LESSON PLAN 12 Monday Nov. 3

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2 LESSON PLAN 12 Monday Nov. 3 Unit 3: Explanatory Writing/Craft and Structure Language Arts Florida Standard(s): Today s Focus Standard Learning Goals: Measurable Objective(s): Unit 3 Final Assessment from LCS Blueprint: Essential Question(s): Vocabulary: Daily Topic: Vocabulary and Grammar 6.RI.2.5 (DOK 3) Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas; 6.RI.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; 6.S.L. 1.2 (DOK 3) Interpret information presented in diverse media and formats (e.g.,visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study; 6.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; 6.L.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies; 6.W.1.2 (DOK 4) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content; RECURSIVE STANDARDS 6.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Students will be able to identify text structures and their relationship between the structure and the overall meaning the author is portraying in the text. Students will analyze specific sentences, paragraphs, and sections and how they contribute to the development of ideas. SWBAT to 1) Determine the meaning of indispensable, finance, bountiful, mortify as seen by completing the exercises. 2) Understand how identify and fix sentence fragments by completing ex. 1 on first page PUBLISHED PRODUCT : After reading Harlem Children s Zone and School is Just a Dream for Low Pay, create a Thinking Map to organize the varying author s views of education from each article. With evidence from the text, create a three paragraph extended response that highlights the views of each text. Provide 3 to 4 details from the text to support your findings. Extended Response Rubric (pg.22) AND After reading Seven Wonders of the World and Art, Architecture, and Learning in Egypt, use a Thinking Map /Organizer to identify the similarities and differences between the information provided within the text. Use evidence from the text to create a three paragraph extended response highlighting similarities and differences and explain how the author s use of text structure support the overall message within the text. Thinking Map/Organizer Rubric. 1) How do the parts of the text contribute to the overall development of the ideas? 2) How do specific text structure enhance the meaning of an article? 3) How does analyzing text structures deepen understanding of the text? indispensable, finance, bountiful, mortify Home Learning: DUE for F. 11/7 1) Study for vocab quiz on indispensable, finance, bountiful, mortify 2) Grammar book pages 77-80: Recognizing and correcting fragments. AGENDA Synopsis 1) Distribute/explain grammar pages 77-80: Recognizing and correcting fragments. BELLRINGER: INTRODUCTION: I DO: WE DO: YOU DO: 2) Assign new vocab. words Circle new vocab. words on dictionary pages: sensitive, ambiguous, encumber, benefactor. Write Fri. 10/31 quiz date next to them. (5-10 minutes) Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the bigger goal of the course. In addition, they conduct some PREDICTION by developing their own questions. CBC review Collaborative preview and prediction of lesson (students formulate their own questions) INSTRUCTION AND MODELING (10-15 minutes) Provide explicit information from textbook or other source. Demonstrate the concept and task to be completed. Distribute and explain grammar workbook pages (sentence fragments) Assign new vocab. words and review for Friday 11/7 quiz. indispensable, finance, bountiful, mortify ) GUIDED PRACTICE (15-25 minutes) Differentiate instruction to reach the diversity of learners in your classroom. Higher Order Question(s) Review definitions for new vocabulary words. Discuss sentence fragments worksheet. Practice a few examples. INDEPENDENT PRACTICE (10-15 minutes) Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and eventually during independent work. Complete assigned grammar book practice assignments in groups and report out to class. *How does the author introduce (individual, event, idea)? *Analyze how the author introduces and elaborates on? How does the author s choice impact the message? *How does the author illustrate? *How did the author help the reader understand (individual, event, idea)? *What central ideas are expressed in the text? *How are the central ideas developed over the course of the text? *How does the author expand on in paragraph/section? *Summarize the text objectively.

3 Learning Scale Instructional Strategies *How are multiple central ideas related? 4) In addition to Score 3, students will make in-depth inferences and applications that go beyond what was taught. 3) The student: a) Explains text features in biographies, autobiographies, and other nonfiction text pieces that are written on grade-level. b) Analyzes text features to clarify meaning, emphasizing grade-level appropriate newspapers and magazines. 2) There are no major errors or omissions regarding the simpler details and processes as the student: a) Recognizes or recalls specific terminology such as: Text features, biography, autobiography. b) Recognizes or recalls examples of various text features in autobiographies, biographies, and other nonfiction grade-level text. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 1) With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Marzano: 9. Chunking Content into Digestible Bites ; 8. Previewing New Content ; 10. Helping Students Process New Content; 15. Organizing Students to Practice and Deepen Knowledge

4 LESSON PLAN 12 Tuesday Nov. 4 Unit 3: Explanatory Writing/Craft and Structure Language Arts Florida Standard(s): Today s Focus Standard Learning Goals: Measurable Objective(s): Unit 3 Final Assessment from LCS Blueprint: Essential Question(s): Vocabulary: Daily Topic: Complete Text Structure PowerPoint 6.RI.2.5 (DOK 3) Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas; 6.RI.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; 6.S.L. 1.2 (DOK 3) Interpret information presented in diverse media and formats (e.g.,visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under Study; 6.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; 6.L.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies; 6.W.1.2 (DOK 4) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content; RECURSIVE STANDARDS 6.RI Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas; Students will be able to identify text structures and their relationship between the structure and the overall meaning the author is portraying in the text. Students will analyze specific sentences, paragraphs, and sections and how they contribute to the development of ideas. SWBAT to determine the text structures of passages by identifying the clue words in each piece. PUBLISHED PRODUCT : After reading Harlem Children s Zone and School is Just a Dream for Low Pay, create a Thinking Map to organize the varying author s views of education from each article. With evidence from the text, create a three paragraph extended response that highlights the views of each text. Provide 3 to 4 details from the text to support your findings. Extended Response Rubric (pg.22) AND After reading Seven Wonders of the World and Art, Architecture, and Learning in Egypt, use a Thinking Map /Organizer to identify the similarities and differences between the information provided within the text. Use evidence from the text to create a three paragraph extended response highlighting similarities and differences and explain how the author s use of text structure support the overall message within the text. Thinking Map/Organizer Rubric. 1) How do the parts of the text contribute to the overall development of the ideas? 2) How do specific text structure enhance the meaning of an article? 3) How does analyzing text structures deepen understanding of the text? indispensable, finance, bountiful, mortify Home Learning: DUE for F. 11/7 1) Study for vocab quiz on indispensable, finance, bountiful, mortify 2) Grammar book pages 77-80: Recognizing and correcting fragments. AGENDA Synopsis Complete review of Text Structure PowerPoint and finish entering Thinking Map and Clue Words for each structure on the Cornell notes; Make entries on Learning Goals and Scale worksheets including reflection BELLRINGER: Vocab. exercises for sensitive, ambiguous AND prepare to BEGIN final assessment (essay) INTRODUCTION: (5-10 minutes) Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the I DO: WE DO: YOU DO: Higher Order Question(s) bigger goal of the course. In addition, they conduct some PREDICTION by developing their own questions. Review CBC Remind students of Friday s homework assignments INSTRUCTION AND MODELING (10-15 minutes) Provide explicit information from textbook or other source. Demonstrate the concept and task to be completed. Distribute Learning Goals and Scales sheet. Explain BME markings and reflection. Explain the interactive slides on the PowerPoint GUIDED PRACTICE (15-25 minutes) Differentiate instruction to reach the diversity of learners in your classroom. As the class reviews the Text Structure PowerPoint, have them record the Thinking Map and word clues on the Cornell notes sheet. Mark LG sheet. INDEPENDENT PRACTICE (10-15 minutes) Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and eventually during independent work. Conduct verbal quiz at end of class. Enter Thinking Map and clue words on Cornell notes for each text structure Mark LG sheet and complete daily reflection on back. *How does the author introduce (individual, event, idea)? *Analyze how the author introduces and elaborates on? How does the author s choice impact the message? *How does the author illustrate? *How did the author help the reader understand (individual, event, idea)? *What central ideas are expressed in the text? *How are the central ideas developed over the course of the text? *How does the author expand on in paragraph/section?

5 Learning Scale Instructional Strategies *Summarize the text objectively. 4) In addition to Score 3, students will make in-depth inferences and applications that go beyond what was taught. 3) The student: a) Explains text features in biographies, autobiographies, and other nonfiction text pieces that are written on grade-level. b) Analyzes text features to clarify meaning, emphasizing grade-level appropriate newspapers and magazines. 2) There are no major errors or omissions regarding the simpler details and processes as the student: a) Recognizes or recalls specific terminology such as: Text features, biography, autobiography. b) Recognizes or recalls examples of various text features in autobiographies, biographies, and other nonfiction grade-level text. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 1) With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Marzano: 9. Chunking Content into Digestible Bites ; 8. Previewing New Content; 10. Helping Students Process New Content; 15. Organizing Students to Practice and Deepen Knowledge

6 LESSON PLAN 12 Wed. Nov. 5 Unit 3: Explanatory Writing/Craft and Structure Language Arts Florida Standard(s): Learning Goals: Today s Focus Standard Measurable Objective(s): Unit 2 Final Assessment from LCS Blueprint: Essential Question(s): Vocabulary: Daily Topic: Practice with rotating stations 6.RI.2.5 (DOK 3) Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas; 6.RI.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; 6.S.L. 1.2 (DOK 3) Interpret information presented in diverse media and formats (e.g.,visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study; 6.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; 6.L.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies; 6.W.1.2 (DOK 4) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content; RECURSIVE STANDARDS Students will be able to identify text structures and their relationship between the structure and the overall meaning the author is portraying in the text. Students will analyze specific sentences, paragraphs, and sections and how they contribute to the development of ideas. 6.RI Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas; SWBAT to identify each of the task structures presented during the rotation station activity. PUBLISHED PRODUCT : After reading Harlem Children s Zone and School is Just a Dream for Low Pay, create a Thinking Map to organize the varying author s views of education from each article. With evidence from the text, create a three paragraph extended response that highlights the views of each text. Provide 3 to 4 details from the text to support your findings. Extended Response Rubric (pg.22) AND After reading Seven Wonders of the World and Art, Architecture, and Learning in Egypt, use a Thinking Map /Organizer to identify the similarities and differences between the information provided within the text. Use evidence from the text to create a three paragraph extended response highlighting similarities and differences and explain how the author s use of text structure support the overall message within the text. Thinking Map/Organizer Rubric. 1) How do the parts of the text contribute to the overall development of the ideas? 2) How do specific text structure enhance the meaning of an article? 3) How does analyzing text structures deepen understanding of the text? indispensable, finance, bountiful, mortify Home Learning: DUE for F. 11/7 1) Study for vocab quiz on indispensable, finance, bountiful, mortify 2) Grammar book pages 77-80: Recognizing and correcting fragments. AGENDA Synopsis Conduct rotating station text structures practice activity; Make entries on Learning Goals and Scale worksheets BELLRINGER: INTRODUCTION: I DO: WE DO: YOU DO: Higher Order Question(s) including reflection Need to select various sentence types for identification from English for Everyone site AND prepare to FINISH final assessment (essay) (5-10 minutes) Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the bigger goal of the course. In addition, they conduct some PREDICTION by developing their own questions. Review CBC Remind students of Friday s homework assignments INSTRUCTION AND MODELING (10-15 minutes) Provide explicit information from textbook or other source. Demonstrate the concept and task to be completed. Distribute and explain LG sheet Explain rotation station text structures assignment. Timing is approx. 5 min. per station. GUIDED PRACTICE (15-25 minutes) Differentiate instruction to reach the diversity of learners in your classroom. Review LG sheet Model the completion of one activity at a rotation station INDEPENDENT PRACTICE (10-15 minutes) Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and eventually during independent work. Mark the BME sections of the LG sheet, circle the standard, and reflect on the back Complete each rotation station assignment and mark it on the log *How does the author introduce (individual, event, idea)? *Analyze how the author introduces and elaborates on? How does the author s choice impact the message? *How does the author illustrate? *How did the author help the reader understand (individual, event, idea)? *What central ideas are expressed in the text? *How are the central ideas developed over the course of the text?

7 Learning Scale *How does the author expand on in paragraph/section? *Summarize the text objectively. 4) In addition to Score 3, students will make in-depth inferences and applications that go beyond what was taught. 3) The student: a) Explains text features in biographies, autobiographies, and other nonfiction text pieces that are written on grade-level. b) Analyzes text features to clarify meaning, emphasizing grade-level appropriate newspapers and magazines. 2) There are no major errors or omissions regarding the simpler details and processes as the student: a) Recognizes or recalls specific terminology such as: Text features, biography, autobiography. b) Recognizes or recalls examples of various text features in autobiographies, biographies, and other nonfiction grade-level text. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 1) With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

8 LESSON PLAN 12 Thurs. Nov. 6 Unit 3: Explanatory Writing/Craft and Structure Language Arts Florida Standard(s): Learning Goals: Today s Focus Standard Measurable Objective(s): Unit 3 Final Assessment from LCS Blueprint: Essential Question(s): Vocabulary: Daily Topic: Practice with task cards 6.W6.RI.2.5 (DOK 3) Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas; 6.RI.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; 6.S.L. 1.2 (DOK 3) Interpret information presented in diverse media and formats (e.g.,visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study; 6.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; 6.L.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies; 6.W.1.2 (DOK 4) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content; RECURSIVE STANDARDS Students will be able to identify text structures and their relationship between the structure and the overall meaning the author is portraying in the text. Students will analyze specific sentences, paragraphs, and sections and how they contribute to the development of ideas. 6.RI Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas; SWBAT to identify each of the task structures presented during the task card activity. PUBLISHED PRODUCT : After reading Harlem Children s Zone and School is Just a Dream for Low Pay, create a Thinking Map to organize the varying author s views of education from each article. With evidence from the text, create a three paragraph extended response that highlights the views of each text. Provide 3 to 4 details from the text to support your findings. Extended Response Rubric (pg.22) AND After reading Seven Wonders of the World and Art, Architecture, and Learning in Egypt, use a Thinking Map /Organizer to identify the similarities and differences between the information provided within the text. Use evidence from the text to create a three paragraph extended response highlighting similarities and differences and explain how the author s use of text structure support the overall message within the text. Thinking Map/Organizer Rubric. 1) How do the parts of the text contribute to the overall development of the ideas? 2) How do specific text structure enhance the meaning of an article? 3) How does analyzing text structures deepen understanding of the text? indispensable, finance, bountiful, mortify Home Learning: DUE for F. 11/7 1) Study for vocab quiz on indispensable, finance, bountiful, mortify 2) Grammar book pages 77-80: Recognizing and correcting fragments. AGENDA Synopsis Conduct Task Card practice activity; Make entries on Learning Goals and Scale worksheets including reflection; BELLRINGER: INTRODUCTION: I DO: WE DO: YOU DO: Higher Order Question(s) Begin reading two FACEBOOK activity articles for Friday if time permits Vocab. exercises for encumber, benefactor. (5-10 minutes) Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the bigger goal of the course. In addition, they conduct some PREDICTION by developing their own questions. Review CBC Remind students of Friday s homework assignments INSTRUCTION AND MODELING (10-15 minutes) Provide explicit information from textbook or other source. Demonstrate the concept and task to be completed. Distribute task card activity materials Explain task card activity. Timing is approx min. total. GUIDED PRACTICE (15-25 minutes) Differentiate instruction to reach the diversity of learners in your classroom. Review LG sheet Model the completion of one task card activity. INDEPENDENT PRACTICE (10-15 minutes) Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and eventually during independent work. Mark the BME sections of the LG sheet, circle the standard, and reflect on the back Complete each task card activity. *How is the (sentence, paragraph, chapter, section) structured? *What effect does the structure have on the idea(s) the author develops throughout the text? *How does the way the author structured this (sentence, paragraph, chapter, section) contribute to the idea?

9 Learning Scale 4) In addition to Score 3, students will make in-depth inferences and applications that go beyond what was taught. 3) The student: a) Explains text features in biographies, autobiographies, and other nonfiction text pieces that are written on gradelevel. b) Analyzes text features to clarify meaning, emphasizing grade-level appropriate newspapers and magazines. 2) There are no major errors or omissions regarding the simpler details and processes as the student: a) Recognizes or recalls specific terminology such as: Text features, biography, autobiography. b) Recognizes or recalls examples of various text features in autobiographies, biographies, and other nonfiction grade-level text. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 1) With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

10 LESSON PLAN 12 Friday Nov. 7 Unit 3: Explanatory Writing/Craft and Structure Language Arts Florida Standard(s): Learning Goals: Today s Focus Standard Measurable Objective(s): Unit 3 Final Assessment from LCS Blueprint: Essential Question(s): Vocabulary: Daily Topic: Begin FACEBOOK practice 6.RI.2.5 (DOK 3) Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas; 6.RI.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; 6.S.L. 1.2 (DOK 3) Interpret information presented in diverse media and formats (e.g.,visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study; 6.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; 6.L.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies; 6.W.1.2 (DOK 4) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content; RECURSIVE STANDARDS Students will be able to identify text structures and their relationship between the structure and the overall meaning the author is portraying in the text. Students will analyze specific sentences, paragraphs, and sections and how they contribute to the development of ideas. 6.RI Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas; SWBAT to complete the Thinking Map portion of the FACEBOOK practice. PUBLISHED PRODUCT : After reading Harlem Children s Zone and School is Just a Dream for Low Pay, create a Thinking Map to organize the varying author s views of education from each article. With evidence from the text, create a three paragraph extended response that highlights the views of each text. Provide 3 to 4 details from the text to support your findings. Extended Response Rubric (pg.22) AND After reading Seven Wonders of the World and Art, Architecture, and Learning in Egypt, use a Thinking Map /Organizer to identify the similarities and differences between the information provided within the text. Use evidence from the text to create a three paragraph extended response highlighting similarities and differences and explain how the author s use of text structure support the overall message within the text. Thinking Map/Organizer Rubric. 1) How do the parts of the text contribute to the overall development of the ideas? 2) How do specific text structure enhance the meaning of an article? 3) How does analyzing text structures deepen understanding of the text? indispensable, finance, bountiful, mortify Home Learning: DUE for F. 11/7 1) Study for vocab quiz on indispensable, finance, bountiful, mortify 2) Grammar book pages 77-80: Recognizing and correcting fragments. AGENDA Synopsis Administer vocabulary quiz; Make entries on Learning Goals and Scale worksheets including reflection; Finish reading two FACEBOOK activity articles (guided activity); Complete the Double Bubble map for FACEBOOK practice assignment #1 GUIDED activity; Begin writing FACEBOOK activity if time permits. BELLRINGER: Prepare and study for vocabulary test. INTRODUCTION: (5-10 minutes) Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to I DO: WE DO: YOU DO: Higher Order Question(s) achieving the bigger goal of the course. In addition, they conduct some PREDICTION by developing their own questions. Review CBC Collect Friday s homework assignments INSTRUCTION AND MODELING (10-15 minutes) Provide explicit information from textbook or other source. Demonstrate the concept and task to be completed. Distribute and administer vocabulary quiz Explain FACEBOOK practice activity. Set timing. GUIDED PRACTICE (15-25 minutes) Differentiate instruction to reach the diversity of learners in your classroom. Review LG sheet Model the FADCEBOOK practice activity including the Double Bubble Map exercise. INDEPENDENT PRACTICE (10-15 minutes) Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and eventually during independent work. Mark the BME sections of the LG sheet, circle the standard, and reflect on the back Complete the Double Bubble map activity. Begin writing FACEBOOK comparison piece if time permits. *How is the (sentence, paragraph, chapter, section) structured? *What effect does the structure have on the idea(s) the author develops throughout the text? *How does the way the author structured this (sentence, paragraph, chapter, section) contribute to the idea?

11 Learning Scale 4) In addition to Score 3, students will make in-depth inferences and applications that go beyond what was taught. 3) The student: a) Explains text features in biographies, autobiographies, and other nonfiction text pieces that are written on grade-level. b) Analyzes text features to clarify meaning, emphasizing grade-level appropriate newspapers and magazines. 2) There are no major errors or omissions regarding the simpler details and processes as the student: a) Recognizes or recalls specific terminology such as: Text features, biography, autobiography. b) Recognizes or recalls examples of various text features in autobiographies, biographies, and other nonfiction grade-level text. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 1) With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

12 Accommodations used daily on individual basis in accordance with IEP and 504 plans. Read directions for the student Allow student time to step out to de-escalate Extended time on assignments =1 day Read Aloud to Students Visual manipulatives Check for understanding Testing in small groups Preferential seating Cooperative Learning, Allow to leave class for assistance Extra time for exams Daily agenda Use of a planner/binder for organization Written direction given Break directions into chunks Vocabulary, Description, Introduction,.