Informational, Technical and Persuasive Text Benchmark C Identify the central ideas and supporting details of informational text. Indicator 3 Identify and list the important central
Dear Mr. President. Estimated Time: 40 minutes
Dear Mr. President Estimated Time: 40 minutes I. Objectives As a result of this lesson, students will: identify the parts of a friendly letter. write a friendly letter to the president. II. Materials and
Study Guide for the Middle School Science Test
Study Guide for the Middle School Science Test A PUBLICATION OF ETS Copyright 2008 by Educational Testing Service EDUCATIONAL TESTING SERVICE, ETS, the ETS logo, LISTENING., LEARNING., LEADING., and GRE,
AP English Language Research Project Assignment Created by Sandy Jameson, Nazareth Area High School, 2013
Assignment Created by Sandy Jameson, Nazareth Area High School, 2013 You will be creating an AP Exam style Synthesis Question. The Synthesis Question gives you several sources, and asks you to combine
FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION LIVING ENVIRONMENT
FOR TEACHERS ONLY LE The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION LIVING ENVIRONMENT Tuesday, June 21, 2011 9:15 a.m. to 12:15 p.m., only SCORING KEY AND RATING GUIDE Directions
Supplemental Activity
Materials: Test-Taking Skills Assessment on page 80 in this workbook (page 19 in the student workbook) Test-Taking Tips on page 81 in this workbook (page 20 in the student workbook) Tactics for Studying
HOW TO ANNOTATE A TEXT (Half of the test grade will be based on your annotated text)
HOW TO ANNOTATE A TEXT (Half of the test grade will be based on your annotated text) 1. At the top of the page or on a post-it, mark the important plot events. Every page will not necessarily be marked.
WRITING A CRITICAL ARTICLE REVIEW
WRITING A CRITICAL ARTICLE REVIEW A critical article review briefly describes the content of an article and, more importantly, provides an in-depth analysis and evaluation of its ideas and purpose. The
STAAR Sample Short Answer Questions
STAAR Sample Short Answer Questions ENGLISH I, II, and III Single Selection: Literary In this excerpt from Anne of Green Gables, do you think the stage directions enhance your understanding of the scene?
Elements for Analyzing Fiction
Learning Centre Elements for Analyzing Fiction Authors use various literary devices to develop ideas in their work. These devices are analyzed by academics in order to understand fiction. This handout
Peeling Back the Layers Sister Grade Seven
2-7th pages 68-231.15 8/3/04 9:58 AM Page 178 Peeling Back the Layers Sister Grade Seven Skill Focus Grammar Composition Reading Strategies Annotation Determining Main Idea Generalization Inference Paraphrase
D24. Core Analysis Frame: Fiction. Examine Setting. Analyze Characters. Examine Plot. (continued on page D25)
Core Analysis Frame: Fiction D24 These questions will help you understand any story you read. For more advanced, in-depth analysis of each element, use the following frames: Setting Plot Author s Craft
Flowers for Algernon by Daniel Keyes Harcourt: New York 2004
Flowers for Algernon by Daniel Keyes Harcourt: New York 2004 Questioning Strategy: Socratic Seminar Purpose of the Strategy This book is dense and complicated, and the end of the novel is extremely ambiguous.
Elements of a Novel and Narrative Writing Grade 10
Ohio Standards Connection Literary Text Benchmark B Explain and analyze how the context of setting and the author s choice of point of view impact a literary text. Indicator 2 Analyze the features of setting
The test uses age norms (national) and grade norms (national) to calculate scores and compare students of the same age or grade.
Reading the CogAT Report for Parents The CogAT Test measures the level and pattern of cognitive development of a student compared to age mates and grade mates. These general reasoning abilities, which
How To Proofread
GRADE 8 English Language Arts Proofreading: Lesson 6 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information
The Fantastic World of Stellaluna
Grade 2 Lesson Plan The Fantastic World of Stellaluna Language Arts: Reading: Literary Response and Analysis Writing: Writing Applications (Genres and Their Characteristics) Level: Grade 2 Abstract: In
Percy Jackson and the Olympians: The Lightning Thief by Rick Riordan
Name: Reading: English: Percy Jackson and the Olympians: The Lightning Thief by Rick Riordan Literary Analysis Unit Thesis Claim: The way Percy changes in the book is emphasized by theme and figurative
Understand the purpose of a writing sample 1. Understand the writing sample requirements for this job. Provide exactly what the posting requests.
Writing Sample Tips While cover letters and resumes are samples of your writing, many employers require the submission of a formal legal writing sample. A formal legal writing sample alone will not get
TEST-TAKING STRATEGIES FOR READING
TEST-TAKING STRATEGIES FOR READING For students who have enrolled in this class shortly before taking the reading proficiency exam, here are some helpful test-taking strategies you can use: 1. Always read
Jack s Dyslexia Index indicates he has dyslexic difficulties that are mild in extent.
Dyslexia Portfolio Report for Jack Jones Assessed by Sue Thompson on 05/08/2009 Report for parents When a child is identified as dyslexic, additional support will be needed from both school and home to
Creating a Short Story
SUGGESTED Learning Strategies: Revisiting Prior Work, Prewriting, Drafting, Revising, Visualizing, Sharing and Responding Assignment Your assignment is to develop one of the Story Starters you wrote in
Florida Comprehensive Assessment Test. 4 th Grade Reading. Sample Test: Butterfly Poetry. Reading Book
Florida Comprehensive Assessment Test 4 th Grade Reading Sample Test: Butterfly Poetry Reading Book Helpful Tips This symbol is next to questions that require a short written answer. A full and complete
Study Guide for the Pre-Professional Skills Test: Writing
Study Guide for the Pre-Professional Skills Test: Writing A PUBLICATION OF ETS Table of Contents Study Guide for the Pre-Professional Skills Test: Writing TABLE OF CONTENTS Chapter 1 Introduction to the
Students with last names beginning with A-L should sign up for the following class:
***Greetings, rising juniors! This summer you will read BOTH Zeitoun by Dave Eggers AND The Catcher in the Rye by J.D. Salinger. You will upload a Word document onto Turnitin.com answering one of the prompts
hij Teacher Resource Bank GCE Religious Studies Unit A Religion and Ethics 1 Example of Candidate s Work from the January 2009 Examination Candidate C
hij Teacher Resource Bank GCE Religious Studies Unit A Religion and Ethics 1 Example of Candidate s Work from the January 2009 Examination Candidate C Copyright 2009 AQA and its licensors. All rights reserved.