The Pupil Friendly Scottish Criterion Scale
|
|
- Annis Pitts
- 4 years ago
- Views:
Transcription
1 The Pupil Friendly Scottish Criterion Scale Ros Wilson Tel: Fax:
2 CfE First Level 1-3 My piece of writing should tell my teacher at least 3 things. 1. I can use good words. 2. I can write a story. 3. My letters are written the right way round. 4. I can write my full name. 5. I can choose the right words. 6. My writing makes sense. 7. I can use a connective. 8. I can write a sentence. I can put in a capital letter and full stop. 9. I use phonics to help me spell. 10. I can spell a few common words. 11. I can write different kinds of stories. 12. I can put extra bits into my story. 13. I can use finger spaces. 2
3 CfE First Level 4-6 My piece of writing should be at least about 100 words. 1. I can use interesting words. I must use at least 2 examples. 2. I can use connectives other than and to join 2 or more simple sentences (e.g. but, so, then, because ) 3. I can open my sentences in different ways (e.g. Soon, At last, After, Then, Next, So ) 4. I can use full stops and capital letters. I will try to use question marks and commas. 5. I can spell most common words correctly. 6. I will use phonics to help me spell words. 7. My writing has a beginning, middle and end. 8. I can give enough information or description to interest the reader. 9. I can attempt to make writing lively and interesting. 10. I can use the correct layout for my writing. (e.g. letter, instructions) 11. I can use the words; last time, also, after, then, soon, at last, and another thing, in my writing. 12. I can use words to show feelings in my personal writing. I can use suitable language in functional writing. 13. I can use adjectives and descriptive phrases. 14. My handwriting is neat and tidy. 3
4 CfE Second Level 1-3 My piece of writing should be at least about words. 1. I can use interesting words. I must use at least 3 examples. 2. I can use different connectives to link sentences (e.g. when, because, if, after, while, also, as well, although, before, besides, until ). 3. I can always vary sentence openings to make my stories interesting e.g. I must use better words than I, He, She. 4. I can use full stops, commas, and question marks. I am trying to use exclamation marks, inverted commas, ellipsis, dashes, brackets and apostrophes. 5. I can spell most of my common words correctly. 6. I can spell most familiar words accurately. 7. My stories are sequenced correctly. 8. I can write in different functional, personal and imaginative Ways. (e.g. letters formal and informal, reports, diaries, dialogue). 9. I can choose adjectives and descriptive phrases for detail and emphasis. (The wicked wolf. The malicious wolf.) 10. I can make writing lively and interesting. I can change the length of my sentences. 11. I can give information about character or setting or making a series of points. 12. I can link ideas and events in a clear sequence so to that my writing makes sense (e.g. last time, also, after, then, soon, at last, another thing, as well as, to add to this, later, firstly, lastly, often ) 14. I can use some words to express feelings and emotions in personal writing. I can use appropriate language in functional writing. 15. My nouns and verbs agree. 16. I can try to use paragraphs to show beginning, middle and end. 17. My handwriting is accurate and neat. I am beginning to join my Letters. 4
5 CfE Second Level 4-6 My piece of writing should be at least about words. 1. I can use interesting words or phrases to continue and develop ideas. I must use at least 4 examples. 2. I can attempt to use a range of connectives (e.g. although, however, nevertheless, since, in order to, contrary to, ). 3. I can attempt to use a range of openers (e.g. words ending in ing, ed, ly and connectives as openers. (E.g. Thoughtfully, I watched the stars, Smiling, she embraced me ) 4. I can use full stops, commas and question marks accurately and I experiment with other punctuation for effect, (e.g. exclamation marks, inverted commas, ellipsis, dashes, brackets and apostrophes). 5. I can spell all common words correctly. 6. I can spell all familiar words accurately. 7. I can link and relate events/points in my writing so that my writing makes sense. (e.g. afterwards, before, also, after a while, eventually, moreover, furthermore, in addition to this ) 8. I can consistently use the appropriate form to suit the purpose of the task. (e.g. formal and informal letter, report, diary, dialogue, narrative) 9. I can deliberately choose adjectives and/or adverbs for detail and description (E.g. The bad child. The despicable child.) 10. I can write in a lively and clear way and I can make my sentences different lengths. 11. I can try to use more than one paragraph. 13. I can use language to express feelings or emotions (may be implicit). 14. I can attempt to give opinion, interest or humour through detail. 15. I can use correct grammatical structures. 16. I can organise ideas appropriately for both purpose and reader, e.g. captions, headings, bullet points, fonts, chapters, letter formats, paragraphs, logically sequenced events, contextual and background information ). 17. I can use general words for style (e.g. sometimes, never, always, often, even, in addition ). 18. My handwriting is accurate, consistent and linked. 5
6 CfE Third Level My piece of writing should be at least about words. 1. I can use ambitious and adventurous language and include adjectives and adverbs for description. I must use at least 5 examples. 2. I can use a range of connectives confidently and accurately, (e.g. furthermore, moreover, similarly, yet despite, whereas ). 3. I can use openers using words ending in ing, ed, ly. I can also use connectives as openers. (E.g. Panicking, she corrected the writing, Stunned, he accepted his prize ) 4. I can use a wide range of punctuation accurately and to create effect (e.g. full stops, commas, question marks, exclamation marks, inverted commas, ellipsis, dashes, brackets, colons, semi -colons and apostrophes). 5. Almost all of my spelling is correct. 6. I can confidently link events/points in my writing (e.g. subsequently, before, also, after a while, eventually, moreover, furthermore, in addition to this, on the contrary ). 7. I can write for different purposes. 8. I can write in a lively and coherent way with confidence using different sentence lengths. 9. I can organise ideas appropriately for both purpose and reader as appropriate to task (e.g. captions, headings, fonts, chapters, letter formats, paragraphs, logically sequenced events, contextual and background information). 10. I can develop ideas in creative and interesting ways (including the development of characters, description of setting and exploration of feelings or emotions) OR I can produce thoughtful and considered writing as appropriate to task (e.g. providing explanation, opinion, justification and / or deduction, effective introductions and conclusions ) 12. I can use simple grammatical structures confidently and can attempt to use grammatically complex structures (e.g. expansion before and after the noun The little, old man who lived on the hill / subordinating clauses I felt better when / who taught me the guitar ). 11. I can use nouns, pronouns and tenses accurately and consistently throughout. 13. I can use paragraphs confidently and accurately. 14. My handwriting is accurate, consistent and linked. 6
Pupil SPAG Card 1. Terminology for pupils. I Can Date Word
Pupil SPAG Card 1 1 I know about regular plural noun endings s or es and what they mean (for example, dog, dogs; wish, wishes) 2 I know the regular endings that can be added to verbs (e.g. helping, helped,
Albert Pye and Ravensmere Schools Grammar Curriculum
Albert Pye and Ravensmere Schools Grammar Curriculum Introduction The aim of our schools own grammar curriculum is to ensure that all relevant grammar content is introduced within the primary years in
Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)
Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative
FUNCTIONAL SKILLS ENGLISH - WRITING LEVEL 2
FUNCTIONAL SKILLS ENGLISH - WRITING LEVEL 2 MARK SCHEME Instructions to marker There are 30 marks available for each of the three tasks, which should be marked separately, resulting in a total of 90 marks.
English Appendix 2: Vocabulary, grammar and punctuation
English Appendix 2: Vocabulary, grammar and punctuation The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge
10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words
Standard 3: Writing Process 3.1: Prewrite 58-69% 10.LA.3.1.2 Generate a main idea or thesis appropriate to a type of writing. (753.02.b) Items may include a specified purpose, audience, and writing outline.
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..
Narrative Success Criteria
NC Narrative Success Criteria 1 I can write down my ideas using words and phrases. Sometimes I remember to use full stops and capital letters. 2 I can write in sentences. Sometimes I join my ideas together
Understanding Clauses and How to Connect Them to Avoid Fragments, Comma Splices, and Fused Sentences A Grammar Help Handout by Abbie Potter Henry
Independent Clauses An independent clause (IC) contains at least one subject and one verb and can stand by itself as a simple sentence. Here are examples of independent clauses. Because these sentences
Livingston Public Schools Scope and Sequence K 6 Grammar and Mechanics
Grade and Unit Timeframe Grammar Mechanics K Unit 1 6 weeks Oral grammar naming words K Unit 2 6 weeks Oral grammar Capitalization of a Name action words K Unit 3 6 weeks Oral grammar sentences Sentence
Ask your teacher about any which you aren t sure of, especially any differences.
Punctuation in Academic Writing Academic punctuation presentation/ Defining your terms practice Choose one of the things below and work together to describe its form and uses in as much detail as possible,
Elements of Writing Instruction I
Elements of Writing Instruction I Purpose of this session: 1. To demystify the goals for any writing program by clearly defining goals for children at all levels. 2. To encourage parents that they can
Film review. Secondary National Strategy. Year 8 writing task. Teacher pack. Assessing pupils progress in English at Key Stage 3.
Secondary National Strategy Guidance Curriculum and Standards Film review Year 8 writing task Teacher pack English subject leaders and teachers of English Status: Recommended Date of issue: 01-2006 Ref:
9 The Difficulties Of Secondary Students In Written English
9 The Difficulties Of Secondary Students In Written English Abdullah Mohammed Al-Abri Senior English Teacher, Dakhiliya Region 1 INTRODUCTION Writing is frequently accepted as being the last language skill
Writing Common Core KEY WORDS
Writing Common Core KEY WORDS An educator's guide to words frequently used in the Common Core State Standards, organized by grade level in order to show the progression of writing Common Core vocabulary
Published on www.standards.dcsf.gov.uk/nationalstrategies
Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units
Rubrics & Checklists
Rubrics & Checklists fulfilling Common Core s for Third Grade Narrative Writing Self-evaluation that's easy to use and comprehend Scoring that's based on Common Core expectations Checklists that lead students
ENGLISH LANGUAGE - SCHEMES OF WORK. For Children Aged 8 to 12
1 ENGLISH LANGUAGE - SCHEMES OF WORK For Children Aged 8 to 12 English Language Lessons Structure Time Approx. 90 minutes 1. Remind class of last topic area explored and relate to current topic. 2. Discuss
Assessing children s writing at the end of Key Stage 2. 6 th December 2013
Assessing children s writing at the end of Key Stage 2 6 th December 2013 Aims of this morning: To outline the statutory requirements of KS2 writing assessment in 2014. To summarise Gloucestershire s KS2
Guidelines for the Teaching of Writing at Great Wishford Primary School
Guidelines for the Teaching of Writing at Great Wishford Primary School Aims: To inform teachers and support staff in the school with regard to school guidelines, procedures and suggested teaching strategies
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Rubrics & Checklists
Rubrics & Checklists fulfilling Common Core s for Fourth Grade Narrative Writing Self-evaluation that's easy to use and comprehend Scoring that's based on Common Core expectations Checklists that lead
Definition of terms. English tests. Writing. Guide to technical terms used in the writing mark scheme for the internally marked test
En KEY STAGE 2 LEVELS 3 5 English tests Definition of terms Writing Guide to technical terms used in the writing mark scheme for the internally marked test 2012 National curriculum assessments Crown copyright
Rubrics & Checklists
Rubrics & Checklists fulfilling Common Core s for Fifth Grade Narrative Writing Self-evaluation that's easy to use and comprehend Scoring that's based on Common Core expectations Checklists that lead students
ANNOTATED WRITING TASK INFORMATION REPORT Deserts 1
ANNOTATED WRITING TASK INFORMATION REPORT Deserts 1 Deserts are easily identified by their 23 lack of rainfall. 2 Most deserts get less than 25 cm of rain each year. 26 Many people 3 think that deserts
Index. 344 Grammar and Language Workbook, Grade 8
Index Index 343 Index A A, an (usage), 8, 123 A, an, the (articles), 8, 123 diagraming, 205 Abbreviations, correct use of, 18 19, 273 Abstract nouns, defined, 4, 63 Accept, except, 12, 227 Action verbs,
KS2 SATS 2015. Goosewell Primary School Parents and teachers working together for the benefit of the children.
KS2 SATS 2015 Goosewell Primary School Parents and teachers working together for the benefit of the children. How are we preparing? Practising previous SATs papers Continuous assessment Booster classes
12 SECOND QUARTER CLASS ASSIGNMENTS
October 13- Homecoming activities. Limited class time. October 14- Homecoming activities. Limited class time. October 15- Homecoming activities. Limited class time. October 16- Homecoming activities. Limited
Oxford Learning Institute University of Oxford
Guide to Editing and Proofreading Editing and proofreading are often neglected, but they are the crucial final stages of the writing process. Even the smallest error can result in embarrassing or even
LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
Written Language Curriculum Planning Manual 3LIT3390
Written Language Curriculum Planning Manual 3LIT3390 TABLE OF CONTENTS Language Usage Curriculum... 1 Language Usage I... 2 Language Usage II... 4 Language Usage III... 6 Language Usage IV... 8 Language
Assessing Writing Performance Level B1
Assessing Writing Performance Level B1 Writing assessment by examiners in the Cambridge English: Preliminary (PET), Preliminary (PET) for Schools and Business Preliminary exams (BEC) Cambridge English
Language Arts Literacy Areas of Focus: Grade 6
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
SUCCESS CRITERIA FOR WRITING. Chris Quigley
SUCCESS CRITERIA FOR WRITING Chris Quigley Introduction Success criteria help children to understand what you are looking for in a piece of writing. These resources help children from Reception to Year
KINDGERGARTEN. Listen to a story for a particular reason
KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words
Language Arts Literacy Areas of Focus: Grade 5
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
Integrated Skills in English examinations
Integrated Skills in English examinations Preparing for the Portfolio and the Controlled Written examination ISE Text Definitions Conventions associated with different text types vary between different
Third Grade Language Arts Learning Targets - Common Core
Third Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask and answer questions, using the text for support, to show my understanding. RL 1-1
Indiana Department of Education
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
VCOP. Vocabulary, Connectives, Openers and Punctuation - Helping your child with V.C.O.P at home
Vocabulary, Connectives, Openers and Punctuation - VCOP Helping your child with V.C.O.P at home Throughout the school, the children are involved in activities that help them to gain more knowledge about
3rd Grade - ELA Writing
3rd Grade - ELA Text Types and Purposes College & Career Readiness 1. Opinion Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
This document has been produced to support the development of effective questioning and dialogue between teacher and pupils.
QUESTIONING Assessing and Developing Children s Understanding and Thinking in Literacy through Effective Introduction This document has been produced to support the development of effective questioning
1 of 22 The National Strategies Primary Primary Framework for literacy and mathematics, Mark writing. Mark Year 1 Low level 1. Writing standards file
1 of 22 The National Strategies Primary Mark Year 1 Low level 1 Writing standards file 2 of 22 The National Strategies Primary Writing instructions: autumn term Mark wrote this set of instructions as part
Transitions between Paragraphs
Transitions between Paragraphs The Writing Lab D204d http://bellevuecollege.edu/asc/writing 425-564-2200 Sometimes an essay seems choppy, as if with each new topic sentence, the writer started the essay
The English Department Guide. To doing well in your. English GCSE Exams
The English Department Guide To doing well in your English GCSE Exams 1 WJEC English/English Language The date of your exams Tuesday 10 th January Unit 1 (Reading) 9am Unit 2 (Writing) 10am 2 Unit 1 Reading
Glossary of literacy terms
Glossary of literacy terms These terms are used in literacy. You can use them as part of your preparation for the literacy professional skills test. You will not be assessed on definitions of terms during
LEVEL 2 FUNCTIONAL SKILLS ENGLISH 09499/03
OXFORD CAMBRIDGE AND RSA EXAMINATIONS LEVEL FUNCTIONAL SKILLS ENGLISH 09499/03 PRACTICE PAPER BW05 WRITING TASK AND ANSWER BOOKLET Your surname or family name TIME: 55 MINUTES Your first forename (if any)
AK + ASD Writing Grade Level Expectations For Grades 3-6
Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.
Year 2 and Year 3. Planning Exemplification and Spelling Programme. Guidance. Curriculum and Standards. Year 2 and Year 3.
Guidance Curriculum and Standards Year 2 and Year 3 Planning Exemplification and Spelling Programme Year 2 and Year 3 teachers Status: Recommended Date of issue: 12-2003 Ref: DfES 0000-2003 Disclaimer
Year 3 Grammar Guide. For Children and Parents MARCHWOOD JUNIOR SCHOOL
MARCHWOOD JUNIOR SCHOOL Year 3 Grammar Guide For Children and Parents A guide to the key grammar skills and understanding that your child will be learning this year with examples and practice questions
Narrative Writing Conference Planner
Narrative Writing Conference Planner Name Class Before our conference on your narrative piece, read the list of questions and directions after the trait(s) that I ve highlighted on this sheet. We ll review
The National Curriculum. Level descriptions for subjects
The National Curriculum Level descriptions for subjects The Qualifications and Curriculum Authority (QCA) is currently operating certain of its non-regulatory functions under the name Qualifications and
Unit: Fever, Fire and Fashion Term: Spring 1 Year: 5
Unit: Fever, Fire and Fashion Term: Spring 1 Year: 5 English Fever, Fire and Fashion Unit Summary In this historical Unit pupils learn about everyday life in London during the 17 th Century. Frost fairs,
Report Writing: Editing the Writing in the Final Draft
Report Writing: Editing the Writing in the Final Draft 1. Organisation within each section of the report Check that you have used signposting to tell the reader how your text is structured At the beginning
stress, intonation and pauses and pronounce English sounds correctly. (b) To speak accurately to the listener(s) about one s thoughts and feelings,
Section 9 Foreign Languages I. OVERALL OBJECTIVE To develop students basic communication abilities such as listening, speaking, reading and writing, deepening their understanding of language and culture
TERMS. Parts of Speech
TERMS Parts of Speech Noun: a word that names a person, place, thing, quality, or idea (examples: Maggie, Alabama, clarinet, satisfaction, socialism). Pronoun: a word used in place of a noun (examples:
Name: Note that the TEAS 2009 score report for reading has the following subscales:
Name: Writing, Reading, and Language Center Software Activities Relevant for TEAS Reading Preparation The WRLC is located in room MT-020, below the library. These activities correspond roughly to TEAS
Certificate Programs
Course Schedule At A Glance September, 2004 April, 2005 8 Business Writing Certificate 7 Business Writing Certificate 16 Leadership Certificate 22 Customer Service Certificate 32 Business Writing Certificate
MODULE 15 Diagram the organizational structure of your company.
Student name: Date: MODULE 15 Diagram the organizational structure of your company. Objectives: A. Diagram the organizational chart for your place of business. B. Determine the importance of organization
Checklist for Recognizing Complete Verbs
Checklist for Recognizing Complete Verbs Use the following six guidelines to help you determine if a word or group of words is a verb. 1. A complete verb tells time by changing form. This is the number
Cohesive writing 1. Conjunction: linking words What is cohesive writing?
Cohesive writing 1. Conjunction: linking words What is cohesive writing? Cohesive writing is writing which holds together well. It is easy to follow because it uses language effectively to guide the reader.
Welcome to the TEACH Trust Grammar and Punctuation Workshop ~ Key Stage 2
Welcome to the TEACH Trust Grammar and Punctuation Workshop ~ Key Stage 2 Whilst you are waiting, please have a little go at the warm up quiz on your tables..!! 1. What is grammar and punctuation? 2. What
Cambridge Primary English as a Second Language Curriculum Framework
Cambridge Primary English as a Second Language Curriculum Framework Contents Introduction Stage 1...2 Stage 2...5 Stage 3...8 Stage 4... 11 Stage 5...14 Stage 6... 17 Welcome to the Cambridge Primary English
English Scope and Sequence: Foundation to Year 6
English Scope and Sequence: Foundation to Year 6 Foundation Year Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Language Variation and Change Language variation and change How English varies according to context
This image cannot currently be displayed. Course Catalog. Language Arts 400. 2016 Glynlyon, Inc.
This image cannot currently be displayed. Course Catalog Language Arts 400 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: READING AND WRITING... 3 UNIT 2: READING FOR MEANING... 3 UNIT
Compound Sentences and Coordination
Compound Sentences and Coordination Mary Westervelt Reference: Ann Hogue (2003) The Essentials of English: A Writer s Handbook. New York, Pearson Education, Inc. When two sentences are combined in a way
Scope and Sequence/Essential Questions
Scope and Sequence/Essential Questions Scope and Sequence 8th Grade Language First Six Weeks Week SPI Essential Question Checks for Understanding Week 1 0801.1.5 How can you identify and correctly place
Performance Indicators-Language Arts Reading and Writing 3 rd Grade
Learning Standards 1 st Narrative Performance Indicators 2 nd Informational 3 rd Persuasive 4 th Response to Lit Possible Evidence Fluency, Vocabulary, and Comprehension Reads orally with Applies letter-sound
Student s Worksheet. Writing útvary, procvičování
Student s Worksheet Writing útvary, procvičování In a writing exam you are given the instructions including a type of your writing (a letter, a description, a story, an article, an essay, an e-mail etc.)
Key stage 2 English grammar, punctuation and spelling
KEY STAGE 2 July 2014 Key stage 2 English grammar, punctuation and spelling Sample questions, mark schemes and commentary for 2016 assessments Introduction to sample materials The new national curriculum
Standards and progression point examples
English Progressing towards Foundation Progression Point 0.5 At 0.5, a student progressing towards the standard at Foundation may, for example: explain the directionality of printed texts (ACELA1433 Concepts
SAMPLE BOOKLET Published July 2015
National curriculum tests Key stage 1 English grammar, punctuation and spelling Mark schemes SAMPLE BOOKLET Published July 2015 This sample test indicates how the national curriculum will be assessed from
Success c r i t e r i a. writing. for. Chris Quigley
Success c r i t e r i a for writing Chris Quigley About the author Chris Quigley CHRIS QUIGLEY BA (hons), NPQH is a leading trainer of inspectors to the new Ofsted framework. He took up his role as Senior
Six Traits Writing Strategies
Six Traits Writing Strategies Jim Collins Improving Writing with Six Traits and Writing Strategies: One Problem at a Time Review of the Six Traits The Six Traits are the qualities that teachers, writers,
At Brockmoor we have 4 VCOP superheroes to help the children with their writing:
Brockmoor s Guide to Writing using VCOP (better Vocabulary, Connectives, sentence Openers & Punctuation) Thank you for helping me to support your child! Mr Jones At Brockmoor we have 4 VCOP superheroes
The new portfolio will not be assessed by examiners but will be used as a tool for students to develop their writing skills at each level.
A Teachers guide to the Trinity portfolio toolkit What is a portfolio? It s a file or folder that contains a collection of your students work. Each portfolio should include at least one example of each
English Language Curriculum
English Language Curriculum The Finnish International School of Tampere (FISTA) requires students to comply with the English curriculum. This curriculum includes goals, content and the criteria for evaluation.
Grade 5. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand
Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teachers Resource Bundle 1 The Arts 1.1
A + dvancer College Readiness Online Alignment to Florida PERT
A + dvancer College Readiness Online Alignment to Florida PERT Area Objective ID Topic Subject Activity Mathematics Math MPRC1 Equations: Solve linear in one variable College Readiness-Arithmetic Solving
Bauer College of Business Writing Style Guide
Bauer College of Business Writing Style Guide This guide is intended to help you adopt a style of written communication that is appropriate for the real world of business. It is not intended to replace
7 th Grade STAAR Writing Camp
7 th Grade STAAR Writing Camp The objective for this writing camp is for students to determine whether the prompt is a narrative or expository prompt. Students will analyze and compose essays based on
Kid Friendly Rubrics for WFTB
Kid Friendly Rubrics for WFTB Grade 1 Observational Writing Pts. Possible 1. 3 complete sentences 8 4. Periods, exclamation marks and question marks 2 5. Spacing between words 2 6. Descriptive language
Grade 4 Writing Curriculum Map
Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me
FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or
Avoiding Run-On Sentences, Comma Splices, and Fragments
Avoiding Run-On Sentences, Comma Splices, and Fragments Understanding sentence structure helps in identifying and correcting run-on sentences and sentence fragments. A computer s spell checker does not
This image cannot currently be displayed. Course Catalog. Language Arts 600. 2016 Glynlyon, Inc.
This image cannot currently be displayed. Course Catalog Language Arts 600 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3:
Building with the 6 traits
Building with the 6 traits Like the foundation of a house, IDEA DEVELOPMENT serves as the solid base on which a good piece of writing rests. If you start with a solid idea, your writing can grow as big
Grammar Presentation: The Sentence
Grammar Presentation: The Sentence GradWRITE! Initiative Writing Support Centre Student Development Services The rules of English grammar are best understood if you understand the underlying structure
Why do we need a theme?
2009-2010 Yearbook What is a yearbook? A memory book A reference book Make sure we have EVERYONE at LEAST once in the book. Check spelling of the name multiple times A history book Remember, we are history
Adlai E. Stevenson High School Course Description
Adlai E. Stevenson High School Course Description Division: World Languages Course Number: SPA201, SPA202 Course Title: Spanish 2 Course Description: Students continue to develop listening, speaking, reading,
Introduction to Reading Literacy Strategies
Introduction to Reading Literacy Strategies Reading involves: decoding words and understanding the alphabetic code understanding vocabulary linking known knowledge with the knowledge in texts rechecking
CAMBRIDGE FIRST SERIES
CAMBRIDGE FIRST SERIES WRITING & USE OF ENGLISH LINKERS When sitting the Cambridge First exam, one of the things most candidates may have problems with is the accurate use of linkers. Linkers are words
Top 2 grammar techniques, and ways to improve
Top 2 grammar techniques, and ways to improve Grammar is the most fundamental concept in languages. Thus, in order to learn a second language successfully, grammar is the most important concepts to be
ESL 005 Advanced Grammar and Paragraph Writing
ESL 005 Advanced Grammar and Paragraph Writing Professor, Julie Craven M/Th: 7:30-11:15 Phone: (760) 355-5750 Units 5 Email: julie.craven@imperial.edu Code: 30023 Office: 2786 Room: 201 Course Description:
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
Directions for Compare and Contrast
for Compare and Contrast To compare is the process of identifying similarities, and to contrast is the process of identifying differences. Please complete the following tasks: 1. Identify at least four
Discourse Markers in English Writing
Discourse Markers in English Writing Li FENG Abstract Many devices, such as reference, substitution, ellipsis, and discourse marker, contribute to a discourse s cohesion and coherence. This paper focuses
Directions for Narrative, Expository, and Descriptive Essays
for Narrative, Expository, and Descriptive Essays The Parts of an Essay An essay has the same elements as a well-written paragraph. A paragraph has a topic sentence; an essay has a thesis statement. A
Level 1 Teacher s Manual
TABLE OF CONTENTS Lesson Study Skills Unit Page 1 STUDY SKILLS. Introduce study skills. Use a Quigley story to discuss study skills. 1 2 STUDY SKILLS. Introduce getting organized. Use a Quigley story to
1) The subject. The man walked down the street. 2) A participle (word ending in ing or ed) Walking up the street, he tripped.
1) The subject The man walked down the street. 2) A participle (word ending in ing or ed) Walking up the street, he tripped. Worried about tripping, he bumped into his wife. 3) A connective As she walked,