Reading: Literature: Key Ideas and Details
|
|
|
- Shannon Robertson
- 7 years ago
- Views:
Transcription
1 DesCartes Statements: RIT Above 230: Analyzes how detail is used in a literary text to define character Compares content/concepts described in literary passages (2 or more complex passages or poems ) Evaluates statements to choose the one which best represents the theme of a literary paragraph (complex) Evaluates statements to choose the one which best represents the theme of a parable or allegory Identifies the use of climax in plot RIT : Analyzes poems to determine the main idea in literary text Compares characters in literary texts (1-10 complex paragraphs) Compares poems to determine the common theme in literary text Describes characteristics of a character from information found in simple literary text Describes contrasts made among characters in literary texts (1-10 complex paragraphs) Describes the conflict implied in literary texts Draws conclusions based on information found in literary text Evaluates character development in literary text Evaluates complex literary passages to select the best summary Evaluates statements to choose the one which best represents the main idea of a literary paragraph (complex) Evaluates statements to choose the one which best represents the main idea of a poem (complex) Evaluates to select the most valid inference that is limited to the evidence provided by s (3 or more paragraphs containing multiple complex sentences and high level vocabulary) Identifies main idea in literary passages (1 to 3 paragraphs) Identifies the development of plot in a literary text Identifies the theme in a literary text Identifies the use of climax in plot Identifies the use of rising action in plot Infers a similar meaning in a literary text Infers the qualities (emotional and/or physical) of a character based on information found in literary texts Infers using information in literary text Locates information in long literary passages Summarizes information found in poetry Summarizes information in literary text based on supporting details RIT : Analyzes how detail is used in a literary text to set the scene Analyzes literary passages (5-15 paragraphs) to determine its theme (term not used) Analyzes passages (5-10 paragraphs) to rephrase the main idea of literary text (term not used) in the form Analyzes poems to determine the main idea in literary text Assesses character development in literary text Describes contrasts made among characters in literary texts (1-10 complex paragraphs) Describes how characters are developed in literary texts Describes the conflict implied in literary texts Draws conclusions based on information found in literary text Draws conclusions from literary text (3-5 paragraphs) Evaluates character development in literary text Evaluates statements to choose the one which best represents the main idea of a literary paragraph (complex) Evaluates the likelihood of occurrence of a particular event using information supplied in a literary text Identifies the conflict in a literary passage (3 to 6 paragraphs) Identifies the development of plot in a literary text Identifies the moral in a literary text Identifies the qualities (emotional and/or physical) of a character in literary texts Identifies the theme in a literary text Identifies the use of rising action in plot Infers a similar meaning in a literary text Infers the qualities (emotional and/or physical) of a character based on information found in literary texts Page 1 of 5
2 Infers the reason behind a character's actions Infers the reason behind a character's feelings/emotions Locates information in literary passages containing long, complex, or incomplete sentences with high level vocabulary Makes inferences as to the possible effects for a given action based on information contained in Makes inferences from information found in literary text Makes inferences from information in complicated literary texts Makes inferences from literary passages (1-3 paragraphs) Makes inferences in long literary passages Makes inferences to determine the problem and/or solution in literary texts Summarizes information in literary text based on supporting details Summarizes information in literary text with extensive dialogue RIT : Analyzes a literary passage and defines setting Analyzes events important to plot development in literary text Analyzes literary passages (1-4 paragraphs) to determine the theme (term not used) Analyzes literary passages (5-15 paragraphs) to determine its theme (term not used) Analyzes literary passages (5-15 paragraphs) to determine the moral Analyzes literary passages (5-15 paragraphs) to determine the theme Analyzes passages (1-3 complex paragraphs) of literary text and rephrases the main idea of the text Analyzes passages (5 paragraphs) and rephrases the main idea (term not used) of literary text Analyzes passages (5-10 paragraphs) to rephrase the main idea of literary text (term not used) in the form Analyzes to determine the problem presented in literary texts Assesses character development in literary text Compares settings used in literary texts Compares short literary texts to determine the common theme Describes the conflict implied in literary texts Describes the plot of a story Determines a character's feelings and/or emotions based on the information found in literary texts Determines events as examples of cause and effect in literary text Draws conclusions based on information found in literary text Evaluates literary passages to select the best summary Evaluates the likelihood of occurrence of a particular event using information supplied in a literary text Identifies the conflict in a literary passage (3 to 6 paragraphs) Identifies the development of plot in a literary text Identifies the moral in a literary text Identifies the theme in a literary text Infers a similar meaning in a literary text Infers a title using information found in literary text Infers meaning in literary text (4-6 paragraphs) Infers the conflict (term not used) in a literary text Infers the conflict in a literary text Locates and paraphrases information found in literary text Locates information in literary passages containing long, complex, or incomplete sentences Locates information in literary passages containing long, complex, or incomplete sentences with high level vocabulary Makes inferences (term not used) from literary passages (1-3 paragraphs) Makes inferences as to the possible effects for a given action based on information contained in Makes inferences from information found in literary text Makes inferences to determine an author's bias or viewpoint or attitude (terms used) from paragraphs of literary text containing one or more complex sentences Recognizes details that support the main idea in literary text Restates supporting details in literary text (1 to 3 paragraphs) Summarizes literary information Page 2 of 5
3 RIT : Analyzes character traits (term not used) in literary text Analyzes literary passages (1-4 paragraphs) to determine the theme (term not used) Analyzes literary passages (5-15 paragraphs) to determine the moral Analyzes literary text to identify a title representing the main idea of literary text Analyzes passages (1-3 complex paragraphs) of literary text and rephrases the main idea of the text Analyzes passages (5 paragraphs) and rephrases the main idea (term not used) of literary text Analyzes passages (5-10 paragraphs) to identify main idea (term not used, expressed as a short phrase) in literary text Analyzes poems to identify the theme Analyzes short literary passages (1-5 sentences) containing complex sentences to determine the main idea (term not used, expressed as a short phrase) in literary text Analyzes short literary passages (1-5 sentences) describing events and expresses the main idea in the form of a phrase Analyzes the conflict (term not used) in a literary text Compares short literary texts to determine the common theme Contrasts (term not used) characters in literary text (1-3 paragraphs) Determines a character's feelings and/or emotions based on the information found in literary texts Distinguishes between a result of a given event and other non-related events in literary text Distinguishes facts located in a passage of literary text Draws conclusions based on supporting details in literary text Draws conclusions from literary text (1-3 paragraphs) Evaluates conclusions drawn from supporting details in literary text Evaluates predictions about what will happen next from literary texts (1-3 paragraphs) Evaluates predictions from literary texts (1-3 paragraphs) Explains why a specific effect (term not used) occurred using information supplied in a literary passage (1-3 paragraphs containing complex sentences) describing events Identifies internal conflicts in a literary text Identifies the conflict in a short (3 to 5 sentences) literary text Identifies the development of character in a literary text Identifies the moral in a literary text Identifies the plot of a legend Infers a character's feelings in simple literary text Infers the conflict (term not used) in a literary text Infers the setting of a literary passage based on information in the passage Locates and paraphrases information found in literary text Locates information in literary passages containing long, complex, or incomplete sentences Locates information in short literary passages (1 to 3 paragraphs, complex sentences) Makes inferences as to the possible effects for a given action based on information contained in Makes inferences based upon supporting details in literary text Makes inferences from literary texts describing events Makes predictions from literary texts (1-3 paragraphs) Recognizes details that support the main idea in literary text Restates supporting details in literary text (1 to 3 paragraphs) Summarizes information using supporting details in literary text Summarizes literary information Summarizes the plot of a story RIT : Analyzes how characters are introduced in literary text Analyzes literary passages (5-15 paragraphs) to determine the moral Analyzes literary text to identify a title representing the main idea (term not used) of literary text Analyzes passages (1-3 paragraphs) and rephrases the main idea (term not used) of literary text Analyzes passages (5 paragraphs) and rephrases the main idea (term not used) of literary text Analyzes short literary passages (1-5 sentences) describing events and expresses the main idea in the form of a phrase Analyzes short literary passages (1-5 sentences) describing events and rephrases the main idea (term not used) in the form Describes the lesson learned in a literary text Distinguishes facts located in a passage of literary text Draws conclusions (term not used) based on supporting details in literary texts Draws conclusions based on supporting details in literary text Page 3 of 5
4 Draws conclusions from literary text (1-3 paragraphs) Evaluates predictions about what will happen next from literary texts (1-3 paragraphs) Explains why a specific effect (term not used) occurred using information supplied in a literary passage (1-3 paragraphs containing complex sentences) describing events Identifies a character's feelings in simple literary texts Identifies cause and effect relationships in literary texts Identifies characters in literary texts Identifies internal conflicts in a literary text Identifies main characters in literary text Identifies the conflict (term not used) in short (3 to 5 sentences) literary texts Identifies the conflict in a short (3 to 5 sentences) literary text Identifies the setting in a literary passage Infers a character's identity in a literary text Locates and paraphrases information found in literary text Locates information in short literary passages (1 to 3 paragraphs, complex sentences) Makes inferences based upon supporting details in literary text Makes inferences from literary texts (1-3 paragraphs) describing situations Makes predictions about what will happen next from literary texts (1-3 paragraphs) Makes predictions for a given scenario using information supplied in a literary text (1-5 paragraphs) Makes predictions from literary texts (1-3 paragraphs) describing situations Makes predictions from literary texts (1-5 simple sentences) describing situations Restates supporting details in literary text (1 to 3 paragraphs) Summarizes facts and details in literary texts (short paragraph) RIT : Analyzes literary text to identify a title representing the main idea (term not used) of literary text Analyzes short literary passages (1-5 sentences) describing events to identify main idea (term not used, expressed as a short phrase) in literary text Compares (term not used) characters in literary text (1-5 sentences) Contrasts (term not used) characters in literary text (1-5 sentences) Describes the lesson learned in a literary text Draws conclusions (term not used) based on supporting details in literary texts Draws conclusions from literary text Explains why a specific effect (term not used) occurred using information supplied in a short (1-5 sentences) literary passage describing events Identifies a character's feelings in simple literary texts Identifies a specific event in a literary sequence Identifies cause and effect relationships in literary texts Identifies how the conflict (term not used) of the plot is resolved Identifies main characters in literary text Identifies main idea (term not used) in short literary passages (1 to 3 paragraphs) Identifies the conflict (term not used) in a 3-6 paragraph literary passage Identifies the conflict (term not used) in short (3 to 5 sentences) literary texts Identifies the setting in a literary passage Infers sequence of events in literary text (first) Locates information in short literary paragraphs (2 to 4 simple sentences) Locates information in short literary paragraphs (5 to 6 simple sentences) Locates information in short literary passages (1 to 2 simple paragraphs) Locates information in short literary passages (1 to 3 paragraphs, complex sentences) Makes inferences about literary texts Makes inferences about the contents of a literary book based on the title Makes inferences from literary texts (1-3 paragraphs) describing situations Makes inferences from short (3-5 simple sentences) literary texts describing situations Makes predictions about what will happen next in a literary text (1-5 simple sentences) Makes predictions from literary texts (1-3 paragraphs) describing situations Makes predictions from literary texts (1-5 simple sentences) describing situations RIT : Analyzes short literary passages (1-5 sentences) describing events and rephrases the main idea in the form Analyzes short literary passages (1-5 sentences) describing events and rephrases the theme of the text (term not used) in the form Analyzes short literary passages (1-5 sentences) describing events to identify main idea (term not used, Page 4 of 5
5 expressed as a short phrase) in literary text Draws conclusions from literary text Identifies a specific event in a literary sequence Identifies main idea in short literary passages (2 to 4 simple sentences) Infers the identity of an object based on clues presented in a short literary passage (riddle) (1-5 short sentences) Locates information in short literary paragraphs (2 to 4 simple sentences) Locates information in short literary paragraphs (5 to 6 simple sentences) Makes inferences from short (3-5 simple sentences) literary texts describing situations Makes predictions about what will happen next in a literary text (1-5 simple sentences) RIT : Infers the identity of an object based on clues presented in a short literary passage (riddle) (1-5 short sentences) RIT Below 151: Infers the identity of an object based on clues presented in a short literary passage (1-5 short sentences) Page 5 of 5
Reading: The student reads and comprehends text across the curriculum.
Curricular Standards for Reading Education Kansas L iterature Reading with Purpose Course 1 2007 STANDARDS Standard 1: Reading Reading: The student reads and comprehends text across the curriculum. Benchmark
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.
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?
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
Prentice Hall Literature Grade 8 2010 Correlated to: Kansas Reading Education Standards for Grade 8 (Grade 8)
Standard 1: Reading EIGHTH GRADE Reading: The student reads and comprehends text across the curriculum. Benchmark 1: The student uses skills in alphabetics to construct meaning from text. No standards
Grade Level: 2 nd Grade
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.1.
Grade 3 Question Stem Bank: Common Core State Standards
Reading Literature (RL) Reading for Information Key Ideas and Details Question Stems: Standard Basic: Remember Understand Standard: Apply Analyze Expanded: Evaluate Create RL 3.1 RI 3.1 Identify explicit
CRCT Content Descriptions based on the Georgia Performance Standards. Reading Grades 1-8
CRCT Content Descriptions based on the Georgia Performance Standards Reading Grades 1-8 Kathy Cox State Superintendent of Schools June 2007 Criterion-Referenced Competency Tests (CRCT) Content Descriptions
Close Reading (CLR) Score Range KEY IDEAS AND DETAILS
These Standards describe what students who score in specific score ranges on the Reading Test of ACT Explore, ACT Plan, and the ACT college readiness assessment are likely to know and be able to do. 13
Interpreting areading Scaled Scores for Instruction
Interpreting areading Scaled Scores for Instruction Individual scaled scores do not have natural meaning associated to them. The descriptions below provide information for how each scaled score range should
READY NCEXTEND2 End-of-Grade English Language Arts (ELA)/Reading Grades 3-8 Assessments
READY NCEXTEND2 End-of-Grade English Language Arts (ELA)/Reading Grades 3-8 Assessments NCEXTEND2 ELA/Reading Grades 3-8 Achievement Level Ranges (Cut Scores) Subject Grade Level 1 Level 2 Level 3 Level
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
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
Grade 6 English Language Arts Performance Level Descriptors
Limited Grade 6 English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 English Language Arts.
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
2-3: Narrative Wall Blackline Masters
2-3: Narrative Wall Blackline Masters Focus Story Author s Name wrote a Genre entitled. Title of the Story. The purpose of the story is to. Entertain, Inform, Describe, Explain, or Persuade Focus Skill:
Grade 8 English Language Arts Performance Level Descriptors
Limited Grade 8 English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 8 English Language Arts.
The plot is the sequence of events in a story. Each event causes or leads to the next. Events of the plot reveal a problem called the conflict.
FOR USE WITH FOCUS LESSON 1: NARRATIVE STRATEGIES I 1a The plot is the sequence of events in a story. Each event causes or leads to the next. Events of the plot reveal a problem called the conflict. The
Reading Comprehension Graphic Organizers for
Sequence Make a connection Make a prediction Map a Story Analyze Retell Re-read Ask a Question Visualize Reflect in Writing Reading Comprehension Graphic Organizers for Title: Setting: Characters: Problem:
Virginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
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
Higher-Order Thinking Skills (HOTS)
Higher-Order Thinking Skills (HOTS) Thinking Skill Students will be able to: Sample Tasks/Questions Predicting predict the content or the outcome of the text, either before or during reading based on available
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
the treasure of lemon brown by walter dean myers
the treasure of lemon brown by walter dean myers item analysis for all grade 7 standards: vocabulary, reading, writing, conventions item analysis for all grade 8 standards: vocabulary, reading, writing,
Reading VIII Grade Level 8
Reading VIII Reading VIII introduces students to a variety of topics to enrich their reading experience including: understanding common misspellings using prefixes, suffixes, root words, and forming compounds
English 7 Essential Curriculum
English 7 Essential Curriculum Genre Autobiography Realistic Fiction Speculative Fiction Theme Facing Injustice Perseverance Thrills and Chills OVERVIEW English 7 students learn how to make purposeful
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
Compare characteristic features in traditional stories that meet their purpose and audience?
Year 4 Unit 1 Planning - Examining traditional stories from Asia In this unit students read and analyse traditional stories from Asia. They demonstrate understanding by identifying structural and language
Reading Standards for Literature
Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading
High School Communications Curriculum Indicators tested/taught indicator
Freshman Sophomore Junior Senior adjusts reading rate to support comprehension when reading HS.1.2.1 narrative, and persuasive texts. determines meaning of words or phrases using context clues (e.g., definitions,
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
ADVANCED COMMUNICATION SERIES STORYTELLING. Assignment #1: THE FOLK TALE
Assignment #1: THE FOLK TALE To tell a folk tale that is entertaining and enjoyable for a specific age group. To use vivid imagery and voice to enhance the tale. TIME : 7 to 9 minutes : The purpose of
CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS
SUBJECT: French GRADE LEVEL: 6-8 COURSE TITLE: M/J French, Beginning COURSE CODE: 701000 SUBMISSION TITLE: Bien Dit 2013, Level 1A BID ID: 2776 PUBLISHER: Houghton Mifflin Harcourt PUBLISHER ID: 04-1456030-01
How To Write A Novel
Appendix B: Grade Level Tables for All Claims and Assessment Targets and Item Types 1 Appendix B: Grade Level Tables for All Claims and Assessment Targets and Item Types Grades 3 5 Summative Assessment
HIV, STD & Pregnancy Prevention
HIV, STD & Pregnancy Prevention The HealthSmart HIV, STD & Pregnancy Prevention unit meets the following Common Core State Standards in English Language Arts for Grades 9-10. Reading Informational Text
Short Stories Grade 9
Short Stories Grade 9 Content Area: English Language Arts Course(s): Language Arts Literacy I Time Period: 6 weeks Length: Weeks Status: Published Unit Overview Students will read and analyze literary
Differentiated Instruction & Understanding By Design Lesson Plan Format
Differentiated Instruction & Understanding By Design Lesson Plan Format Title: Leah s Pony by Elizabeth Friedrich (Scott Foresman) Subject Matter Emphasis and Level: Third, Reading Author: Lorie Kurtenbach
THE GALLOWAY SCHOOL YEAR-AT-A-GLANCE Where Magnificent Minds Thrive! Reading. Quarter One
THE GALLOWAY SCHOOL YEAR-AT-A-GLANCE Where Magnificent Minds Thrive! Reading 5 th Quarter One Unit 1: (Novel) My Life as a Fifth Grade Comedian o identify and define vocabulary words o determine the meaning
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
New Jersey Core Curriculum Content Standards: For Language Arts Literacy
For STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS
READING. Common Core Standards-Based. Graphic Organizers for GRADES 9-10. In-Depth Analysis. Created by Tracee Orman
Graphic Organizers for Common Core Standards-Based READING In-Depth Analysis GRADES 9-10 Created by Tracee Orman www.traceeorman.com www.teacherspayteachers.com/store/tracee-orman CCS RL Graphic Organizers
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:
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
Writing Emphasis by Grade Level Based on State Standards. K 5.1 Draw pictures and write words for specific reasons.
Writing Emphasis by Grade Level Based on State Standards Grade K K 5.1 Draw pictures and write words for specific reasons. Grade 1 1.5.1 Write brief narratives describing an experience. Grade 2 2.5.2 Write
English Language Arts Grade 8 PA Alternate Eligible Content
English Language Arts Grade 8 PA Content Grade 8 ELA Content Approved November 19, 2015 1 PA Reporting Category: E08.A Literature Text CC.1.3.8.A Determine a theme or central idea of a text and analyze
Grade 8 Reading Assessment. Eligible Texas Essential Knowledge and Skills
Grade 8 Reading Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 8 Reading Assessment Genres Assessed: Literary Fiction (Readiness) Literary Nonfiction (Supporting) Poetry (Supporting)
The Elements of Fiction
The Elements of Fiction Fiction Where do stories come from? Some are whispered in the glow of a campfire. Others are discovered in a book. Wherever you find them, all stories begin in someone's imagination.
Reading ELA/Literacy Claim 1
Literary Texts 1 Key Details: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided. DOK 2 Standard: Cite the textual
SIXTH GRADE UNIT 1. Reading: Literature
Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly
Guided Reading Prompts for the Assessment Focuses KS2
Guided Reading Prompts for the Assessment Focuses KS2 Updated for 2014 Curriculum AF2: Understand, describe, select or retrieve information, events or ideas from texts. Use quotations and reference to
Creative Writing: Adventures Through Time Course Syllabus
Lesson Title Concepts, Content Objectives, and 1 Character Composition Concepts and Content Objectives Definitions and features of the Six Threads of Characterization: thoughts, physicality, actions, speech,
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
Reading Timeline 2nd Nine Weeks
Reading Timeline 2nd Nine Weeks Task Focus Standard Essential Questions 1 *Elements of Fables 2 *Story structure (beginning) *Characters, setting, plot 3 *Characters 4 *Story Structure (problem/solution)
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.
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
The Alignment of Common Core and ACT s College and Career Readiness System. June 2010
The Alignment of Common Core and ACT s College and Career Readiness System June 2010 ACT is an independent, not-for-profit organization that provides assessment, research, information, and program management
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
Purposes and Processes of Reading Comprehension
2 PIRLS Reading Purposes and Processes of Reading Comprehension PIRLS examines the processes of comprehension and the purposes for reading, however, they do not function in isolation from each other or
2016-2017 Curriculum Catalog
2016-2017 Curriculum Catalog 2016 Glynlyon, Inc. Table of Contents LANGUAGE ARTS 400 COURSE OVERVIEW... 1 UNIT 1: JESUS, OUR EXAMPLE... 3 UNIT 2: WORKING WITH INFORMATION... 3 UNIT 3: THE STORY OF OUR
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
2016-2017 Curriculum Catalog
2016-2017 Curriculum Catalog 2016 Glynlyon, Inc. Table of Contents LANGUAGE ARTS 600 COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3: READING SKILLS... 4 UNIT 4:
October 16, 2013. Journal: What do you remember about Romeo and Juliet and the prologue from last quarter?
October 16, 2013 1. Bring any props or costumes and review your script. Presentations of the scene will be tomorrow/friday!! 2. Analyze how complex characters develop over the course of a text, interact
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spell out the essential things students
English. Suggested long term planning Years 1 to 6. Herts for Learning Ltd 01438 845111 www.hertsforlearning.co.uk
English long term planning Years 1 to 6 Herts for Learning Ltd 01438 845111 www.hertsforlearning.co.uk The Long Term Plans allow for two planning approaches: Planning which follows the teaching sequence
1 What are the necessary literary tools to analyze literature?
st Literature 1 What are the necessary literary tools to analyze literature? What happens when cultures collide? Main Idea Analyze conflict and characters Voice Make predictions Interpretation Synthesize
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,
Section 8 Foreign Languages. Article 1 OVERALL OBJECTIVE
Section 8 Foreign Languages Article 1 OVERALL OBJECTIVE To develop students communication abilities such as accurately understanding and appropriately conveying information, ideas,, deepening their understanding
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
Pre-A Lesson Plan. Students: Date: Lesson # Working with Letters. Letter Activity: Letter formation: Working with Names (Circle 1) Name puzzles.
Pre-A Lesson Plan Students: Date: Lesson # Activity Options * Working with Letters Observations/Notes Letter Activity: Letter formation: # Working with Names (Circle 1) Name puzzles. Make names out of
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
Grade 3 Reading Assessment. Eligible Texas Essential Knowledge and Skills
Grade 3 Reading Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 3 Reading Assessment Genres Assessed: Literary Informational Fiction (Readiness) Expository (Readiness) Literary Nonfiction
A Teacher s Guide: Getting Acquainted with the 2014 GED Test The Eight-Week Program
A Teacher s Guide: Getting Acquainted with the 2014 GED Test The Eight-Week Program How the program is organized For each week, you ll find the following components: Focus: the content area you ll be concentrating
Common Core Writing Rubrics, Grade 3
Common Core Writing Rubrics, Grade 3 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major
McDougal Littell Bridges to Literature Level III. Alaska Reading and Writing Performance Standards Grade 8
McDougal Littell Bridges to Literature Level III correlated to the Alaska Reading and Writing Performance Standards Grade 8 Reading Performance Standards (Grade Level Expectations) Grade 8 R3.1 Apply knowledge
North Carolina Essential Standards Kindergarten Theatre Arts. Communication. Analysis. Aesthetics
North Carolina s Kindergarten Theatre Arts Note on Numbering/Strands: C - Communication, A - Analysis, AE Aesthetics, CU - Culture Communication K.C.1 K.C.2 Use movement, voice, and writing to communicate
PENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12
1.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
planning support & sample lesson
planning support & sample lesson Fluent Guided Reading Lessons (Levels N Z) Comprehension is the ultimate goal of every guided reading lesson, but it plays an especially important role with fluent readers.
Grade: 9 (1) Students will build a framework for high school level academic writing by understanding the what of language, including:
Introduction: The following document is a draft of standards-designed, comprehensive Pacing Guide for high school English Grade 9. This document will evolve as feedback is accumulated. The Pacing Guide
Intervention Resource Guide
Intervention Resource Guide Grade 7 Response to Literature/Text Grade 7 Response to Text 1 Table of Contents Seven sections of Reader s Handbook are suggested for instruction. Skill Set and Topic Page
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
thank you, m'am by langston hughes
thank you, m'am by langston hughes item analyses for all standards: vocabulary, reading, writing, conventions grade grade 8 grades 9 & 0 iv vi vii reading standard.0 --word analysis, fluency, and systematic
Unit 1/Concept 2 Grade 8 ELA Grade 8 ELA Start Date: September 30, 2013 End Date : October 25, 2013
Unit Overview A Reader's perspective of the elements of informational text. Content Elaborations Reading: Readers are able to separate text into parts for individual study and look for evidence (either
English 9 B. Content Skills Learning Targets Assessment Resources & Technology Romeo and Juliet
St. Michael-Albertville High School Teacher: Heidi Bast English 9 B December 2014 UEQ: How are the themes in William Shakepeare's writing still prevalent in modern society? How are literary devices used
Thai Language Self Assessment
The following are can do statements in four skills: Listening, Speaking, Reading and Writing. Put a in front of each description that applies to your current Thai proficiency (.i.e. what you can do with
Point of view in narration a) omniscient narrator b) unreliable narrator c) third person limited d) first person. Conflict: external and internal
Short Stories and the Art of Storytelling Grade Level or Special Area: 7 th Grade Language Arts Written by: Wendy O'Donovan Phillips, Academy of Charter Schools, Denver, CO Length of Unit: Fifteen lessons
Bloom s Taxonomy. List the main characteristics of one of the main characters in a WANTED poster.
Bloom s Taxonomy Bloom s Taxonomy provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing
Ms Juliani -Syllabus Special Education-Language/ Writing
Ms Juliani -Syllabus Special Education-Language/ Writing * As a teacher, I have high expectations for my students and believe that they need to be encouraged, nurtured, and rewarded for their efforts.
GRADE 11 English Language Arts Standards Pacing Guide. 1 st Nine Weeks
1 st Nine Weeks A. Verify meanings of words by the author s use of definition, restatement, example, comparison, contrast and cause and effect. B. Distinguish the relationship of word meanings between
Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008
Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................
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?
Primary Curriculum 2014
Primary Curriculum 2014 Suggested Key Objectives for Reading at Key Stages 1 and 2 www.primarycurriculum.me.uk Deriving the Key Objectives This booklet was based on the earlier booklet of Maths Key Objectives.
ANALYZING SHORT STORIES/NOVELS
ANALYZING SHORT STORIES/NOVELS When analyzing fiction, you should consider the plot, setting, characters, point of view, imagery, symbolism, tone, irony, and the theme. PLOT Plot refers to what happens
Gifted Middle School Summer Reading Animal Farm
Name Gifted Middle School Summer Reading Animal Farm This summer you will read the novel, Animal Farm, which is about farm animals that rebel against the farmer in order to create a better life. But what
Reading IV Grade Level 4
Reading IV Reading IV introduces students to a variety of topics to enrich their reading experience including: a review of consonant and vowel sounds using phonetic clues and diacritical marks to identify
ELA I-II English Language Arts Performance Level Descriptors
Limited ELA I-II English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for ELA I-II English Language
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
Focus: Reading Unit of Study: Fiction/Expository/Persuasive/Research/Media Literacy
4 th Grade Reading and Writing TEKS 4th Nine Weeks Focus: Reading Unit of Study: Fiction/Expository/Persuasive/Research/Media Literacy Figure 19: Reading/Comprehension Skills. Students use a flexible range
Reading and Viewing Achievement Standards
Reading and Viewing Achievement Standards The following outlines text study over the semester in English Language Arts (at least 30% should be Canadian content and include representation from New Brunswick).
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource