Analyze the Question Type
|
|
- Richard August Tucker
- 6 years ago
- Views:
Transcription
1 Navigating Complex Text Lesson 2 Identifying Text Evidence Question Type Two-Part, Evidence-Based Selected Response Question Strategy & Standard Identifying Text Evidence: R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Resources to Differentiate Text Evidence Graphic Organizer, page 38 Text a, 990L, page 39 Practice a, page 41 Text b, 920L, page 43 Practice b, page 45 Text c, 1210L, page 47 Practice c, page 49 Test-Taking Strategy 1. Read the passage. 2. Read each question. 3. Reread the passage, marking text related to the question. 1ST READ Read the Text Introduce Provide context for the texts. The mission of science is to find out as much information about the world as possible. This knowledge is not always easy to obtain. Sometimes it comes from scientists using the latest technology, and sometimes students like yourselves may think of simple ways to conduct creative experiments in your own neighborhoods. Read Have students read the directions for Text a, Text b, or Text c. Use RED Routine 2: Scaffolded Reading to read the text together. Analyze the Question Type Discuss Read Question 1 aloud and discuss the question type. This is a selected response question with two parts, Part A and Part B. Part B is connected to Part A. The answer to Part B supports the answer to Part A. You must select the right answers for Part A and Part B to get the question correct. How are Parts A and B connected? Provide a sentence frame. The answer to supports the answer to Part A. (Part B) How can you tell? Provide a sentence frame. I know Part B is connected to Part A because. (the Part B question has the words support the answer to Part A ) 2ND READ Apply the Question Strategy In the second read, focus on Question 1 to deepen students understanding of the text. Explain that Question 1 asks students to identify key ideas. Key ideas tell what the entire text or a part of the text is mostly about. Identifying key ideas can help you remember what is important. There may be more than one key idea in a text. Reread the question and answer choices. Model the Identifying Text Evidence thinking strategy students might use to answer the question. Use the Graphic Organizer on page 38. Model Text a: Open Wide! Part A x A. This choice might be a true statement, but it is not supported by the passage. B. This choice is supported by the passage. Once scientists have obtained data, they have to analyze it with an eye for detail. C. This choice is one of the major ideas of the passage. The passage describes how scientists analyze teeth to find out more about fossilized animals. x D. This choice involves an idea that is not discussed in the passage. Guide students to circle Choices B and C on their Practice Tests RDI Book 4: p. 34
2 1. Part A Answer What is my answer to Part A? (Studying fossil remains often requires careful examination. This study can be aided greatly by the examination of the teeth.) 2. Evidence What text evidence supports my answer to Part A? ( One reason is that dental remains can help scientists identify the type of animal a group of bones came from. ) 3. Explanation Why is this evidence important? (The evidence shows how teeth can reveal a major piece of information about what the scientists are investigating.) Model Text b: Tracking Forest Animals Part A x A. This choice is clearly not true, since gathering data required much time, energy, and organization. B. This choice is correct. It states a key idea about Maia s data collection process. The text goes into great detail about the steps Maia took to organize, carry out, and complete her research. x C. This choice is incorrect. It does not describe what the text is mostly about. The text does not even refer to any data that was discarded. x D. This choice is incorrect. The text presents lots of evidence to show that Maia s data was very useful: she discovered a total of 13 mammal species in the three forests ; she won an award for her well-designed experiment and organized results. Guide students to circle Choice B on their Practice Tests. 1. Part A Answer What is my answer to Part A? (Maia had to show a lot of care to gather information.) 2. Evidence What evidence supports my answer to Part A? ( Maia had to stay organized and keep track of all these variables. She recorded her data in a table that showed the total number of small, medium, and large mammal species whose tracks she found in each area. ) 3. Explanation Why is this evidence important? (The evidence gives details that explain the ways Maia took care to gather information.) Model Text c: Uncovering a Hidden City Part A A. This choice is correct because the passage shows Parcak s dedication and thoroughness throughout. x B. This choice is incorrect because while Parcak has opinions about science and her work, these would not normally be considered strong statements. x C. This choice is incorrect because it is not supported by any evidence in the passage. D. This choice is correct. Parcak shows great affection and enthusiasm for her work. She exclaims, I could not believe my eyes... when she sees Gradual Release Model 1st Read: Whole-Group Instruction 2nd Read: Whole-Group Instruction Questions 2 & 3: Small-Group Instruction, Pairs, or Independent Practice 35
3 Navigating Complex Text Lesson 2 Identifying Text Evidence Continued the satellite photos, and she says, It is a very exciting time to be an archaeologist. Guide students to circle Choices A and D. 1. Part A Answer What is my answer to Part A? (Parcak is very determined. She loves her work.) 2. Evidence What evidence supports my answer to Part A? ( Parcak will return to Egypt to dig at one of the archaeological sites she found using the satellite imagery. ) 3. Explanation Why is this evidence important? (It shows Parcak s dedication and efforts to follow through on her research plans.) Analyze Responses Guide students through the answer choices for Question 1 Part B. Model your thinking as you read each response and analyze whether it can be supported with evidence from the text. Analyze Text a: Open Wide! Part B x A. This choice discusses teeth, but it does not link scientific research and teeth together closely enough. x B. This choice describes the substance teeth are made of, but it does not explain anything about using teeth in scientific research. C. This choice explains how studying teeth can help scientists in their research. x D. This choice is indirectly related to teeth but it does not explain how teeth and scientific work are related to each other. Guide students to circle Choice C on their Practice Tests. Analyze Text b: Tracking Forest Animals Part B x A. This choice may demonstrate that Maia is observant, but it does not demonstrate great care. B. This choice shows that Maia put considerable effort into her research. C. This choice gives an example of a part of Maia s project that would have required a tremendous amount of research. x D. This choice does not reflect on data collection, but on what came afterward. Guide students to circle Choices B and C on their Practice Tests. 36
4 Analyze Text c: Uncovering a Hidden City Part B x A. This choice is incorrect because although it may show her desire to teach, it does not necessarily illustrate Parcak s determination or love of her work. B. This choice is correct because it shows determination in that Parcak wants to return to complete a project. x C. While this choice may indicate something about Parcak s personality, it does not necessarily indicate that she is determined or that she loves her work. x D. This choice is incorrect because while it describes Parcak s work, it does not necessarily tell readers how she feels about her work. Guide students to circle Choice B on their Practice Tests. 3RD READ Practice the Task Have students read the remaining questions. Have them reread the texts and gather evidence to answer Questions 2 and 3. Remind students that they may want to refer to the Graphic Organizer on page 38. When students finish, encourage them to share their work with the group. Check Progress Refer to Item Analysis, pages
5 Name READ 180 Practice Test Assessment Strategy Lesson 2 Graphic Organizer Question Strategy: Identifying Text Evidence As you reread the text, look for words, phrases, or sentences that support your answer to Part A. This is called text evidence. Use the graphic organizer to help identify text evidence: What is my answer to Part A? Part A Answer Evidence What text evidence supports my answer to Part A? Why is this evidence important? Explanation 38 Use with pages RDI Book 4: p. 38
6 Name READ 180 Practice Test Assessment Text Lesson 2: Text a Directions: Read the following text. Then answer questions 1 through 3. Open Wide! What s in a tooth? Teeth contain mouthfuls of information about an animal. by Natalie Smith Teeth they help us chew our food and speak clearly, and they give us our dazzling smiles. Some animals use their teeth for other functions, such as fighting enemies or cutting down plants to build homes. But for scientists, teeth have another benefit: they tell secrets! A peek inside an animal s mouth can tell researchers everything from what the animal eats to how old it is. Tough Teeth When scientists dig for fossils of ancient animals, they often look for dental remains. Teeth last much longer than other bones, which can break down over time. Bones are porous, or have many tiny holes, while teeth are solid, explains Robert Feranec, a fossil expert at the New York State Museum in Albany, New York. This means that as bones become fossils, they can wear away more quickly than teeth. Teeth also have an added layer of protection: a hard, white covering called enamel. Enamel is what helps keep teeth from chipping when you bite down on a nut or a crunchy chip. The substance is so hard that it can last for millions of years! Dental Records Open Wide! by Natalie Smith from SuperScience magazine, February Copyright 2010 by Scholastic Inc. All rights reserved. Why can finding an ancient tooth be so exciting for a scientist? One reason is that dental remains can help scientists identify the type of (Continued on next page) 4 RDI Book 4: p. 39 Use with pages
7 Name READ 180 Practice Test Assessment Text Open Wide! by Natalie Smith from SuperScience magazine, February Copyright 2010 by Scholastic Inc. All rights reserved. animal a group of bones came from. Each animal species has a unique set of teeth. They vary by number, size, shape, and organization. A crocodile, for example, has many sharp, pointed teeth that are spaced apart. A horse has large, flat teeth that are close together. These differences give scientists clues to an animal s diet. Teeth come in different shapes in order to perform different jobs. A carnivore s teeth are usually shaped into slicing blades, says Feranec. Herbivores generally have square-shaped teeth that allow them to grind up plants or fruits. Omnivores, which eat both plants and meat, typically have both sharp and flat teeth. Patterns on teeth can also hold information. When an animal chews its food, very small wear patterns develop on a tooth s surface. Animals that eat grass will have lots of scratches on their teeth, says Feranec. Animals that eat fruits or nuts or graze on leaves will have microscopic holes. The Root of It All By studying teeth, scientists can learn more about how an animal lived than just what made up its dinner. An ancient animal s diet gives clues about what its habitat was like. If an animal munched on parts of a tree, for example, it might have lived in a forest. Since teeth grow and wear down at a steady rate over time, they can also reveal an animal s age and growth history. Tooth enamel forms in daily layers, with distinct lines that can be counted, like tree rings, says Peter Ungar. He is an anthropologist who studies the teeth of modern-day and ancient animals. Therefore, we know how long a tooth takes to form, he says. With these observations, scientists can figure out at what age an animal died. Each of these clues can be fit together to tell scientists an animal s story. If, thousands of years from now, a scientist were to find one of your teeth, what kind of story would it tell about you? 40 Use with pages RDI Book 4: p. 40
8 Name READ 180 Practice Test Assessment Lesson 2: Text a Identifying Text Evidence Directions: Use Open Wide! to answer the questions. 1. This question has two parts. First, answer Part A. Then, answer Part B. Part A: What does the passage suggest about looking at fossilized animal remains? Circle the two that apply. A) It can be very misleading. B) It often requires careful work. C) It is sometimes aided greatly by the examination of the teeth. D) It requires a sophisticated background to do correctly. Part B: Which statement from the passage best supports the answers to Part A? A) Teeth last much longer than other bones, which can break down over time. B) The substance is so hard that it can last for millions of years! C)... dental remains can help scientists identify the type of animal a group of bones came from. D) An ancient animal s diet gives clues about what its habitat was like. 2. This question has two parts. First, answer Part A. Then, answer Part B. Part A: In the second paragraph of the section The Root of It All, what is the meaning of the word distinct? Circle the best answer. A) predictable B) complex C) noticeable D) ancient (Continued on next page) 4 RDI Book 4: p. 41 Use with pages
9 Name READ 180 Practice Test Assessment Part B: Which phrase from the passage provides the best evidence for the answer to Part A? A) the teeth of modern-day and ancient animals B) tooth enamel forms in daily layers C) we know how long a tooth takes to form D) teeth grow and wear down at a steady rate 3. This question has two parts. First, answer Part A. Then, answer Part B. Part A: What is the function of the section Dental Records in the passage? Circle the two that apply. A) It explains what parts of the teeth scientists study. B) It shows that teeth can help identify types of animals. C) It informs the reader about different kinds of animal teeth. D) It demonstrates how teeth can reflect an animal s diet. Part B: Which statement from the passage best supports the answers to Part A? A) A crocodile, for example, has many sharp, pointed teeth that are spaced apart. B) Teeth come in different shapes in order to perform different jobs. C) An ancient animal s diet gives clues about what its habitat was like. D) When an animal chews its food, very small wear patterns develop on a tooth s surface. 42 Use with pages RDI Book 4: p. 42
10 Lesson 2: Text a Graphic Organizer Part A Answer What is my answer to Part A? It often requires careful examination. It can be aided greatly by the examination of the teeth. Evidence What text evidence supports my answer to Part A? One reason is that dental remains can help scientists identify the type of animal a group of bones came from. Explanation Why is this evidence important? The evidence shows that studying teeth can establish important identifications of the remains the scientists are investigating. Lesson 2: Text a Practice: Identifying Text Evidence 1. Two-Part, Evidence-Based Selected Response Part A: B and C Choices B and C are correct because they go into detail about the work involved in scientific research. Choices A and D are incorrect because they make references to ideas and concepts that are outside the scope of the passage. Part B: C Choice C is correct because it makes a direct link between the study of teeth and the results of that study for scientific research. Choices A, B, and D are incorrect because they address the nature of the research but they do not indicate the author s attitude toward it. 2. Two-Part, Evidence-Based Selected Response Part A: C Choice C is correct because it indicates that a scientist could count the rings, which means they must be separate, or distinct. Choice A is not relevant. Choices B and D are incorrect because, while the words could be used to describe the rings, they do not apply in this passage. Part B: B Choice B is correct because if the rings can be counted, they must be visible, or noticeable. Choices A, C, and D are incorrect because they do not directly contribute to an understanding of the word s meaning. 3. Two-Part, Evidence-Based Selected Response Part A: B and D Choices B and D are correct because they are supported by the information the section gives about types of animals, their diets, and how the diets are reflected in teeth. Choices A and C address information given elsewhere in the passage but are not relevant to the function of the section. Part B: D Choice D is correct because it indicates a clear relationship between a tooth s appearance and food consumption. Choices A, B, and C are incorrect because they do not reflect the function of the section. 191
Grade 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 informationHighlighting 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 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 informationWhat s in Your Communication Toolbox? COMMUNICATION TOOLBOX. verse clinical scenarios to bolster clinical outcomes: 1
COMMUNICATION TOOLBOX Lisa Hunter, LSW, and Jane R. Shaw, DVM, PhD www.argusinstitute.colostate.edu What s in Your Communication Toolbox? Throughout this communication series, we have built a toolbox of
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 informationHoughton Mifflin Harcourt Trophies Grade 5
Unit 6/Week 2 Title: The Golden Lion Tamarin Comes Home Suggested Time: 5 days (45 minutes per day) Common Core ELA Standards: RI.5.1, RI.5.3, RL.5.4, RI.5.8; RF.5.3, RF.5.4; W.5.2, W.5.4, W.5.9; SL.5.1,
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 informationPeople: Past and Present
People: Past and Present Field Trip Grade Level: 1 Process Skills: Observation Connections Enduring understanding: There are similarities and differences across cultures. Alignment to Utah Core Curriculum
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 informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More informationbeen each get other TASK #1 Fry Words TASK #2 Fry Words Write the following words in ABC order: Write the following words in ABC order:
TASK #1 Fry Words 1-100 been each called down about first TASK #2 Fry Words 1-100 get other long people number into TASK #3 Fry Words 1-100 could part more find now her TASK #4 Fry Words 1-100 for write
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 informationUnit 14 Dangerous animals
Unit 14 Dangerous About this unit In this unit, the pupils will look at some wild living in Africa at how to keep safe from them, at the sounds they make and at their natural habitats. The unit links with
More informationRendezvous with Comet Halley Next Generation of Science Standards
Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that
More informationFluency YES. an important idea! F.009 Phrases. Objective The student will gain speed and accuracy in reading phrases.
F.009 Phrases Objective The student will gain speed and accuracy in reading phrases. Materials YES and NO header cards (Activity Master F.001.AM1) Phrase cards (Activity Master F.009.AM1a - F.009.AM1f)
More informationTake a Loupe at That! : The Private Eye Jeweler s Loupes in Afterschool Programming
1 Take a Loupe at That! : The Private Eye Jeweler s Loupes in Afterschool Programming by Mary van Balen-Holt Program Director Eastside Center for Success Lancaster, Ohio Beginnings The Private Eye loupes
More informationUnit: Human Impact Differentiated (Tiered) Task How Does Human Activity Impact Soil Erosion?
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
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 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 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 informationTEACHING Simple Tools Set II
TEACHING GUIDE TEACHING Simple Tools Set II Kindergarten Reading Level ISBN-10: 0-8225-6880-2 Green ISBN-13: 978-0-8225-6880-3 2 TEACHING SIMPLE TOOLS SET II Standards Science Mathematics Language Arts
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 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 informationJohnny Appleseed. Retrieved from JohnnyAppleseedBiography.com. A WebQuest for 3rd Grade Early Childhood. Designed by
Johnny Appleseed Retrieved from JohnnyAppleseedBiography.com A WebQuest for 3rd Grade Early Childhood Designed by Jennifer Reboudo jmr108@uakron.edu Rebecca Kozy rmk28@uakron.edu Kaitlin Schillinger kes60@uakron.edu
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 informationSCORING KEY AND RATING GUIDE
FOR TEACHERS ONLY The University of the State of New York Le REGENTS HIGH SCHOOL EXAMINATION LIVING ENVIRONMENT Wednesday, June 19, 2002 9:15 a.m. to 12:15 p.m., only SCORING KEY AND RATING GUIDE Directions
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 informationArizona 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 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 informationMarking the Text. AVID Critical Reading
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
More informationWhat is this species called? Generation Bar Graph
Name: Date: What is this species called? Color Count Blue Green Yellow Generation Bar Graph 12 11 10 9 8 7 6 5 4 3 2 1 Blue Green Yellow Name: Date: What is this species called? Color Count Blue Green
More informationWiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company
WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...
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 informationMini Lesson Ideas for Expository Writing
Mini LessonIdeasforExpositoryWriting Expository WheredoIbegin? (From3 5Writing:FocusingonOrganizationandProgressiontoMoveWriters, ContinuousImprovementConference2016) ManylessonideastakenfromB oxesandbullets,personalandpersuasiveessaysbylucycalkins
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 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 informationDiagnostic Test. Middle School Mathematics
Diagnostic Test Middle School Mathematics Copyright 2010 XAMonline, Inc. All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any form or by
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 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 informationSummarize The Main Ideas In Nonfiction Text
Summarize The Main Ideas In Free PDF ebook Download: Summarize The Main Ideas In Download or Read Online ebook summarize the main ideas in nonfiction text in PDF Format From The Best User Guide Database
More informationStatistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics
5/22/2012 Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics College of Menominee Nation & University of Wisconsin
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 informationUnit of Study: STAAR Revision and Editing. Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4
Unit of Study: Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4 TABLE OF CONTENTS PREFACE Overview of Lessons...ii MINI-LESSONS Understanding the Expectations
More information1. Listen carefully as your teacher assigns you two or more rows of the Biome Jigsaw Chart (page S2) to fill in.
Biome Bags - Student Guide In this activity, you will explore ecology and biodiversity will be to work cooperatively to: in seven terrestrial biomes. Your task 1. Research and share information to complete
More informationNCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards
NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards Ricki Sabia, JD NCSC Parent Training and Technical Assistance Specialist ricki.sabia@uky.edu Background Alternate
More information9.2.2 Lesson 5. Introduction. Standards D R A F T
9.2.2 Lesson 5 Introduction In this lesson, students will begin their exploration of Oedipus s confrontation with the blind prophet Teiresias in Oedipus the King. Students will read from Teiresias, you
More informationBiome 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 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 informationELPAC. Practice Test. Kindergarten. English Language Proficiency Assessments for California
ELPAC English Language Proficiency Assessments for California Practice Test Kindergarten Copyright 2017 by the California Department of Education (CDE). All rights reserved. Copying and distributing these
More informationAdaptations and Survival: The Story of the Peppered Moth
Adaptations and Survival: The Story of the Peppered Moth Teacher: Rachel Card Subject Areas: Science/ELA Grade Level: Fourth Unit Title: Animal Adaptations Lesson Title: Adaptations and Survival: The Story
More informationUniversal Design for Learning Lesson Plan
Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: April 9 th, 2014 Subject: English Language Arts NYS Common Core Standard: RL.5 Reading Standards for Literature Cluster Key
More informationMYP 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 informationCommon 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 informationCharacteristics of the Text Genre Informational Text Text Structure
LESSON 4 TEACHER S GUIDE by Jacob Walker Fountas-Pinnell Level A Informational Text Selection Summary A fire fighter shows the clothes worn when fighting fires. Number of Words: 25 Characteristics of the
More informationEvolution in Paradise
Evolution in Paradise Engaging science lessons for middle and high school brought to you by BirdSleuth K-12 and the most extravagant birds in the world! The Evolution in Paradise lesson series is part
More informationMCAS_2017_Gr5_ELA_RID. IV. English Language Arts, Grade 5
IV. English Language Arts, Grade 5 Grade 5 English Language Arts Test The spring 2017 grade 5 English Language Arts test was a next-generation assessment, featuring a new test design and new item types.
More informationThe 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 informationA 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 informationGrade 6: Module 4: Unit 1: Lesson 3 Tracing a Speaker s Argument: John Stossel DDT Video
Grade 6: Module 4: Unit 1: Lesson 3 Tracing a Speaker s Argument: John Stossel DDT Video This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt
More informationEUROPEAN DAY OF LANGUAGES
www.esl HOLIDAY LESSONS.com EUROPEAN DAY OF LANGUAGES http://www.eslholidaylessons.com/09/european_day_of_languages.html CONTENTS: The Reading / Tapescript 2 Phrase Match 3 Listening Gap Fill 4 Listening
More informationMeasuring physical factors in the environment
B2 3.1a Student practical sheet Measuring physical factors in the environment Do environmental conditions affect the distriution of plants? Aim To find out whether environmental conditions affect the distriution
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 informationWhat can I learn from worms?
What can I learn from worms? Stem cells, regeneration, and models Lesson 7: What does planarian regeneration tell us about human regeneration? I. Overview In this lesson, students use the information that
More informationAPES Summer Work PURPOSE: THE ASSIGNMENT: DUE DATE: TEST:
APES Summer Work PURPOSE: Like most science courses, APES involves math, data analysis, and graphing. Simple math concepts, like dealing with scientific notation, unit conversions, and percent increases,
More informationStandards Alignment... 5 Safe Science... 9 Scientific Inquiry Assembling Rubber Band Books... 15
Standards Alignment... 5 Safe Science... 9 Scientific Inquiry... 11 Assembling Rubber Band Books... 15 Organisms and Environments Plants Are Producers... 17 Producing a Producer... 19 The Part Plants Play...
More informationThe 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 informationLaboratory Notebook Title: Date: Partner: Objective: Data: Observations:
Laboratory Notebook A laboratory notebook is a scientist s most important tool. The notebook serves as a legal record and often in patent disputes a scientist s notebook is crucial to the case. While you
More informationGENERAL COMPETITION INFORMATION
GENERAL COMPETITION INFORMATION All students wishing to compete at the Educators Rising National Conference must complete 3 required steps: 1 Be a member of Educators Rising with an active profile in the
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 informationFINAL ASSIGNMENT: A MYTH. PANDORA S BOX
089-INTRODUCING THE ADVANCED ENGLISH CURRICULUM: TOOLS, STRATEGIES AND RESOURCES FINAL ASSIGNMENT: A MYTH. PANDORA S BOX PABLO MORENO RIBAGORDA 1 LESSON PLAN: A MYTH -CLASS PROFILE & TEACHING CONTEXT-
More informationGrade 3 Science Life Unit (3.L.2)
Grade 3 Science Life Unit (3.L.2) Decision 1: What will students learn in this unit? Standards Addressed: Science 3.L.2 Understand how plants survive in their environments. Ask and answer questions to
More informationFirst Grade Curriculum Highlights: In alignment with the Common Core Standards
First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features
More informationAirplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.
Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical
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 informationCAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping
CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11
More informationTargeted Alaska Reading Performance Standards for the High School Graduation Qualifying Exam
DIGITAL TIME CAPSULE Overview: In this activity students explore the University of Alaska Fairbanks Oral History Program s Climate Change Jukebox to make observations about climate change based on interviews
More informationEnglish Nexus Offender Learning
Working as a catering assistant Topic Vocabulary and functional language for a catering assistant s role. Level: Entry 3 / National 4 Time: 90 minutes Aim To become more familiar with the job description
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 information21st CENTURY SKILLS IN 21-MINUTE LESSONS. Using Technology, Information, and Media
21st CENTURY SKILLS IN 21-MINUTE LESSONS Using Technology, Information, and Media T Copyright 2011 by Saddleback Educational Publishing. All rights reserved. No part of this book may be reproduced in any
More informationMongoose On The Loose/ Larry Luxner/ Created by SAP District
Unit 2 /Week 2 Title: Mongoose on the Loose Suggested Time: 3 days (45 minutes per day) Common Core ELA Standards: RI.7.1, RI.7.2, RI.7.3; W.7.2, W.7.4, W.7.7, W.7.8, W.7.9; SL.7.1, SL.7.3, SL.7.4, SL.7.5;
More informationLiteracy THE KEYS TO SUCCESS. Tips for Elementary School Parents (grades K-2)
Literacy THE KEYS TO SUCCESS Tips for Elementary School Parents (grades K-2) Randi Weingarten president Lorretta Johnson secretary-treasurer Mary Cathryn Ricker executive vice president OUR MISSION The
More informationGrades. From Your Friends at The MAILBOX
From Your Friends at The MAILBOX Grades 5 6 TEC916 High-Interest Math Problems to Reinforce Your Curriculum Supports NCTM standards Strengthens problem-solving and basic math skills Reinforces key problem-solving
More informationARTS IMPACT INSTITUTE LESSON PLAN Core Program Year 1 Arts Foundations VISUAL ARTS LESSON Unity and Variety in a Textural Collage
ARTS IMPACT INSTITUTE LESSON PLAN Core Program Year 1 Arts Foundations Artist-Mentor: Maria Grade Grade Levels: Second Fifth Grade Examples: Enduring Understanding Repeating elements for unity and adding
More information5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels
5th Grade Unit Plan Social Studies Comparing the Colonies Created by: Kylie Daniels 1 Table of Contents Unit Overview pp. 3 7 Lesson Plan 1 pp. 8 11 Lesson Plan 2 pp. 12 15 Lesson Plan 3 pp. 16 19 Lesson
More informationFood Chain Cut And Paste Activities
Cut And Paste Activities Free PDF ebook Download: Cut And Paste Activities Download or Read Online ebook food chain cut and paste activities in PDF Format From The Best User Guide Database CO #3: Organise
More informationTEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12
TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com
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 informationStakeholder Debate: Wind Energy
Activity ENGAGE For Educator Stakeholder Debate: Wind Energy How do stakeholder interests determine which specific resources a community will use? For the complete activity with media resources, visit:
More informationOcean Exploration: Diving Deep into Ocean Science. Developed by: Sierra Tobiason, Lynn Fujii and Noe Taum
Ocean Exploration: Diving Deep into Ocean Science Grade Level: Sixth Grade Developed by: Sierra Tobiason, Lynn Fujii and Noe Taum Purpose: This curriculum is designed to communicate: I. Methods scientist
More information5 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 informationrat tail Overview: Suggestions for using the Macmillan Dictionary BuzzWord article on rat tail and the associated worksheet.
TEACHER S NOTES Overview: Suggestions for using the Macmillan Dictionary BuzzWord article on and the associated worksheet. Total time for worksheet activities: 45 minutes Suggested level: Upper intermediate
More informationKs3 Sats Papers Maths 2003
Ks3 Sats Maths 2003 Free PDF ebook Download: Ks3 Sats Maths 2003 Download or Read Online ebook ks3 sats papers maths 2003 in PDF Format From The Best User Guide Database Year 2 SATs. English KS1 English.
More informationInstructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question
1 Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question 2 Instructional Approach(s): The teacher should conduct the Concept
More informationLearning Fields Unit and Lesson Plans
Learning Fields Unit and Lesson Plans UNIT INTRODUCTION Learning Fields seeks to connect people with agriculture and rural life today. The lessons in this unit will help students to understand how agriculture
More informationNational Literacy and Numeracy Framework for years 3/4
1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say
More informationBPS Information and Digital Literacy Goals
BPS Literacy BPS Literacy Inspiration BPS Literacy goals should lead to Active, Infused, Collaborative, Authentic, Goal Directed, Transformative Learning Experiences Critical Thinking Problem Solving Students
More informationUniversity of Groningen. Systemen, planning, netwerken Bosman, Aart
University of Groningen Systemen, planning, netwerken Bosman, Aart IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document
More informationsupplemental materials
s Animal Kingdom Theme Park supplemental materials HELLO EDUCATOR! Series is pleased to be able to provide you with this assessment to gauge your students progress as they prepare for and complete their
More informationFEEDBACK & MARKING POLICY. Little Digmoor Primary School
FEEDBACK & MARKING POLICY Little Digmoor Primary School This policy complements the Teaching and Learning policy at Little Digmoor Primary School. It is a vital component in maximising the full learning
More information