Marking the Text. AVID Critical Reading
|
|
- Sophie Tate
- 6 years ago
- Views:
Transcription
1 AVID Critical Reading Marking the Text Marking the Text is an active reading strategy that asks students to think critically about their reading. It helps students determine the essential information in a reading passage, isolating it visually from the rest of the surrounding text. While reading the text, students analyze ideas, evaluate ideas, and circle and underline essential information relevant to one s reading purpose. With pencil in hand, students focus on what is being said in the text, leading to increases in comprehension and retention of textual material. Marking the Text can be used with textbook readings, articles, primary source materials, or classroom Cornell Notes. "#%&"'( %*'+,*-./01*&+ 2+3*4 # 5&+,%&"'( %*'+,*-./01*&+ 2+3*4 There are three basic marks you should use when using the Marking the Text reading strategy. The first is to number (# the paragraphs. Numbering the paragraphs (or, if it is a very long text, numbering chunks of text allows a reader to refer quickly to specific areas of the text during class discussions. You should then complete a clean read, or one in which your pencil is down and you are reading to build familiarity with the structure and ideas of the text. Then, you should reread all or parts of the text, marking essential information as you reread. Specifically, you should circle key terms/phrases and underline information relevant to the stated reading purpose. In other words, the information you mark will be determined by the purpose of the reading. Depending on the type of text being read, key terms might include key concepts, content-based vocabulary, lesson-based vocabulary, names of people/places/dates, formulas, repeated words, literary devises, or other terms related to the reading purpose. Examples of the types of information you will underline includes author s claims, evidence, facts about a person, place, thing, or idea, descriptions, cause-and-effect relationships.it just depends on the reading purpose. Since Marking the Text is a fundamental skill, it ought to be used whenever you are asked to read. When you are reading copies of articles, newspapers, source documents, or other consumables, you should automatically mark the text. Numbering paragraphs, circling words and phrases, underlining key information this should become second nature to you as you practice and get into the habit. But what about when you are reading textbooks or other materials that you should not write directly on? Do you just not mark those types of texts? Of course you should; you just need to get a little creative. Suggestions for marking texts you are not allowed to write on include using sticky notes, overhead transparencies laid on top of the text, or a t-chart in your Cornell Notes where you keep track of circled key terms and underlined information (this last one is my personal favorite.
2 AVID Critical Reading 5&6%&"'( %*'+,*-./01*&+ 2+3*4 7+68'+-*9",-*" :",-9+0; Students need to focus on the texts they read and they need tools to help them understand the complex ideas on the page, not to mention a way to stay engaged and focused while they read (Have you ever read a page of text, gotten all the way to the bottom, and realized that you zoned out the entire time and didn t remember anything you just read?. Marking the Text gives students a way to isolate essential information that can be referenced (or found easily during a writing task or class discussion. Students might also use their markings to assist in summary writing, to connect sections of the text, to investigate claims or evidence, to engage in other types of analysis to interact with their Cornell Notes because numbering paragraphs/chunks/main ideas, circling key terms, and underlining essential information is an important part of Note-making (or step R Review and Revise Your Notes Numbering paragraphs is also essential for class discussions. Once paragraphs are numbered, students can easily direct others to those places where they have found relevant information. Marking the Text is a fundamental strategy that students must learn to do well. Ultimately, Critical Reading strategies are meant to help you become a better reader, helping you to increase your level of college readiness so you can do well now and also prepare for life in the University after high school. This is not just busy work.marking the Text is one type of strategy good readers turn into a habit so that they can construct meaning from the texts they read. Someday you won t be reading like a college student.you will be reading as a college student. Ask the following questions to help you reflect on the use of Marking the Text: How did this strategy improve your understanding of the text? What stood out to you that you would have missed otherwise? What did using Marking the Text do to your level of interest, engagement, and/or understanding while you read? Why would readers want to use this strategy? When would you want to use a strategy like Marking the Text? How would you mark a text in your other classes? What types of texts would it be useful on? What types would you want to steer-clear of using it on?
3 "#% Overview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age 1 of 2
4 /012-.3#'(#4&'5#"#%&"#'(*+,-./*0.-12%&3* 4(-,#,'10'36#(0,#7%+1#8-,'-.9'#:012,5* """#%&"'%(*&+"(",-'".'-/0%1"2(2"*3"-&04"-&%".('(+'(.5"&61/%'"%(7" 3%&2%&7%8" ;"#<-19=#26#'1:,>" A-6"1*+2"7*'70%B" "#%&'("'*+," ",-./"#++/".'*0"%1#(" ".-2%&324" ",&.32&54" "+&6&+0" "+&550*0(0/",-7%*#%" "-(&%," "#.'-(%," "6#2-0," "30*0(%#80," "6#*ː," "5'*.-2#," ",'260" A"#B.81=-.# A-6"1*+2"(03-"6&%'0*&%B" " "9"3*'0,," ":05&(&%&'(," ":0,*&3%&'(," ";<32#(#%&'(," "#%&#'(#*+,'-%."# C&"(",-'".'-/0%1"-'"1602*.0%"7-*7%"D6%32*-&5" '(,"("/-E"('-6&"2%"D6%32*-&8" Page 2 of 2
5 Marking the Text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
6 Discussing Your Markings Use the questions below to guide your discussions about what you marked in a text. Then, use the sentence starters to help you talk about the text. When Reading Argument? Ask these types of questions when discussing what you marked in an argument. Questions What did you circle and underline? What claims does the author make? Where does the author use key terms? How are the key terms related to the argument? Sentence Starters The author argues in paragraph that... I found key terms in paragraph I noticed the author uses... I circled because... The author makes his/her first claim in paragraph When Reading Informational Text? Ask these types of questions when discussing what you marked in an informational text. Questions What did you circle and underline? What did you underline as the main idea? What words are related to the main idea? Where does the author define an idea? Sentence Starters The author s main idea is in paragraph I found a central idea in paragraph I noticed the author uses... I circled because Marking a Text - Copyright 2010
7
Highlighting and Annotation Tips Foundation Lesson
English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader
More informationand secondary sources, attending to such features as the date and origin of the information.
RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.1. Cite specific textual evidence
More informationWelcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading
Welcome to the Purdue OWL This page is brought to you by the OWL at Purdue (http://owl.english.purdue.edu/). When printing this page, you must include the entire legal notice at bottom. Where do I begin?
More informationTap vs. Bottled Water
Tap vs. Bottled Water CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 1 CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 2 Name: Block:
More informationWest s Paralegal Today The Legal Team at Work Third Edition
Study Guide to accompany West s Paralegal Today The Legal Team at Work Third Edition Roger LeRoy Miller Institute for University Studies Mary Meinzinger Urisko Madonna University Prepared by Bradene L.
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationSummarizing A Nonfiction
A Nonfiction Free PDF ebook Download: A Nonfiction Download or Read Online ebook summarizing a nonfiction in PDF Format From The Best User Guide Database Texts (written or spoken). a Process. Ideas in
More informationThe Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen
The Task A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen Reading Tasks As many experienced tutors will tell you, reading the texts and understanding
More informationCOMMUNICATION & NETWORKING. How can I use the phone and to communicate effectively with adults?
1 COMMUNICATION & NETWORKING Phone and E-mail Etiquette The BIG Idea How can I use the phone and e-mail to communicate effectively with adults? AGENDA Approx. 45 minutes I. Warm Up (5 minutes) II. Phone
More informationGrade 4: Module 2A: Unit 2: Lesson 4 Word Choice: Using Academic Vocabulary to Apply for a Colonial Trade Job
Grade 4: Module 2A: Unit 2: Lesson 4 Using Academic Vocabulary to Apply for a Colonial Trade Job This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
More information1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists
Common Core Georgia Performance Standards Grade 4 English Language Arts Andria Bunner Sallie Mills ELA Program Specialists 1 Welcome Today s Agenda 4 th Grade ELA CCGPS Overview Organizational Comparisons
More informationUDL Lesson Plan Template : Module 01 Group 4 Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt
Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt Objective/s: Demonstrate physical care in relation to needs. Assessment/s: Demonstrations, formative assessments, personal reflections Learner Objectives:
More informationSTANDARDS. Essential Question: How can ideas, themes, and stories connect people from different times and places? BIN/TABLE 1
STANDARDS Essential Question: How can ideas, themes, and stories connect people from different times and places? TEKS 5.19(B): Ask literal, interpretive, evaluative, and universal questions of the text.
More informationA Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher
GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become
More informationGrade 4: Module 2A: Unit 1: Lesson 3 Inferring: Who was John Allen?
Grade 4: Module 2A: Unit 1: Lesson 3 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More information1. READING ENGAGEMENT 2. ORAL READING FLUENCY
Teacher Observation Guide Busy Helpers Level 30, Page 1 Name/Date Teacher/Grade Scores: Reading Engagement /8 Oral Reading Fluency /16 Comprehension /28 Independent Range: 6 7 11 14 19 25 Book Selection
More informationA Study Guide Written By Garrett Christopher Edited by Joyce Friedland and Rikki Kessler
Novel Ties Judy Moody Saves the World! Megan McDonald A Study Guide Written By Garrett Christopher Edited by Joyce Friedland and Rikki Kessler P.O. Box 326 Cranbury New Jersey 08512 TABLE OF CONTENTS Synopsis.....................................
More informationRichardson, J., The Next Step in Guided Writing, Ohio Literacy Conference, 2010
1 Procedures and Expectations for Guided Writing Procedures Context: Students write a brief response to the story they read during guided reading. At emergent levels, use dictated sentences that include
More informationWelcome to SAT Brain Boot Camp (AJH, HJH, FJH)
Welcome to SAT Brain Boot Camp (AJH, HJH, FJH) 9:30 am - 9:45 am ALL STUDENTS: Basics: Moreno Multipurpose Room 9:45 am - 10:15 am Breakout Session #1 RED GROUP: SAT Math: Adame Multipurpose Room BLUE
More informationGrade 6: Module 4: Unit 3: Overview
Grade 6: Module 4: Unit 3: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationGrade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print
Standards PLUS Flexible Supplemental K-8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 1-4 RTI Tiers 1-3 15-20 Minute Lessons Assessments Consistent with CA Testing Technology
More information10 Tips For Using Your Ipad as An AAC Device. A practical guide for parents and professionals
10 Tips For Using Your Ipad as An AAC Device A practical guide for parents and professionals Introduction The ipad continues to provide innovative ways to make communication and language skill development
More informationProject Based Learning Debriefing Form Elementary School
Project Name: Student Name: Project Based Learning Debriefing Form Elementary School Use this form to debrief after completing the project (or staff may modify the questions to suit your project). Youth
More informationE-3: Check for academic understanding
Respond instructively After you check student understanding, it is time to respond - through feedback and follow-up questions. Doing this allows you to gauge how much students actually comprehend and push
More informationCurriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham
Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table
More informationEnglish Language Arts Summative Assessment
English Language Arts Summative Assessment 2016 Paper-Pencil Test Audio CDs are not available for the administration of the English Language Arts Session 2. The ELA Test Administration Listening Transcript
More informationHOW TO STUDY A FOREIGN LANGUAGE MENDY COLBERT
HOW TO STUDY A FOREIGN LANGUAGE MENDY COLBERT Links to Adolescence Adolescence is a time of change. Students are developing biologically, cognitively (mentally), and socially. This resource guide will
More informationLexia Skill Builders: Independent Student Practice
: Independent Student Practice support the online program lessons: Lexia Lessons are one of the key off-line components of the Lexia Reading Core 5 integrated system of personalized learning along with
More informationThe Effect of Close Reading on Reading Comprehension. Scores of Fifth Grade Students with Specific Learning Disabilities.
The Effect of Close Reading on Reading Comprehension Scores of Fifth Grade Students with Specific Learning Disabilities By Erica Blouin Submitted in Partial Fulfillment of the Requirements for the Degree
More informationGrade 8: Module 4: Unit 1: Lesson 8 Reading for Gist and Answering Text-Dependent Questions: Local Sustainable Food Chain
Grade 8: Module 4: Unit 1: Lesson 8 Reading for Gist and Answering Text-Dependent Questions: This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt
More informationMathematics Success Level E
T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.
More informationGrade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay
Grade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)
Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For
More information21st Century Community Learning Center
21st Century Community Learning Center Grant Overview This Request for Proposal (RFP) is designed to distribute funds to qualified applicants pursuant to Title IV, Part B, of the Elementary and Secondary
More informationRESPONSE TO LITERATURE
RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature
More information5th Grade English Language Arts Learning Goals for the 2nd 9 weeks
5th Grade English Language Arts Learning Goals for the 2nd 9 weeks Skills students should demonstrate at the end of the 2nd 9 weeks of school: Unit 2A Power of Persuasion * Learning Goal: The student will,
More informationWHO PASSED? Time Frame 30 minutes. Standard Read with Understanding NRS EFL 3-4
WHO PASSED? Outcome (lesson objective) Students will be introduced to the Read With Understanding Standard while determining what requirements are necessary to obtain a passing score on the GED practice
More informationWestern University , Ext DANCE IMPROVISATION Dance 2270A
Fall 2017 Barb Sarma Don Wright Faculty of Music Room 17 Alumni Hall Western University 661-2111, Ext. 88396 bsarma2@uwo.ca DANCE IMPROVISATION Dance 2270A Introduction 2270A Dance Improvisation. Students
More informationFountas-Pinnell Level M Realistic Fiction
LESSON 17 TEACHER S GUIDE by Vidas Barzdukas Fountas-Pinnell Level M Realistic Fiction Selection Summary Miguel lives in the Dominican Republic and loves baseball. His hero is Pedro Sanchez, a major league
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationThe PATH & MAPS Handbook. The PATH & MAPS Handbook CONTENTS. Person- Centered Ways to Build Community. John O'Brien, Jack Pearpoint and Lynda Kahn
The PATH & MAPS Handbook Person- Centered Ways to Build Community John O'Brien, Jack Pearpoint and Lynda Kahn The PATH & MAPS Handbook CONTENTS About this Handbook 9 What do the acronyms stand for? 10
More informationHardhatting in a Geo-World
Hardhatting in a Geo-World TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and
More informationTASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT
NADERER TPA TASK 1, PAGE 1 TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT Part A: Context for Learning Information About the School Where You Are Teaching 1. In what type of school do you teach? Urban
More informationTalk About It. More Ideas. Formative Assessment. Have students try the following problem.
5.NF. 5.NF.2 Objective Common Core State Standards Add Fractions with Unlike Denominators Students build on their knowledge of fractions as they use models to add fractions with unlike denominators. They
More informationEND TIMES Series Overview for Leaders
END TIMES Series Overview for Leaders SERIES OVERVIEW We have a sense of anticipation about Christ s return. We know he s coming back, but we don t know exactly when. The differing opinions about the End
More informationKindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney
Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore
More informationAssessing Children s Writing Connect with the Classroom Observation and Assessment
Written Expression Assessing Children s Writing Connect with the Classroom Observation and Assessment Overview In this activity, you will conduct two different types of writing assessments with two of
More informationJob Explorer: My Dream Job-Lesson 5
Job Explorer: My Dream Job-Lesson 5 Topic: Creating Goals Objectives: Students will be able to: Explain the importance of setting goals Differentiate between the various goal categories Distinguish between
More informationPROJECT 1 News Media. Note: this project frequently requires the use of Internet-connected computers
1 PROJECT 1 News Media Note: this project frequently requires the use of Internet-connected computers Unit Description: while developing their reading and communication skills, the students will reflect
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
More informationInternational Examinations. IGCSE English as a Second Language Teacher s book. Second edition Peter Lucantoni and Lydia Kellas
International Examinations IGCSE English as a Second Language Teacher s book Second edition Peter Lucantoni and Lydia Kellas To Costas Djapouras, without whose help and support this book would never have
More informationIncreasing Student Engagement
Increasing Student Engagement Description of Student Engagement Student engagement is the continuous involvement of students in the learning. It is a cyclical process, planned and facilitated by the teacher,
More informationGrade 8: Module 4: Unit 1: Lesson 11 Evaluating an Argument: The Joy of Hunting
Grade 8: Module 4: Unit 1: Lesson 11 Evaluating an Argument: The Joy of Hunting This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More informationPlainfield Public School District Reading/3 rd Grade Curriculum Guide. Modifications/ Extensions (How will I differentiate?)
Grade level: 3 rd Grade Content: Reading NJCCCS: STANDARD 3.1Reading All students will understand and apply the knowledge of sounds, letters,and words in written english to become independent and fluent
More informationCite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. IBET. The IBET reading strategy helps students understand
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationGrade 6: Module 3B: Unit 2: Overview
Grade 6: Module 3B: Unit 2: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationQuarter 1: 7th Grade English Roadmap
Quarter 1: 7th Grade English Roadmap Standard(s) Length to be Taught Textbook/Supplemental Passages Student Activity/Activities Differentiation Assessment Data that Drove Instruction LAFS.7.W.3.7 Conduct
More informationEnglish as a Second Language Unpacked Content
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better
More informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
More informationProfessional Voices/Theoretical Framework. Planning the Year
Professional Voices/Theoretical Framework UNITS OF STUDY IN THE WRITING WORKSHOP In writing workshops across the world, teachers are struggling with the repetitiveness of teaching the writing process.
More informationDisciplinary Literacy in Science
Disciplinary Literacy in Science 18 th UCF Literacy Symposium 4/1/2016 Vicky Zygouris-Coe, Ph.D. UCF, CEDHP vzygouri@ucf.edu April 1, 2016 Objectives Examine the benefits of disciplinary literacy for science
More informationPRESENTED BY EDLY: FOR THE LOVE OF ABILITY
HOW TO BE YOUR CHILD S BEST IEP ADVOCATE PRESENTED BY EDLY: FOR THE LOVE OF ABILITY 888-EDLYOWL (888-335-9695) info@edlyeducation.com Nothing presented either orally or written in this seminar should be
More informationTest Blueprint. Grade 3 Reading English Standards of Learning
Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective beginning with the spring 2017 test administration. Notice to Reader In accordance with the
More informationManaging the Classroom for Differentiating Instruction and Collaborative Practice. Objectives for today
Managing the Classroom for Differentiating Instruction and Collaborative Practice Time to teach differently Gibson Hasbrouck & Associates Objectives for today Participants will learn more about: Standards-based
More informationLongman English Interactive
Longman English Interactive Level 3 Orientation Quick Start 2 Microphone for Speaking Activities 2 Course Navigation 3 Course Home Page 3 Course Overview 4 Course Outline 5 Navigating the Course Page 6
More informationWelcome to ACT Brain Boot Camp
Welcome to ACT Brain Boot Camp 9:30 am - 9:45 am Basics (in every room) 9:45 am - 10:15 am Breakout Session #1 ACT Math: Adame ACT Science: Moreno ACT Reading: Campbell ACT English: Lee 10:20 am - 10:50
More information1. READING ENGAGEMENT 2. ORAL READING FLUENCY
Teacher Observation Guide Animals Can Help Level 28, Page 1 Name/Date Teacher/Grade Scores: Reading Engagement /8 Oral Reading Fluency /16 Comprehension /28 Independent Range: 6 7 11 14 19 25 Book Selection
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More informationLet's Learn English Lesson Plan
Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA
More informationU of S Course Tools. Open CourseWare (OCW)
Open CourseWare (OCW) January 2014 Overview: Open CourseWare works by using the Public Access settings in your or Blackboard course. This document explains how to configure these basic settings for your
More informationELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading
ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix
More informationAssessment and Evaluation
Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation
More informationFlorida Reading for College Success
Core provides an English curriculum focused on developing the mastery of skills identified as critical to postsecondary readiness in reading. This single semester elective aligns to Florida's Postsecondary
More informationEvidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators
Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators May 2007 Developed by Cristine Smith, Beth Bingman, Lennox McLendon and
More informationSpanish IV Textbook Correlation Matrices Level IV Standards of Learning Publisher: Pearson Prentice Hall
Person-to-Person Communication SIV.1 The student will exchange a wide variety of information orally and in writing in Spanish on various topics related to contemporary and historical events and issues.
More informationExemplar Grade 9 Reading Test Questions
Exemplar Grade 9 Reading Test Questions discoveractaspire.org 2017 by ACT, Inc. All rights reserved. ACT Aspire is a registered trademark of ACT, Inc. AS1006 Introduction Introduction This booklet explains
More informationMeta-Cognitive Strategies
Meta-Cognitive Strategies Meta-cognitive Strategies Metacognition is commonly referred to as thinking about thinking. It includes monitoring one s performance, apportioning time and cognitive capacity
More informationDRAFT. Reading Question
DRAFT Reading STARR Sample Stems by Skill October 2011 Release Items STAAR Sample Stem s by Skill Table of Contents s Page Number Author s Message/Author s Purpose 2 Character Development 3 Vocabulary
More informationTABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
More informationIntegrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes
Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes Linda Taylor, CASAS ltaylor@casas.or Susana van Bezooijen, CASAS svanb@casas.org CASAS and
More informationGrade 3: Module 1: Unit 3: Lesson 5 Jigsaw Groups and Planning for Paragraph Writing about Waiting for the Biblioburro
Grade 3: Module 1: Unit 3: Lesson 5 Jigsaw Groups and Planning for Paragraph Writing about Waiting for the Biblioburro This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
More informationStudent Name: OSIS#: DOB: / / School: Grade:
Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards
More informationHow to Judge the Quality of an Objective Classroom Test
How to Judge the Quality of an Objective Classroom Test Technical Bulletin #6 Evaluation and Examination Service The University of Iowa (319) 335-0356 HOW TO JUDGE THE QUALITY OF AN OBJECTIVE CLASSROOM
More informationUnit 9. Teacher Guide. k l m n o p q r s t u v w x y z. Kindergarten Core Knowledge Language Arts New York Edition Skills Strand
q r s Kindergarten Core Knowledge Language Arts New York Edition Skills Strand a b c d Unit 9 x y z a b c d e Teacher Guide a b c d e f g h i j k l m n o p q r s t u v w x y z a b c d e f g h i j k l m
More informationT2Ts, revised. Foundations
T2Ts, revised Foundations LT, SC, Agenda LT: As a litterateur, I can utilize active reading strategies to support my reading comprehension and I can explain the expectations of the first Embedded Assessment
More informationTA Script of Student Test Directions
TA Script of Student Test Directions SMARTER BALANCED PAPER-PENCIL Spring 2017 ELA Grade 6 Paper Summative Assessment School Test Coordinator Contact Information Name: Email: Phone: ( ) Cell: ( ) Visit
More informationIntroduction to the Common European Framework (CEF)
Introduction to the Common European Framework (CEF) The Common European Framework is a common reference for describing language learning, teaching, and assessment. In order to facilitate both teaching
More informationIntermediate Algebra
Intermediate Algebra An Individualized Approach Robert D. Hackworth Robert H. Alwin Parent s Manual 1 2005 H&H Publishing Company, Inc. 1231 Kapp Drive Clearwater, FL 33765 (727) 442-7760 (800) 366-4079
More informationThe Short Essay: Week 6
The Minnesota Literacy Council created this curriculum. We invite you to adapt it for your own classrooms. Advanced Level (CASAS reading scores of 221-235) The Short Essay: Week 6 Unit Overview This is
More informationHistorical Overview of Georgia s Standards. Dr. John Barge, State School Superintendent
Historical Overview of Georgia s Standards Dr. John Barge, State School Superintendent Georgia s Comprehensive Plan for Education Improvement College and Career Georgia Performance Standards (CCGPS) ELA
More informationGrade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work
Grade 3: Module 2B: Unit 3: Lesson 10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationDeveloping a College-level Speed and Accuracy Test
Brigham Young University BYU ScholarsArchive All Faculty Publications 2011-02-18 Developing a College-level Speed and Accuracy Test Jordan Gilbert Marne Isakson See next page for additional authors Follow
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More informationUnit Lesson Plan: Native Americans 4th grade (SS and ELA)
Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson
More informationAdjectives In Paragraphs
In Free PDF ebook Download: In Download or Read Online ebook adjectives in paragraphs in PDF Format From The Best User Guide Database Grammar Worksheet... Circle the adjectives in the word bank. Then read
More informationENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE
NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE Prepared by: Heather Schill, Dena Thomas Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content
More informationGrade 5: Module 2A: Unit 1: Lesson 6 Analyzing an Interview with a Rainforest Scientist Part 1
Grade 5: Module 2A: Unit 1: Lesson 6 Analyzing an Interview with a Rainforest Scientist Part 1 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)
Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have
More informationEye Level Education. Program Orientation
Eye Level Education Program Orientation Copyright 2010 Daekyo America, Inc. All Rights Reserved. Eye Level is the key to self-directed learning. We nurture: problem solvers critical thinkers life-long
More information