RESPONSE TO LITERATURE

Size: px
Start display at page:

Download "RESPONSE TO LITERATURE"

Transcription

1 RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name

2 RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature is a type of writing that examines or analyzes theme, plot, characters, or other aspects of a chapter, story, book, or poem. The purpose of response to literature writing is to deepen, expand, refine a literary reading. Analyzing a piece of literature helps students clarify ideas, organize thoughts, and develop insights. Response to Literature prompts need to be evaluated carefully before being used with students. Check the district website for prompt suggestions. RUBRIC The CV District scores Response to Literature Writing using the 4 Trait model for district writing assessments. For classroom instructional purposes, teachers may also evaluate a student s response using the 6 Traits + 1 model. See the district Language Arts curriculum website for assessment prompts. CONTENT AREA WHAT IT MEANS FOCUS Demonstrates a main idea or theme and stays on topic ORGANIZATION Follows a plan that includes an introduction, effective transitional devices, and a conclusion STYLE Includes use of specific details and precise word choice to explain, clarify, or define meaning CONVENTIONS Demonstrates knowledge of the basic skills of punctuation, capitalization, spelling, usage, and sentence structure 1

3 MS/HS Checklist for Response to Literature My essay or paragraph will analyze successfully if I include thoughtful and specific content and organize my writing well. That means I should o follow the directions given in the writing prompt; o narrow my topic; o stay focused on the main ideas; o elaborate with concrete details by using reasons, well-chosen and specific details, examples, and/or text evidence to support my ideas; o include commentary information and details that are interesting, thoughtful, and necessary for my analysis; o organize my writing with an introduction, supporting paragraphs with main points, text evidence, and an analysis or explanation, and an effective conclusion; o organize my writing into paragraphs; o use transitions to connect my ideas. My essay or paragraph will analyze successfully if I demonstrate an effective style. That means I should o show that I care about my topic by writing in a voice appropriate for my audience and purpose, o use language that is appropriate for my audience and purpose, o use specific words and phrases to help the reader understand my ideas and my analysis of a piece of literature, o use sentences of varied length and structure. My essay or paragraph will analyze successfully if I follow conventions in writing. This means I should o follow the rules of grammar and Standard English usage, o spell words correctly, o use correct capitalization, o use correct punctuation, o write in complete sentences, o indicate where new paragraphs begin. 2

4 CONCRETE DETAIL CD's Information directly from reading paraphrase or quotation The "what" Facts Evidence Examples Illustrations / Anecdotes Statistics (only if quoted) Support Paraphrases Citations Quotations Summary of details In Literature: plot references In Literature: Dialogue TERMS COMMENTARY CM's Comments from your head; under the surface The "so what" The "Why?" The "spin" Analysis Evaluation Inference / Insight Significance / Historical Relevance Reasons / explanation Interpretation / Opinion Reflection may use connotative language Value judgments Speculation / Prediction / Hypothesis RATIO CD:CM Recommended number of CD's to CM's - CD:CM in each body paragraph History: 2+CDs:1 CM Science & Math: 2+CDs:1 CM or all CDs Language Arts: 1CD:2+CM for Response to Lit 2+CDs:1CM for expository and persuasive writing Summary: all CDs Note: These are recommended ratios. Don't get hung up on them. 3

5 WRITING THE PAPER Refer to the Overview Packet for additional information and worksheets: Web off the Word Web off the Topic Scoring Guides and Rubrics Lead-ins and Transitions Compare / Contrast Prompt Construction Prompt Writing Practice Cover Sheets for Writing Assignments 4

6 GATHERING CDS AND CMS ONE-CHUNK RESPONSE TO LITERATURE PARAGRAPHS PROMPT: GATHERING CDS: Think of 3 or more CDs that would fit the prompt and write em below. Then circle the one CD you think is the best. GATHERING CMS: Now brainstorm 5 or more CMs you can for your CD and write them below. Then pick the biggest, most important thought and label it TS in blue. Next, label the 2 best CM thoughts in green as CM1 and CM2. It may make it easier for you to use one of these CM helpers: feels on the inside. feels like. Why does the character do this? 5

7 PREWRITING FOR RESPONSE TO LITERATURE RATIO: 1:2+ 1. Write your topic sentence here: 2. Complete the following T-chart: CDs What does the character do? What happens in the story? CMs feels/felt. feels/felt like a. Why? CM1: CM2: 6

8 PARAGRAPH CONSTRUCTION, 1:2+ TS CDs What does the character do? What happens in the story? CMs feels. feels like a. Why? 1 st 1 st chunk: 1 st chunk 2nd chunk 2nd chunk 7

9 WEB OFF THE WORD Commentary Sentences Sequence to fill out the Web off the Word page: 1. In the #1 circle in the middle, copy the CM idea from your T-chart. 2. In the #2 box, write down a synonym for the #1 word. This can be a single word or a short phrase. 3. In the #3 clouds, write down phrases. Phrases are 2 or more meaty words. Remember not to include any concrete details. To help you think of phrases, ask yourself, What does it mean to the character to feel? 4. Create your CM sentence, using one or more ideas from your web. 8

10 WEB OFF THE WORD COMMENTARY SENTENCE CM : 9

11 3 treated like a secondclass citizen WEB OFF THE WORD 1 ST COMMENTARY SENTENCE CD: She cooks, clean, and sews by herself. WEB OFF THE WORD 2 nd COMMENTARY SENTENCE CD: She cooks, clean, and sews by herself. 1 lonely 1 ignored 2 sad 2 invisible 3 has an empty space insde 3 afraid her life won t get better a second- 3 treated as though she doesn t exist CM1: She has an empty space inside. CM2: She is treated like a second-class citizen. 10

12 WEB OFF THE TOPIC SENTENCE TO CREATE THE CONCLUDING SENTENCE Sequence to fill out the Web off the Topic Sentence page: 1. In the circle in the middle, copy the CM idea(s) from your topic sentence. 2. Think of 3 or 4 ideas for your web. These can be single words or short phrases. 3. Remember not to include any concrete details. To help you think of ideas, ask yourself, What does it mean to the character to? 4. Create your concluding sentence, using one or more ideas from your web. The only thing you can t use is the idea in the middle circle since you ve already written that in your topic sentence. 11

13 WEB OFF THE WORD Web Off the Topic Sentence for the Concluding Sentence TS: CS: 12

14 1:2+ TS CD 1 st CM 2 nd CM CS 13

15 TS CD 1 ST CM 2 ND CM CD 1 ST CM 2 ND CM CS 14

16 THESIS CONSTRUCTION FRAMED AND OPEN 1. Framed: This is a fill-in-the-blank thesis for those students who need it. In by, is/was/feels/felt (title) (author) (character) in the beginning but at the end. (CM word) (CM word) Example of framed thesis: In Romeo and Juliet by William Shakespeare, Friar Laurence is optimistic in the beginning but devastated at the end. 2. Open: This is an unstructured thesis for those students who are ready for it. In by, (title) (author) (character) (CM thoughts to finish the sentence) Example of open thesis: In Romeo and Juliet by William Shakespeare, Friar Laurence does not consider the consequences for his foolish optimism The Jane Schaffer Writing Program janeschaffer.com 15

17 SHAPING FOR INTRO PARAGRAPH RESPONSE TO LITERATURE SENTENCE NUMBER WHAT IT DOES SENTENCE 1 a theme sentence that introduces one or more themes from the story all commentary no CD from the story 2 says more stuff about the first sentence remembers where the thesis is going 3 your thesis names the book and author has 2 or more CM words in it 2006 The Jane Schaffer Writing Program janeschaffer.com 16

18 SHAPING FOR CONCLUDING PARAGRAPH RESPONSE TO LITERATURE SENTENCE NUMBER CM HELPERS SENTENCE 1 (In this story, the author wanted us to realize that) 2 (and)... (because)... (because)...(and)... (and)...(because)... 3 (In the final analysis,)... OR (In the big picture, ) 17

19 ALTERNATIVE RESOURCES 18

20 DISCOVERING THEME Fill in the blank as many times as you have thoughts: the excerpt from A breaking White Heron out is a story about overcoming challenges perseverance perseverance determination determination achieving a goal testing herself overcoming odds new experiences breaking away from the routine breaking out daring to be different struggle becoming one with nature having a vision 19

21 WEB OFF THE THEMES Perseverance working at it till it s done undeterred by obstacles motivation comes from the inside, not imposed on her by others Curiosity wants to find out what is out there the unexplored stretches beyond the comfort zone Achieving a goal proving to herself that she can do whatever she chooses has a new perspective on the world thrilled she has taken the risk and won 20

22 WEB OFF THE THEMES 21

23 T-CHART FOR RESPONSE TO LIT PARAGRAPH QUOTATION CDS CDs What happens in the story? What does the character do? CMs (...) feels/felt on the inside. (...) feels/felt like a. Why.? Lead-in After Although As Before Since While When... Quotation (...). 22

24 PREWRITING FOR RESPONSE TO LITERATURE (1:2+ RATIO) 1. Write your topic sentence here (title + author + character(s) and opinion, no CDs): 2. Complete the following T- chart: CDs What does the character do? What happens in the story? CMs feels/fel t feels/fel t like a What can you infer about the character? Why? CD1 (on the line): CM1(between the lines, insight into the story): Web off the topic to create the Concluding Sentence: CM2 (beyond the lines, simile universal truth or life connection): 23

25 GATHERING CDS AND CMS TWO-CHUNK RESPONSE TO LITERATURE PARAGRAPH PROMPT: *This is a WASL style prompt. When a WASL prompt asks for 2 details, it is asking for 2 concrete details. You need to write your response in a two-chunk (1:2+ ratio) format. This means that you will need 2 commentary sentences for each concrete detail. Remember to include topic and concluding sentences. TS idea (word or phrase): GATHERING CDS (quote and page number): Think of 3 or more CDs that would fit the prompt and write them belo w. Now circle the two CDs you think are the best. GATHERING CMS: Now brainstorm 5 or more CMs you can for your best CD from above and write them below. It may make it easier for you to use one of these CM helpers: feels on the inside. Why does the character do this? feels like. What can you infer about the feels as if. character? For CD1 TS idea: For CD2 Now pick the biggest, most important thought and label it TS in blue. Next, label the 4 best CM thoughts in green as CM1, CM2, CM3, and CM4. 24

26 T-CHART FOR RESPONSE TO LIT PARAGRAPH QUOTATION CDS CDs What happens in the story? What does the character do? CMs (...) feels/felt on the inside. (...) feels/felt like a. Why.? 1 ST CHUNK: Lead-in After Although As Before Since When While... Quotation (...). 2 ND CHUNK: Lead-in After Although As Before Since When While... Quotation

27 PREWRITING FOR RESPONSE TO LITERATURE (1:2+ RATIO) 1. Write your topic sentence here (title + author + character(s) and opinion, no CDs): 2. Complete the following T- chart: CDs What does the character do? What happens in the story? CMs feels/fel t feels/fel t like a What can you infer about the character? Why? CD1 (on the line): CM1(between the lines, insight into the story): CM2 (beyond the lines, simile universal truth or life connection): CD2 (on the line): CM3 (between the lines, insight into the story): Concluding Sentence: CM4 (beyond the lines, simile universal truth or life connection): 26

28 EDITING SHEET Reduce repetition Check for sentence variety Add transitions Work on lead-ins to quotations (no dropped quotes). Check to make sure you DO NOT have CDs in your TS, CMs or CS Topic Sentence Concrete Detail Commentary Commentary Concrete Detail Commentary Commentary Concluding Sentence 27

29 Name: Essay Prompt: Write a 5 paragraph essay analyzing the character of Jonas and describing how he changes throughout The Giver. INTRODUCTION PARAGRAPH: (4-5 sentences) Sentence Number What it does Sentence 1 2 theme sentence that introduces one or more themes from the story all commentary no CDs! introduce main character brief explanation of the story 3 4 expands on the ideas about theme from the first sentence and connects them to the 2 nd sentence remembers where the thesis will be going thesis names book and author responds to prompt CONCLUSION PARAGRAPH: (4-5 sentences) Sentence Number Helpers Sentence 1 2 Connect to the theme mentioned in your introduction In this story, the author wanted readers to realize... Explain how the story ended 3 Explain what sentence #1 means Lesson learned Life connection Universal truth 4 Connect your conclusion to your thesis Overall... In the final analysis... In the big picture... 28

30 Name: Two Chunk Response to Literature Paragraph (1 CD: 2+ CMs) Essay Prompt: Write a 5 paragraph essay analyzing the character of Jonas and describing how he changes throughout The Giver. The Giver Ch 1-7 Body Paragraph BODY PROMPT: Write a two-chunk (1:2+ ratio) response to literature explaining how Jonas felt about his society in Chapters 1-7 of The Giver. TS: (Jonas feeling toward his society in these chapters) Transition: CDs: (facts that support your TS) CD 1: (what Jonas does or what happens in the story) CMs: (explain how CDs connect to & support TS) CM 1: (between the lines, insight into story) (Page #: ) CM 2: (further insight or beyond the lines, life lesson or universal truth) CDs: (facts that support your TS) Transition: CD2: (what Jonas does or what happens in the story) CMs: (explain how CDs connect to & support TS) CM 3: (between the lines, insight into story) (Page #: ) CM 4: (further insight or beyond the lines, life lesson or universal truth) CS: (reinforce your main idea from your TS using different words) 29

31 Response to Literature Revision Check-List Name o o What is the title for your essay? What is your topic? Who is the audience? What is the purpose? What is your thesis? o o o Highlight the first three words of every sentence in yellow. Change them so that no two sentences begin the same way in any of your paragraphs. Using the Web-off the Word Strategy, change AT LEAST one word in each paragraph to a three-syllable word (even if you already have one). Write your changes here. o o o o o o Do your topic sentences make sense and support your thesis? Do you have concluding sentences for all of your paragraphs? Have you used transition words or phrases to move from one idea to the next? Highlight in pink. Have you included concrete evidence from the text? Do you have more commentary analyzing the topic than concrete detail? Highlight in red and green. What is the hook for your introduction? Write it here. o Read all your paragraphs out loud to yourself. Do you have any questions which the reader may need to have answered? 30

32 o o Have a neighbor read your paper. Who? List at least three suggestions they made o How did you make adjustments in your paper? o What else can you do to make your final paper better than your draft? 31

Facing our Fears: Reading and Writing about Characters in Literary Text

Facing 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 information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

More information

5 Star Writing Persuasive Essay

5 Star Writing Persuasive Essay 5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

Student Name: OSIS#: DOB: / / School: Grade:

Student 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 information

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(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 information

MYP Language A Course Outline Year 3

MYP Language A Course Outline Year 3 Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,

More information

Highlighting and Annotation Tips Foundation Lesson

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 information

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5- New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,

More information

Common Core State Standards for English Language Arts

Common Core State Standards for English Language Arts Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.

More information

Achievement Level Descriptors for American Literature and Composition

Achievement Level Descriptors for American Literature and Composition Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation

More information

Multi-genre Writing Assignment

Multi-genre Writing Assignment Multi-genre Writing Assignment for Peter and the Starcatchers Context: The following is an outline for the culminating project for the unit on Peter and the Starcatchers. This is a multi-genre project.

More information

Tap vs. Bottled Water

Tap 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 information

Prentice 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 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 information

Epping Elementary School Plan for Writing Instruction Fourth Grade

Epping Elementary School Plan for Writing Instruction Fourth Grade Epping Elementary School Plan for Writing Instruction Fourth Grade Unit of Study Learning Targets Common Core Standards LAUNCH: Becoming 4 th Grade Writers The Craft of the Reader s Response: Test Prep,

More information

Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7

Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7 Grade 7 Prentice Hall Literature, The Penguin Edition, Grade 7 2007 C O R R E L A T E D T O Grade 7 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 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 information

Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?

Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son? Teaching Task Rewrite Student Support - Task Re-Write Day 1 Copyright R-Coaching Name Date Teaching Task: Rewrite the Teaching Task: In the left column of the table below, the teaching task/prompt has

More information

Pennsylvania Common Core Standards English Language Arts Grade 11

Pennsylvania Common Core Standards English Language Arts Grade 11 A Correlation of Prentice Hall Literature Common Core Edition Grade 11, 2012 To the Common Core Standards English Language Arts Grade 11 Table of Contents 1.2 Reading Informational Text... 4 1.3 Reading

More information

Grade 6: Module 2A Unit 2: Overview

Grade 6: Module 2A Unit 2: Overview Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore

More information

5 th Grade Language Arts Curriculum Map

5 th Grade Language Arts Curriculum Map 5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

More information

Richardson, J., The Next Step in Guided Writing, Ohio Literacy Conference, 2010

Richardson, 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 information

Prentice Hall Literature Common Core Edition Grade 10, 2012

Prentice Hall Literature Common Core Edition Grade 10, 2012 A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates

More information

Pearson Longman Keystone Book D 2013

Pearson Longman Keystone Book D 2013 A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE

ENGLISH 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 information

Night by Elie Wiesel. Standards Link:

Night by Elie Wiesel. Standards Link: Night by Elie Wiesel Standards Link: CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific

More information

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard address

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard  address Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)

More information

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,

More information

Reading Project. Happy reading and have an excellent summer!

Reading Project. Happy reading and have an excellent summer! Reading Project In order to prepare for seventh grade, you are required to read at least one book from the District 54 Summer Reading List. The list contains both fiction and non-fiction books at different

More information

English Language Arts Missouri Learning Standards Grade-Level Expectations

English Language Arts Missouri Learning Standards Grade-Level Expectations A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition

More information

Mini Lesson Ideas for Expository Writing

Mini Lesson Ideas for Expository Writing Mini LessonIdeasforExpositoryWriting Expository WheredoIbegin? (From3 5Writing:FocusingonOrganizationandProgressiontoMoveWriters, ContinuousImprovementConference2016) ManylessonideastakenfromB oxesandbullets,personalandpersuasiveessaysbylucycalkins

More information

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths.

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths. 4 th Grade Language Arts Scope and Sequence 1 st Nine Weeks Instructional Units Reading Unit 1 & 2 Language Arts Unit 1& 2 Assessments Placement Test Running Records DIBELS Reading Unit 1 Language Arts

More information

Tutoring First-Year Writing Students at UNM

Tutoring First-Year Writing Students at UNM Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students

More information

Pearson Longman Keystone Book F 2013

Pearson Longman Keystone Book F 2013 A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common 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 information

Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT

Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT Defining Date Guiding Question: Why is it important for everyone to have a common understanding of data and how they are used? Importance

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)

Prentice 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 information

Literature and the Language Arts Experiencing Literature

Literature and the Language Arts Experiencing Literature Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102

More information

The College Board Redesigned SAT Grade 12

The College Board Redesigned SAT Grade 12 A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.

More information

Unit Lesson Plan: Native Americans 4th grade (SS and ELA)

Unit 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 information

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the

More information

Day 1 Note Catcher. Use this page to capture anything you d like to remember. May Public Consulting Group. All rights reserved.

Day 1 Note Catcher. Use this page to capture anything you d like to remember. May Public Consulting Group. All rights reserved. Day 1 Note Catcher Use this page to capture anything you d like to remember. May 2013 2013 Public Consulting Group. All rights reserved. 3 Three Scenarios: Processes for Conducting Research Scenario 1

More information

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

ELA/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 information

Mercer County Schools

Mercer 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 information

5th Grade English Language Arts Learning Goals for the 2nd 9 weeks

5th 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 information

Loughton School s curriculum evening. 28 th February 2017

Loughton School s curriculum evening. 28 th February 2017 Loughton School s curriculum evening 28 th February 2017 Aims of this session Share our approach to teaching writing, reading, SPaG and maths. Share resources, ideas and strategies to support children's

More information

The Multi-genre Research Project

The Multi-genre Research Project The Multi-genre Research Project [Multi-genre papers] recognize that there are many ways to see the world, many ways to show others what we see. ~Tom Romano, teacher, author, and founder of the multi-genre

More information

Number of Items and Test Administration Times IDEA English Language Proficiency Tests/ North Carolina Testing Program.

Number of Items and Test Administration Times IDEA English Language Proficiency Tests/ North Carolina Testing Program. IDEA English Language Proficiency Tests/ North Carolina Testing Program IPT Kindergarten Subtest Tasks Number of Items Testing Time Answer Questions about Yourself & Follow Directions Give Directions Understand

More information

The 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 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 information

Common Core Curriculum- Draft

Common Core Curriculum- Draft Arkansas English Language Arts Curriculum s Grade 11 Strand: Oral and Visual Communication Standard 1: Speaking Students shall demonstrate effective oral communication skills to express ideas and to present

More information

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction

More information

Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If

Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party

More information

INSTRUCTOR USER MANUAL/HELP SECTION

INSTRUCTOR USER MANUAL/HELP SECTION Criterion INSTRUCTOR USER MANUAL/HELP SECTION ngcriterion Criterion Online Writing Evaluation June 2013 Chrystal Anderson REVISED SEPTEMBER 2014 ANNA LITZ Criterion User Manual TABLE OF CONTENTS 1.0 INTRODUCTION...3

More information

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks 3rd Grade- 1st Nine Weeks R3.8 understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understand R3.8A sequence and

More information

Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading

Welcome 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 information

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that

More information

Grade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work

Grade 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 information

Lucy Caulkins Writing Rubrics

Lucy Caulkins Writing Rubrics Lucy Caulkins Writing Rubrics Free PDF ebook Download: Lucy Caulkins Download or Read Online ebook lucy caulkins writing rubrics in PDF Format From The Best User Guide Database by professional knowledgeespecially

More information

Mathematics Success Grade 7

Mathematics Success Grade 7 T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,

More information

Large Kindergarten Centers Icons

Large Kindergarten Centers Icons Large Kindergarten Centers Icons To view and print each center icon, with CCSD objectives, please click on the corresponding thumbnail icon below. ABC / Word Study Read the Room Big Book Write the Room

More information

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core)

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core) FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION CCE ENGLISH LANGUAGE ARTS (Common Core) Wednesday, June 14, 2017 9:15 a.m. to 12:15 p.m., only SCORING KEY AND

More information

Lecturing Module

Lecturing Module Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional

More information

English IV Version: Beta

English IV Version: Beta Course Numbers LA403/404 LA403C/404C LA4030/4040 English IV 2017-2018 A 1.0 English credit. English IV includes a survey of world literature studied in a thematic approach to critically evaluate information

More information

GTPS Curriculum English Language Arts-Grade 7

GTPS Curriculum English Language Arts-Grade 7 Unit 1 5 weeks Big Idea: What makes a story unforgettable? Topic: Plot, Conflict, and Setting Standards Reading Lit xxrl.7.1. Cite several pieces of textual evidence to support analysis of what the text

More information

writings elementary teaching elementary process elementary

writings elementary teaching elementary process elementary Teaching the writing process elementary. Truth is, I love writing essays, teaching. These writings should the all the elementary ideas and key terms in the process.. Teaching the writing process elementary

More information

Honors 7 th Grade Language Arts Curriculum

Honors 7 th Grade Language Arts Curriculum Honors 7 th Grade Language Arts Curriculum Unit of Study: Short Stories Unit of Study: Paragraph Writing Unit of Study: Vocabulary Unit of Study: Grammar Unit of Study: Mysteries/Hound of the Baskervilles,

More information

2006 Mississippi Language Arts Framework-Revised Grade 12

2006 Mississippi Language Arts Framework-Revised Grade 12 A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 12 to the 2006 Mississippi Language Arts Framework-Revised Grade 12 Introduction This document demonstrates how Prentice Hall Literature

More information

Writing Unit of Study

Writing Unit of Study Writing Unit of Study Supplemental Resource Unit 3 F Literacy Fundamentals Writing About Reading Opinion Writing 2 nd Grade Welcome Writers! We are so pleased you purchased our supplemental resource that

More information

DRA Correlated to Connecticut English Language Arts Curriculum Standards Grade-Level Expectations Grade 4

DRA Correlated to Connecticut English Language Arts Curriculum Standards Grade-Level Expectations Grade 4 DRA 2 2006 Correlated to 2007 Connecticut English Language Arts Curriculum Standards Grade 4 GRADE 4: READING Students comprehend and respond in literal, critical and evaluative ways to various texts that

More information

Grade 5: Module 3A: Overview

Grade 5: Module 3A: Overview Grade 5: Module 3A: 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 of copyright

More information

CLASS EXPECTATIONS Respect yourself, the teacher & others 2. Put forth your best effort at all times Be prepared for class each day

CLASS EXPECTATIONS Respect yourself, the teacher & others 2. Put forth your best effort at all times Be prepared for class each day CLASS EXPECTATIONS 1. Respect yourself, the teacher & others Show respect for the teacher, yourself and others at all times. Respect others property. Avoid touching or writing on anything that does not

More information

PHILOSOPHY & CULTURE Syllabus

PHILOSOPHY & CULTURE Syllabus PHILOSOPHY & CULTURE Syllabus PHIL 1050 FALL 2013 MWF 10:00-10:50 ADM 218 Dr. Seth Holtzman office: 308 Administration Bldg phones: 637-4229 office; 636-8626 home hours: MWF 3-5; T 11-12 if no meeting;

More information

Contents. Foreword... 5

Contents. Foreword... 5 Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with

More information

The Writing Process. The Academic Support Centre // September 2015

The Writing Process. The Academic Support Centre // September 2015 The Writing Process The Academic Support Centre // September 2015 + so that someone else can understand it! Why write? Why do academics (scientists) write? The Academic Writing Process Describe your writing

More information

Topic: Making A Colorado Brochure Grade : 4 to adult An integrated lesson plan covering three sessions of approximately 50 minutes each.

Topic: Making A Colorado Brochure Grade : 4 to adult An integrated lesson plan covering three sessions of approximately 50 minutes each. Lesson-Planning Approach Topic: Making A Colorado Brochure Grade : 4 to adult An integrated lesson plan covering three sessions of approximately 50 minutes each. Some learners perceive their world as a

More information

Fears and Phobias Unit Plan

Fears and Phobias Unit Plan Fears and Phobias Unit Plan A. What will students produce? Students will ultimately write an argumentative essay in which they analyze the pros and cons of fear. They will use evidence from several texts

More information

Interpretive (seeing) Interpersonal (speaking and short phrases)

Interpretive (seeing) Interpersonal (speaking and short phrases) Subject Spanish Grammar Lesson Length 50 minutes Linguistic Level Beginning Spanish 1 Topic Descriptive personal characteristics using the verb ser Students will be able to identify the appropriate situations

More information

This map-tastic middle-grade story from Andrew Clements gives the phrase uncharted territory a whole new meaning!

This map-tastic middle-grade story from Andrew Clements gives the phrase uncharted territory a whole new meaning! A Curriculum Guide to The Map Trap By Andrew Clements About the Book This map-tastic middle-grade story from Andrew Clements gives the phrase uncharted territory a whole new meaning! Alton Barnes loves

More information

1. READING ENGAGEMENT 2. ORAL READING FLUENCY

1. 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 information

This activity is meant for high school English students in grades 9 and 10.

This activity is meant for high school English students in grades 9 and 10. II. Literature-based Lesson This activity is meant for high school English students in grades 9 and 10. By Melissa Butcher This literature-based lesson contains an excerpt from the novel Krik? Krak! Danticat,

More information

Assessing Children s Writing Connect with the Classroom Observation and Assessment

Assessing 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 information

Kindergarten 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 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 information

ENG 111 Achievement Requirements Fall Semester 2007 MWF 10:30-11: OLSC

ENG 111 Achievement Requirements Fall Semester 2007 MWF 10:30-11: OLSC Fleitz/ENG 111 1 Contact Information ENG 111 Achievement Requirements Fall Semester 2007 MWF 10:30-11:20 227 OLSC Instructor: Elizabeth Fleitz Email: efleitz@bgsu.edu AIM: bluetea26 (I m usually available

More information

LIT Novel Unit. Spring Semester 2008

LIT Novel Unit. Spring Semester 2008 LIT 201-200 Novel Unit Spring Semester 2008 LIT 201-200 Professor Sarah L. Dye April 21 May 12, 2008 2 NOVEL UNIT LIT 201-200 Sarah L. Dye Weekly Agendas April 14, 2008 Initial group meeting and exchange

More information

Informational Writing Graphic Organizer For Kids

Informational Writing Graphic Organizer For Kids Informational Writing For Kids Free PDF ebook Download: Informational Writing For Kids Download or Read Online ebook informational writing graphic organizer for kids in PDF Format From The Best User Guide

More information

Should a business have the right to ban teenagers?

Should a business have the right to ban teenagers? practice the task Image Credits: Photodisc/Getty Images Should a business have the right to ban teenagers? You will read: You will write: a newspaper ad An Argumentative Essay Munchy s Promise a business

More information

Replace difficult words for Is the language appropriate for the. younger audience. For audience?

Replace difficult words for Is the language appropriate for the. younger audience. For audience? PEER EDITING In this part/stage of the writing process we help others to improve their writing, which helps us become better writers as well. It does take a commitment from the reader to look closely at

More information

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop

More information

Classroom Assessment Techniques (CATs; Angelo & Cross, 1993)

Classroom Assessment Techniques (CATs; Angelo & Cross, 1993) Classroom Assessment Techniques (CATs; Angelo & Cross, 1993) From: http://warrington.ufl.edu/itsp/docs/instructor/assessmenttechniques.pdf Assessing Prior Knowledge, Recall, and Understanding 1. Background

More information

Writing the Personal Statement

Writing the Personal Statement Writing the Personal Statement For Graduate School Applications ZIA ISOLA, PHD RESEARCH MENTORING INSTITUTE OFFICE OF DIVERSITY, GENOMICS INSTITUTE Overview: The Parts of a Graduate School Application!

More information

Student Handbook 2016 University of Health Sciences, Lahore

Student Handbook 2016 University of Health Sciences, Lahore Student Handbook 2016 University of Health Sciences, Lahore 1 Welcome to the Certificate in Medical Teaching programme 2016 at the University of Health Sciences, Lahore. This programme is for teachers

More information

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme Name Student ID Year of Graduation Start Date Completion Due Date May 1, 20 (or before) Target Language

More information

Teaching Literacy Through Videos

Teaching Literacy Through Videos Teaching Literacy Through Videos Elizabeth Stavis Reading Intervention Specialist RR Teacher Santa Clara Unified Jenny Maehara Elementary Literacy Specialist RR Teacher Santa Clara Unified February 9,

More information

Livermore Valley Joint Unified School District. B or better in Algebra I, or consent of instructor

Livermore Valley Joint Unified School District. B or better in Algebra I, or consent of instructor Livermore Valley Joint Unified School District DRAFT Course Title: AP Macroeconomics Grade Level(s) 11-12 Length of Course: Credit: Prerequisite: One semester or equivalent term 5 units B or better in

More information

This Performance Standards include four major components. They are

This Performance Standards include four major components. They are Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy

More information

Nancy Hennessy M.Ed. 1

Nancy Hennessy M.Ed. 1 Writing Construction Zone: A Blueprint for Effective Instruction Session 3 Continued: The intermediate-adolescent Writer: Building Critical Skills and Processes Nancy Hennessy M.Ed. 2012 Agenda-Session

More information

APA Basics. APA Formatting. Title Page. APA Sections. Title Page. Title Page

APA Basics. APA Formatting. Title Page. APA Sections. Title Page. Title Page APA Formatting APA Basics Abstract, Introduction & Formatting/Style Tips Psychology 280 Lecture Notes Basic word processing format Double spaced All margins 1 Manuscript page header on all pages except

More information

Biome I Can Statements

Biome I Can Statements Biome I Can Statements I can recognize the meanings of abbreviations. I can use dictionaries, thesauruses, glossaries, textual features (footnotes, sidebars, etc.) and technology to define and pronounce

More information

Summer Assignment AP Literature and Composition Mrs. Schwartz

Summer Assignment AP Literature and Composition Mrs. Schwartz 2015-2016 Summer Assignment AP Literature and Composition Mrs. Schwartz Contact Information: Email: meschwar@vbschools.com or bschwar12@gmail.com Edmodo Group Code: 534ta8 OVERVIEW This summer, you will

More information