LESSON PLAN Subject: Verbs 1 Date:

Size: px
Start display at page:

Download "LESSON PLAN Subject: Verbs 1 Date:"

Transcription

1 LESSON PLAN Subject: Verbs 1 Date: Recognize Subject-Verb Agreement and the lack thereof Recognize Verb Tense Inconsistencies Read pages in The Book of Knowledge Teacher Manual (Bok) Be able to explain all of the questions on pages Be able to do today s Do Now Do Now/Opening: Open the Bok to p. 13. Circle every verb you can find in the first two paragraphs. Discuss General Strategies: 1. Read the whole sentence (Bok, p. 14) 2. Read the whole paragraph (Bok, p. 14) 3. Read the whole passage (Bok, p. 15) 4. Read all the choices (Bok, p. 15) 5. Eliate and Guess (Bok, p. 15) Discuss Verbs. What is a verb? What is subject-verb agreement? What is the core sentence? (Bok, p ) 1. Discuss Interrupting Clauses (Bok, p ) 2. Discuss Prepositional Phrases (Bok, p ) 3. Discuss multiple subjects and multiple verbs (Bok, p. 20) Go to Guided/Independent Practice below: Practice Verb Agreement. Discuss Tense. What to look for on the ACT. (Bok, p. 21) 1. Discuss Perfect verbs (Bok, p ) 2. Discuss Would (Bok, p. 22) Go to Guided/Independent Practice below: Practice Verb Tense. Practice Verb Agreement. Have the class do the five sentences under Try Some on p. 20. Review the five sentences. Return to Instruction/Mini-Lesson above: Discuss Tense. Practice Verb Tense. Have the class do the five sentences under Try Some on p Review the five sentences. Closure/Wrap Up: Review the results of today s Do Now. Going sentence by sentence, ask the students to identify all of the verbs found in the first two paragraphs on p

2 LESSON PLAN Subject: Verbs 2 Date: Be familiar with Irregular Verbs and Past Participles Recognize the difference between Active Voice and Passive Voice Recognize Subject-Verb Agreement and the lack thereof Recognize Verb Tense Inconsistencies Reread pages in The Book of Knowledge Teacher Manual (Bok) Read pages in The Book of Knowledge Teacher Manual (Bok) Be able to explain all of the questions on pages Be able to do today s Do Now Do Now/Opening: Open the Bok to p. 17. Circle every verb you can find in the first two paragraphs. Discuss Irregular Verbs and Past Participles. (Bok, p.23) Discuss Active Voice vs. Passive Voice. (Bok, p. 24) Discuss the Verb Summary. (Bok, p. 25) Have the class do questions 1-7 on p. 26 of the drill. To ensure participation, teachers should walk around the room, helping students. Review the questions. (See the Teacher Notes adjacent to p. 26 for answers and Have the class do questions 8-15 on p. 27 of the drill. To ensure participation, teachers should walk around the room, helping students. Review the questions. (See the Teacher Notes adjacent to p. 27 for answers and Closure/Wrap Up: Review the results of today s Do Now. Going sentence by sentence, ask the students to identify all of the verbs found in the first two paragraphs on p

3 LESSON PLAN Subject: Pronouns 1 Date: Recognize Pronoun-Antecedent Agreement and the lack thereof Recognize Pronoun Case errors Read pages in The Book of Knowledge Teacher Manual (Bok) Be able to explain all of the questions on pages Be able to do today s Do Now Do Now/Opening: Open the Bok to p. 13. Circle every pronoun you can find in the first three paragraphs. Discuss Pronouns. What is a pronoun? What is an antecedent? What is pronoun-antecedent agreement? (Bok, p. 28) 1. Vague Pronouns (Bok, p. 28) 2. Mystery Pronouns (Bok, p. 29) 3. Generic Pronoun Shift (Bok, p. 29) 4. Noun Agreement (Bok, p. 29) Go to Guided/Independent Practice below: Practice Pronoun Agreement. Discuss Case. 1. Subject and Object (Bok, p. 30) 2. Reflexive Pronouns (Bok, p ) 3. Contractions and Possessive Pronouns (Bok, p ) i. It s vs. Its vs. Its ii. You re vs. Your iii. They re vs. Their vs. There Go to Guided/Independent Practice below: Practice Pronoun Case. Practice Pronoun Agreement. Have the class do the five sentences under Try Some on p. 30. Review the five sentences. Return to Instruction/Mini-Lesson above: Discuss Case. Practice Pronoun Case. Have the class do the five sentences under Try Some on p. 32. Review the five sentences. Closure/Wrap Up: Review the results of today s Do Now. Going sentence by sentence, ask the students to identify all the pronouns found in the first three paragraphs on p

4 LESSON PLAN Subject: Pronouns 2 Date: Recognize the proper usage of Relative Pronouns Recognize Pronoun-Antecedent Agreement and the lack thereof Recognize Pronoun Case errors Reread pages in The Book of Knowledge Teacher Manual (Bok) Read pages in The Book of Knowledge Teacher Manual (Bok) Be able to explain all of the questions on pages Be able to do today s Do Now Do Now/Opening: Open the Bok to p. 17. Circle every pronoun you can find in the first two paragraphs. Discuss Relative Pronouns (Bok, p. 32) 1. Verb Agreement (Bok, p. 32) 2. Who vs. Whom (Bok, p ) 3. Who s vs. Whose (Bok, p. 33) 4. Who vs. Which (Bok, p. 33) 5. That (Bok, p ) Discuss the Pronoun Summary (Bok, p. 35) Practice Relative Pronouns. Have the class do the five sentences under Try Some on p. 34. Review the five sentences. Have the class do questions 1-7 on p. 36 of the drill. To ensure participation, teachers should walk around the room, helping students. Review the questions. (See the Teacher Notes adjacent to p. 36 for answers and Have the class do questions 8-15 on p. 37 of the drill. To ensure participation, teachers should walk around the room, helping students. Review the questions. (See the Teacher Notes adjacent to p. 37 for answers and Closure/Wrap Up: Review the results of today s Do Now. Going sentence by sentence, ask the students to identify all of the pronouns found in the first two paragraphs on p

5 LESSON PLAN Subject: Other Topics in Grammar & Usage & Review Date: Recognize the difference between Adjectives and Adverbs Recognize the difference between the Comparative and Superlative Recognize some Commonly Confused Words Recognize the most common errors involving Verbs and Pronouns on the ACT Read pages in The Book of Knowledge Teacher Manual (Bok) Be able to explain all of the questions on pages Do Now/Opening: Write sentences for all of the Singular Subject Pronouns (I, you, he, she, it) and Singular Object Pronouns (me, you, him, her, it) listed in the chart on p. 34. Discuss Adjectives and Adverbs. (Bok, p. 38) Discuss Comparatives and Superlatives. (Bok, p. 38) Discuss Prepositions. (Bok, p ) Discuss Commonly Confused Words. 1. Pronouns (Bok, p. 40) 2. Would have vs. Would of (Bok, p. 40) 3. Than vs. Then (Bok, p. 41) Discuss the Grammar & Usage Summary. (Bok, p.42) Before doing the exercise, red the class about the General Strategies discussed earlier. General Strategies: 1. Read the whole sentence (Bok, p. 14) 2. Read the whole paragraph (Bok, p. 14) 3. Read the whole passage (Bok, p. 15) 4. Read all the choices (Bok, p. 15) 5. Eliate and Guess (Bok, p. 15) Have the class do the Grammar & Usage Exercise on p To ensure participation, teachers should walk around the room, helping students. Review the exercise. (See the Teacher Notes adjacent to p for answers and Closure/Wrap Up: Have some of the students read their sentences from today s Do Now. Correct their sentences when necessary

6 LESSON PLAN Subject: Sentence Fragments Date: Recognize the difference between an Independent Clause and a Dependent Clause Recognize a Modifier Recognize and repair a Sentence Fragment Read pages in The Book of Knowledge Teacher Manual (Bok) Be able to explain all of the questions on pages Be able to do today s Do Now Do Now/Opening: Explain the differences between the following words: (1) its, it s, and its (2) you re and your (3) they re, their, and there (4) who s and whose (5) than and then. Discuss What s a Clause? (Bok, p. 45) 1. Independent Clauses. (Bok, p. 45) 2. Dependent Clauses. (Bok, p ) Relative Clauses. (Bok, p. 46) Discuss Modifiers. (Bok, p. 47) Discuss Fragments. (Bok, p. 48) Discuss the 3 main ways to fix a fragment: 1. Change the verb. (Bok, p. 48) 2. Remove a connector. (Bok, p ) 3. Join another sentence. (Bok, p. 49) Have the class do questions 1-7 of the drill on p. 50. To ensure participation, teachers should walk around the room, helping students. Review the questions. Remember: there are 3 ways to fix a Fragment. Whenever possible, ask not only for one way but also for the other way(s). (See the Teacher Notes adjacent to p. 50 for answers and Have the class do questions 8-15 of the drill on p To ensure participation, teachers should walk around the room, helping students. Review the questions. Remember: there are 3 ways to fix a Fragment. Whenever possible, ask not only for one way but also for the other way(s). (See the Teacher Notes adjacent to p for answers and Closure/Wrap Up: Define and write examples for the following terms: (1) independent clause (2) dependent clause (3) relative clause (4) modifier (5) fragment

7 LESSON PLAN Subject: Run-ons Date: Recognize and repair a Run-on Sentence Reread pages in The Book of Knowledge Teacher Manual (Bok) Read pages in The Book of Knowledge Teacher Manual (Bok) Be able to explain all of the questions on pages Be able to do today s Do Now Do Now/Opening: Write a Sentence Fragment. After writing the fragment, fix it using each of the 3 main ways discussed in class and The Book of Knowledge. Review Clauses: Independent versus Dependent. (Bok, p.45-46) Discuss Run-on Sentences. (Bok, p. 52) Discuss the 3 main ways to fix a run-on: 1. Use a period. (Bok, p. 52) Other Punctuation. (Bok, p ) [Note: the dash, colon, and semi-colon will be discussed in more detail later. There is no need to do so with the class now. However, if teachers want or need a refresher with these punctuation marks, see p of the Bok.] 2. Add a conjunction (usually with a comma). (Bok, p. 53) 3. Change one clause. (Bok, p ) Have the class do questions 1-7 of the drill on p To ensure participation, teachers should walk around the room, helping students. Review the questions. Teachers should not only discuss the correct answer choices but also discuss why the other answer choices are incorrect. (See the Teacher Notes adjacent to p for answers and Have the class do questions 8-15 of the drill on p To ensure participation, teachers should walk around the room, helping students. Review the questions. Teachers should not only discuss the correct answer choices but also discuss why the other answer choices are incorrect. (See the Teacher Notes adjacent to p for answers and Closure/Wrap Up: Using both explanations and examples, discuss the differences between a sentence, a sentence fragment, and a run-on sentence

8 LESSON PLAN Subject: Other Topics in Sentence Structure and Review Date: Recognize Modifiers Recognize Parallelism Read pages in The Book of Knowledge Teacher Manual (Bok) Be able to explain all of the questions on pages Be able to explain today s Do Now Do Now/Opening: Write a Run-on Sentence. Now, fix the run-on, using each of the 3 main ways discussed in class and The Book of Knowledge. Discuss Modifiers. 1. Dangling Modifiers. (Bok, p. 57) 2. Modifiers at the end of a sentence. (Bok, p ) 3. Prepositional Phrase Placement. (Bok, p ) Discuss Parallelism. (Bok, p ) Discuss the Sentence Structure Summary. (Bok, p.61) Before doing the exercise, red the class about the General Strategies discussed earlier. General Strategies: 1. Read the whole sentence (Bok, p. 14) 2. Read the whole paragraph (Bok, p. 14) 3. Read the whole passage (Bok, p. 15) 4. Read all the choices (Bok, p. 15) 5. Eliate and Guess (Bok, p. 15) Have the class do the Sentence Structure Exercise on p To ensure participation, teachers should walk around the room, helping students. Review the exercise. (See the Teacher Notes adjacent to p for answers and Closure/Wrap Up: Write a sentence that violates parallelism. Now, fix that sentence, maintain parallelism

9 LESSON PLAN Subject: Punctuation 1 Date: Know when to use a comma Know when not to use a comma Read pages in The Book of Knowledge Teacher Manual (Bok) Be able to explain all of the questions on pages Do Now/Opening: Write 2 sentences: (1) One that contains a dangling modifier (2) One in which the modifier in the sentence that you just wrote is no longer dangling. Discuss the 2 simple rules to remember regarding commas. (Bok, p.65) 1. DO use commas between words with WEAK connections 2. DON T use commas between words with STRONG connections Be sure to mention that on the ACT, commas are wrong over twice as often as they re right. When can I use a comma? 1. Between independent clauses joined with a conjunction. (Bok, p ) 2. Around parenthetical phrases (Bok, p. 66) 3. Between items in a list with three or more items. (Bok, p. 67) 4. Between coordinate adjectives. (Bok, p. 67) 5. Before a direct quote. (Bok, p. 67) 6. Around sentence adverbs. (Bok, p. 68) When should I NOT use a comma? 1. Between the subject and the verb or between the verb and object. (Bok, p. 68) 2. Before infinitives. (Bok, p. 68) 3. Around prepositional phrases. (Bok, p ) 4. In a two-part list (a compound with a conjunction). (Bok, p. 69) 5. With a that clause. (Bok, p. 69) 6. With restrictive clauses or modifiers. (Bok, p ) Have the class do the Comma Drill on p To ensure participation, teachers should walk around the room, helping students. Review the exercise. (See the Teacher Notes adjacent to p for answers and Closure/Wrap Up: What is the difference between a comma and a semi-colon?

10 LESSON PLAN Subject: Punctuation 2 Date: Know how to use other punctuation marks that appear on the ACT Read pages in The Book of Knowledge Teacher Manual (Bok) Be able to explain all of the questions on pages Do Now/Opening: Write the following sentence on the board: Gretchen is a small, but fierce kitten. There is an error in this sentence? However, do not just merely correct the sentence. Write an explanation as to why it is wrong. (Note: see p. 69 of the Bok for an explanation.) Discuss Apostrophes. (Bok, p ) 1. Possession. Be sure to emphasize the difference between s and s. 2. Contractions. 3. Pronouns. Discuss Semi-colons. (Bok, p. 75) Discuss Colons. (Bok, p. 75) Discuss Dash. (Bok, p. 76) Discuss Sentence-final Marks. (Bok, p. 76) 1. Period. 2. Question Mark. 3. Exclamation Point. Discuss the Punctuation Summary. (Bok, p. 77) Have the class do the Punctuation Exercise on p To ensure participation, teachers should walk around the room, helping students. Review the exercise. (See the Teacher Notes adjacent to p for answers and Closure/Wrap Up: Not including the question mark and exclamation point, there are 4 punctuation marks discussed today that can be placed in between two independent clauses. What are they?

11 LESSON PLAN Subject: Rhetorical Skills 1 Date: Know how to choose the most stylistically correct choice on an ACT English question Read pages in The Book of Knowledge Teacher Manual (Bok) Be able to explain all of the questions on pages Be able to explain all of the questions on pages 92 Be able to do today s Do Now Do Now/Opening: Write the following sentence on the board: The comma has many uses, dividing two sentences is not one of them. This sentence has an error: fix it at least three different ways. Introduction to Rhetorical Skills. (Bok, top of p. 81) Discuss Style. (I, Bok, p. 81) 1. Be Concise a. Define concise for the class: brief and to the point b. Discuss Redundancy. (Bok, p ) c. Practice Redundancy. (#1, Bok, p. 82) d. Discuss Wordiness. (Bok, p. 82) e. Reiterate the final paragraph on p. 82, especially, when in doubt, check the shortest choice. A shorter sentence is always preferable to a longer sentence, as long as it doesn t violate any rules. 2. Be Specific a. Discuss Avoiding Vague Choices. (Bok, p. 83) b. Practice Avoiding Vague Choices. (#2, Bok, p. 83) c. Discuss Avoiding Vague Pronouns. (Bok, p. 83) 3. Using the example (#3) on p. 84, discuss Choosing the Right Word. 4. Using the example (#4) on p. 84, discuss Tone. Discuss Organization. (II, Bok, p. 85) Discuss Transition Words. (Bok, p ) Have the class do questions 1-6 of the Rhetorical Skills Exercise on p. 92. To ensure participation, teachers should walk around the room, helping students. Review the exercise. (See the Teacher Notes adjacent to p. 92 for answers and Closure/Wrap Up: Review today s Do Now

12 LESSON PLAN Subject: Rhetorical Skills 2 Date: Know how to follow and, if necessary, improve the flow of information in an ACT passage Read pages in The Book of Knowledge Teacher Manual (Bok) Be able to explain all of the questions on pages Be able to explain all of the questions on pages The Book of Knowledge Teacher Manual Do Now/Opening: Reread Passage 1 on p and Passage 2 on p Discuss Organization. 1. Using the example (#5) on p. 86, discuss Transition Sentences. (Bok, p. 86) 2. Practice Transition Sentences. (#6, Bok, p. 86) 3. Using the example (#7) on p. 87, discuss Introductions and Conclusions. 4. Using the example (#8) on p. 87, discuss Sentence Order. (Bok, p ) Discuss Writing Strategy. (III, Bok, p. 88) 1. Does it fulfill the writer s goals? a. Using the example (#9) on p. 88, discuss Sentence Goal. b. Using the examples (#10 and #11) on p , discuss Essay Goal. 2. Should you add it? a. Using the example (#12) on p. 89, discuss Should you add it? b. Using the example (#13) on p. 90, discuss Irrelevant Details. 3. What would the essay lose? a. Using the example (#14) on p. 90, discuss What would the essay lose? b. Practice What would the essay lose? (#15, Bok, p. 91) Have the class do questions 7-15 of the Rhetorical Skills Exercise on p To ensure participation, teachers should walk around the room, helping students. Review the exercise. (See the Teacher Notes adjacent to p for answers and Closure/Wrap Up: Announce that the class has now learned everything it needs to know for the English section of the ACT. But they have obviously forgotten things along the way. So, now it s time to master everything through practice. 6-7 Min A List Services, LLC. May not be reproduced or distributed without consent.

13 LESSON PLAN Subject: The Essay 1 Date: Know how to successfully craft an ACT essay Read pages in The Book of Knowledge Teacher Manual (Bok) Be familiar with Prompt A on page 345 Do Now/Opening: Have the class read p Discuss Format. (Bok, p. 337) Discuss Scoring. Be sure to mention that the essay is graded holistically. See the bottom of p. 337 and the top of p (Bok, p ) Discuss Preparing The Essay. (Bok, p ) 1. The Topic 2. Picking a side Go to Guided/Independent Practice below: Support Exercise Discuss Opposing Viewpoints. (Bok, ) [Optional] Discuss A Third Position. (Bok, p. 341) Discuss Outline. (Bok, p ) Support Exercise. Have the class do the Support Exercise on p. 340 and discuss. Return to Instruction/Mini-Lesson above: Discuss Opposing Viewpoints Closure/Wrap Up: Have the students consider and write outlines for Prompt A on p

14 LESSON PLAN Subject: The Essay 2 Date: Know how to successfully craft an ACT essay Read pages in The Book of Knowledge Teacher Manual (Bok) Be familiar with Prompt B on page 346 Do Now/Opening: What is the difference between a persuasive essay and a descriptive essay? Which type of essay do you need to write for the ACT? Discuss Writing the Essay. (Bok, p ) 1. Introduction 2. Development 3. Language a. Vocabulary b. Sentence Structure c. Grammar Have the students do the Outline Exercise for Prompt B and discuss. Have the students write their Introductions and First Reasons for Prompt B. Ask for a few volunteers to read their paragraphs aloud (you may have to choose students if no one volunteers) and offer constructive criticism Closure/Wrap Up:

15 LESSON PLAN Subject: The Essay 3 Date: Know how to successfully craft an ACT essay If necessary, reread pages in The Book of Knowledge Teacher Manual (Bok) Be familiar with Prompt C on page 347 Do Now/Opening: Have the students consider and write their outlines for Prompt C on p Have the students write their essays for Prompt C. Give the class 25 utes. [Note: students are normally given 30 utes for the essay; however, the students were already given 5 utes to write their outlines, hence the 25 utes.] Ask for a volunteer to read his or her essay aloud and offer constructive criticism Closure/Wrap Up:

16 LESSON PLAN Subject: Practicing the English Section of the ACT Date: Effectively use what they have learned on the English section of the ACT Go to Open the document entitled Preparing for the ACT (Test 1267C) Print the English section (pages 12-23) Make enough copies for the entire class Be able to explain all of the questions in Passages 1 and 2 Be able to do today s Do Now Preparing for the ACT Do Now/Opening: Have the students write examples for the following: 1. Subject Verb Disagreement 2. Pronoun Disagreement 3. Sentence Fragment 4. Run-on Sentence Using some of the students examples, discuss Subject Verb Disagreement, Pronoun Disagreement, Sentence Fragments, and Run-on Sentences. [Remember: there are various ways to fix a fragment and a run-on. See Lesson Plans 6 and 7.] Have the students do Passages 1 and 2 from the English section. Give the class 18 utes to complete the two passages. Review the passages. Answers are provided on p. 56 of Preparing for the ACT. Tell the students to mark their correct and incorrect responses (they will be scoring this entire section later) Closure/Wrap Up: Red the students that they will need this section for the next English class too: so, don t lose it! If you have already used test 1267C for a proctored practice test (or plan to use it in the future), pick a different test, such as one of the unused tests from the red Real ACT, or the Practice Questions link on actstudent.org/testprep. If you used your first practice test as a baseline and didn t review it in class, you can revisit that test now.

17 LESSON PLAN Subject: Practicing the English Section of the ACT Date: Effectively use what they have learned on the English section of the ACT Make extra copies of the English section from Preparing for the ACT (1267C) Be able to explain all of the questions in Passages 3, 4, and 5 Be able to do today s Do Now Preparing for the ACT Do Now/Opening: On the English section of the ACT, as long as no grammatical rules are violated, which is more preferable: a shorter sentence or a longer sentence? Why? Have the students do Passages 3, 4, and 5 from the English section. Give the class 27 utes to complete the three passages. Review the sections. Answers are provided on p. 56 of Preparing for the ACT. Tell the students to mark their correct and incorrect responses (they will be scoring this entire section later). Closure/Wrap Up: Have the students count the number of correct responses for the entire section (Passages 1 to 5). If a student is curious, using Table 1 on p. 58 of Preparing for the ACT, tell the student his or her scaled ACT English score

18 LESSON PLAN Subject: Essay Practice Date: Know how to successfully craft an ACT essay Choose an essay prompt from The Real ACT Prep Guide and prepare enough copies for the class Prepare enough essay paper for the class The Real ACT Prep Guide Do Now/Opening: What should the outline for ACT Essay look like? What are the parts? Have the students write their essays on the essay paper provided. Ask for a volunteer to read his or her essay and offer constructive criticism Closure/Wrap Up:

19 LESSON PLAN Subject: Test Review (English) Date: Perform more effectively on an ACT English section Analyze the Sear Report for the English section of the practice ACT and select which questions will be reviewed in class. In general, any question that about one-third of the class answered incorrectly should be reviewed. Be able to explain the selected questions. It is strongly recommended, however, that teachers be able to explain all of the questions in the section, should a student ask about a question that was not selected for review. Teachers need to be able to address any question that a student may have about the section. Be able to do today s Wrap Up The Sear Report for the practice test Extra copies of the practice ACT Do Now/Opening: Discuss how large score-increases are generally not expected on a first practice test. It takes time; it takes practice. Excellence is achieved by mastery of the fundamentals. Vince Lombardi. Verbs, pronouns, prepositions, adjectives, adverbs there are lots of things they need to master! Using the sear report, review the section. 1. When reviewing a particular question, try to involve the class by choosing a student who answered it incorrectly. Ask him or her to explain his or her reasoning. 2. Then, try to guide the student to the correct answer. Be sure to emphasize the many topics already discussed. Closure/Wrap Up: Have the students count every incorrect question in the section which could have (and should have) been answered correctly if they had more effectively used the many things covered during this course (e.g.: verbs, pronouns, prepositions, adjectives, adverbs). Using the table on p. 6 of the Bok, calculate their Should ve-score : the score they should-have had if they had performed to the best of their abilities

ELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit

ELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit Unit 1 Language Development Express Ideas and Opinions Ask for and Give Information Engage in Discussion ELD CELDT 5 EDGE Level C Curriculum Guide 20132014 Sentences Reflective Essay August 12 th September

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

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

CAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011

CAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011 CAAP Content Analysis Report Institution Code: 911 Institution Type: 4-Year Normative Group: 4-year Colleges Introduction This report provides information intended to help postsecondary institutions better

More information

Emmaus Lutheran School English Language Arts Curriculum

Emmaus Lutheran School English Language Arts Curriculum Emmaus Lutheran School English Language Arts Curriculum Rationale based on Scripture God is the Creator of all things, including English Language Arts. Our school is committed to providing students with

More information

Writing a composition

Writing a composition A good composition has three elements: Writing a composition an introduction: A topic sentence which contains the main idea of the paragraph. a body : Supporting sentences that develop the main idea. a

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

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

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

- Period - Semicolon - Comma + FANBOYS - Question mark - Exclamation mark

- Period - Semicolon - Comma + FANBOYS - Question mark - Exclamation mark Punctuation 40 pts - Period - Semicolon - Comma + FANBOYS - Question mark - Exclamation mark For STOP punctuation, BOTH ideas have to be COMPLETE Vertical Line Test - Use when you see STOP punctuation

More information

Myths, Legends, Fairytales and Novels (Writing a Letter)

Myths, Legends, Fairytales and Novels (Writing a Letter) Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess

More information

TRAITS OF GOOD WRITING

TRAITS OF GOOD WRITING TRAITS OF GOOD WRITING Each paper was scored on a scale of - on the following traits of good writing: Ideas and Content: Organization: Voice: Word Choice: Sentence Fluency: Conventions: The ideas are clear,

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

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

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

Advanced Grammar in Use

Advanced Grammar in Use Advanced Grammar in Use A self-study reference and practice book for advanced learners of English Third Edition with answers and CD-ROM cambridge university press cambridge, new york, melbourne, madrid,

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

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

Appendix D IMPORTANT WRITING TIPS FOR GRADUATE STUDENTS

Appendix D IMPORTANT WRITING TIPS FOR GRADUATE STUDENTS Appendix D IMPORTANT WRITING TIPS FOR GRADUATE STUDENTS Chapters 1-4 in Kate Turabian's A Manual for Writers cover many grammatical and style issues. A student who has difficulty with grammar also should

More information

Senior Stenographer / Senior Typist Series (including equivalent Secretary titles)

Senior Stenographer / Senior Typist Series (including equivalent Secretary titles) New York State Department of Civil Service Committed to Innovation, Quality, and Excellence A Guide to the Written Test for the Senior Stenographer / Senior Typist Series (including equivalent Secretary

More information

Participate in expanded conversations and respond appropriately to a variety of conversational prompts

Participate in expanded conversations and respond appropriately to a variety of conversational prompts Students continue their study of German by further expanding their knowledge of key vocabulary topics and grammar concepts. Students not only begin to comprehend listening and reading passages more fully,

More information

Primary English Curriculum Framework

Primary English Curriculum Framework Primary English Curriculum Framework Primary English Curriculum Framework This curriculum framework document is based on the primary National Curriculum and the National Literacy Strategy that have been

More information

Developing Grammar in Context

Developing Grammar in Context Developing Grammar in Context intermediate with answers Mark Nettle and Diana Hopkins PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United

More information

4 th Grade Reading Language Arts Pacing Guide

4 th Grade Reading Language Arts Pacing Guide TN Ready Domains Foundational Skills Writing Standards to Emphasize in Various Lessons throughout the Entire Year State TN Ready Standards I Can Statement Assessment Information RF.4.3 : Know and apply

More information

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature 1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details

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

Adjectives tell you more about a noun (for example: the red dress ).

Adjectives tell you more about a noun (for example: the red dress ). Curriculum Jargon busters Grammar glossary Key: Words in bold are examples. Words underlined are terms you can look up in this glossary. Words in italics are important to the definition. Term Adjective

More information

The Short Essay: Week 6

The Short Essay: Week 6 The Minnesota Literacy Council created this curriculum. We invite you to adapt it for your own classrooms. Advanced Level (CASAS reading scores of 221-235) The Short Essay: Week 6 Unit Overview This is

More information

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words, First Grade Standards These are the standards for what is taught in first grade. It is the expectation that these skills will be reinforced after they have been taught. Taught Throughout the Year Foundational

More information

Course Outline for Honors Spanish II Mrs. Sharon Koller

Course Outline for Honors Spanish II Mrs. Sharon Koller Course Outline for Honors Spanish II Mrs. Sharon Koller Overview: Spanish 2 is designed to prepare students to function at beginning levels of proficiency in a variety of authentic situations. Emphasis

More information

ENGLISH. Progression Chart YEAR 8

ENGLISH. Progression Chart YEAR 8 YEAR 8 Progression Chart ENGLISH Autumn Term 1 Reading Modern Novel Explore how the writer creates characterisation. Some specific, information recalled e.g. names of character. Limited engagement with

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

Correlated GRADE. Congratulations on your purchase of some of the finest teaching materials in the world. to State Standards

Correlated GRADE. Congratulations on your purchase of some of the finest teaching materials in the world. to State Standards GRADE 3 Editorial Development: Barbara Allman Roseann Erwin Joy Evans Leslie Sorg Andrea Weiss Copy Editing: Cathy Harber Art Direction: Cheryl Puckett Cover Design: Liliana Potigian Illustrators: Lauren

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

First Grade Curriculum Highlights: In alignment with the Common Core Standards

First 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 information

This publication is also available for download at

This publication is also available for download at Sourced from SATs-Papers.co.uk Crown copyright 2012 STA/12/5595 ISBN 978 1 4459 5227 7 You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open

More information

BASIC ENGLISH. Book GRAMMAR

BASIC ENGLISH. Book GRAMMAR BASIC ENGLISH Book 1 GRAMMAR Anne Seaton Y. H. Mew Book 1 Three Watson Irvine, CA 92618-2767 Web site: www.sdlback.com First published in the United States by Saddleback Educational Publishing, 3 Watson,

More information

Introducing the New Iowa Assessments Language Arts Levels 15 17/18

Introducing the New Iowa Assessments Language Arts Levels 15 17/18 Introducing the New Iowa Assessments Language Arts Levels 15 17/18 ITP Assessment Tools Math Interim Assessments: Grades 3 8 Administered online Constructed Response Supplements Reading, Language Arts,

More information

a) analyse sentences, so you know what s going on and how to use that information to help you find the answer.

a) analyse sentences, so you know what s going on and how to use that information to help you find the answer. Tip Sheet I m going to show you how to deal with ten of the most typical aspects of English grammar that are tested on the CAE Use of English paper, part 4. Of course, there are many other grammar points

More information

National Literacy and Numeracy Framework for years 3/4

National 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 information

Coast Academies Writing Framework Step 4. 1 of 7

Coast Academies Writing Framework Step 4. 1 of 7 1 KPI Spell further homophones. 2 3 Objective Spell words that are often misspelt (English Appendix 1) KPI Place the possessive apostrophe accurately in words with regular plurals: e.g. girls, boys and

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

Word Stress and Intonation: Introduction

Word Stress and Intonation: Introduction Word Stress and Intonation: Introduction WORD STRESS One or more syllables of a polysyllabic word have greater prominence than the others. Such syllables are said to be accented or stressed. Word stress

More information

Intensive English Program Southwest College

Intensive English Program Southwest College Intensive English Program Southwest College ESOL 0352 Advanced Intermediate Grammar for Foreign Speakers CRN 55661-- Summer 2015 Gulfton Center Room 114 11:00 2:45 Mon. Fri. 3 hours lecture / 2 hours lab

More information

GERM 3040 GERMAN GRAMMAR AND COMPOSITION SPRING 2017

GERM 3040 GERMAN GRAMMAR AND COMPOSITION SPRING 2017 GERM 3040 GERMAN GRAMMAR AND COMPOSITION SPRING 2017 Instructor: Dr. Claudia Schwabe Class hours: TR 9:00-10:15 p.m. claudia.schwabe@usu.edu Class room: Old Main 301 Office: Old Main 002D Office hours:

More information

English Policy Statement and Syllabus Fall 2017 MW 10:00 12:00 TT 12:15 1:00 F 9:00 11:00

English Policy Statement and Syllabus Fall 2017 MW 10:00 12:00 TT 12:15 1:00 F 9:00 11:00 English 0302.203 Policy Statement and Syllabus Fall 2017 Instructor: Patti Thompson Phone: (806) 716-2438 Email addresses: pthompson@southplainscollege.edu or pattit22@att.net (home) Office Hours: RC307B

More information

West s Paralegal Today The Legal Team at Work Third Edition

West s Paralegal Today The Legal Team at Work Third Edition Study Guide to accompany West s Paralegal Today The Legal Team at Work Third Edition Roger LeRoy Miller Institute for University Studies Mary Meinzinger Urisko Madonna University Prepared by Bradene L.

More information

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1) Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade1) 8.3 JOHNNY APPLESEED Biography TARGET SKILLS: 8.3 Johnny Appleseed Phonemic Awareness Phonics Comprehension Vocabulary

More information

AN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES

AN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES AN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES Yelna Oktavia 1, Lely Refnita 1,Ernati 1 1 English Department, the Faculty of Teacher Training

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

Thornhill Primary School - Grammar coverage Year 1-6

Thornhill Primary School - Grammar coverage Year 1-6 Thornhill Primary School - Grammar coverage Year 1-6 Year Topic Examples Terminology Importance Using full stops and capital letters to demarcate s We sailed to the land where the wild things are. Sentence

More information

Unit of Study: STAAR Revision and Editing. Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4

Unit 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 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

CEFR Overall Illustrative English Proficiency Scales

CEFR Overall Illustrative English Proficiency Scales CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey

More 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

November 2012 MUET (800)

November 2012 MUET (800) November 2012 MUET (800) OVERALL PERFORMANCE A total of 75 589 candidates took the November 2012 MUET. The performance of candidates for each paper, 800/1 Listening, 800/2 Speaking, 800/3 Reading and 800/4

More information

PolicePrep Comprehensive Guide to Canadian Police Officer Exams

PolicePrep Comprehensive Guide to Canadian Police Officer Exams PolicePrep Comprehensive Guide to Canadian Police Officer Exams Copyright 2009 Dekalam Hire Learning Incorporated Common Grammar Errors It is beyond the scope of this book to cover all grammar errors that

More information

Dear Teacher: Welcome to Reading Rods! Reading Rods offer many outstanding features! Read on to discover how to put Reading Rods to work today!

Dear Teacher: Welcome to Reading Rods! Reading Rods offer many outstanding features! Read on to discover how to put Reading Rods to work today! Dear Teacher: Welcome to Reading Rods! Your Sentence Building Reading Rod Set contains 156 interlocking plastic Rods printed with words representing different parts of speech and punctuation marks. Students

More information

Copyright 2017 DataWORKS Educational Research. All rights reserved.

Copyright 2017 DataWORKS Educational Research. All rights reserved. Copyright 2017 DataWORKS Educational Research. All rights reserved. No part of this work may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic or mechanical,

More information

Sample Goals and Benchmarks

Sample Goals and Benchmarks Sample Goals and Benchmarks for Students with Hearing Loss In this document, you will find examples of potential goals and benchmarks for each area. Please note that these are just examples. You should

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

Presentation Exercise: Chapter 32

Presentation Exercise: Chapter 32 Presentation Exercise: Chapter 32 Fill in the Blank. Like adjectives, adverbs have three degrees:,, and. Fill in the Blank. The Latin positive adverb ending is the equivalent of in English and is formed

More information

SAMPLE. Chapter 1: Background. A. Basic Introduction. B. Why It s Important to Teach/Learn Grammar in the First Place

SAMPLE. Chapter 1: Background. A. Basic Introduction. B. Why It s Important to Teach/Learn Grammar in the First Place Contents Chapter One: Background Page 1 Chapter Two: Implementation Page 7 Chapter Three: Materials Page 13 A. Reproducible Help Pages Page 13 B. Reproducible Marking Guide Page 22 C. Reproducible Sentence

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

BULATS A2 WORDLIST 2

BULATS A2 WORDLIST 2 BULATS A2 WORDLIST 2 INTRODUCTION TO THE BULATS A2 WORDLIST 2 The BULATS A2 WORDLIST 21 is a list of approximately 750 words to help candidates aiming at an A2 pass in the Cambridge BULATS exam. It is

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

Course Syllabus Advanced-Intermediate Grammar ESOL 0352

Course Syllabus Advanced-Intermediate Grammar ESOL 0352 Semester with Course Reference Number (CRN) Course Syllabus Advanced-Intermediate Grammar ESOL 0352 Fall 2016 CRN: (10332) Instructor contact information (phone number and email address) Office Location

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

Lower and Upper Secondary

Lower and Upper Secondary Lower and Upper Secondary Type of Course Age Group Content Duration Target General English Lower secondary Grammar work, reading and comprehension skills, speech and drama. Using Multi-Media CD - Rom 7

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

Holt McDougal Literature, Grade 11. Write Source, Grade 11

Holt McDougal Literature, Grade 11. Write Source, Grade 11 , Grade 11 crosswalk correspondence with, Grade 11 Use these lesson and practice resources BEFORE the Holt McDougal Literature selection to review or introduce upcoming instruction OR AFTER the Holt McDougal

More information

Written by: YULI AMRIA (RRA1B210085) ABSTRACT. Key words: ability, possessive pronouns, and possessive adjectives INTRODUCTION

Written by: YULI AMRIA (RRA1B210085) ABSTRACT. Key words: ability, possessive pronouns, and possessive adjectives INTRODUCTION STUDYING GRAMMAR OF ENGLISH AS A FOREIGN LANGUAGE: STUDENTS ABILITY IN USING POSSESSIVE PRONOUNS AND POSSESSIVE ADJECTIVES IN ONE JUNIOR HIGH SCHOOL IN JAMBI CITY Written by: YULI AMRIA (RRA1B210085) ABSTRACT

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

SENTENCE PARTS AND PATTERNS

SENTENCE PARTS AND PATTERNS SENTENCE PARTS AND PATTERNS THE FIVE BASIC SENTENCE PATTERNS Subject Predicate 22.1 INDEPENDENT (MAIN) VS. DEPENDENT (SUBORDINATE) CLAUSES A main or independent clause makes a complete statement and can

More information

Programma di Inglese

Programma di Inglese 1. Module Starter Functions: Talking about names Talking about age and addresses Talking about nationality (1) Talking about nationality (2) Talking about jobs Talking about the classroom Programma di

More information

Subject Pronouns Object Pronouns

Subject Pronouns Object Pronouns The material in this Handbook is from The Writing Lab & The OWL at Purdue and is used by permission of Purdue University 1. Grammar Handbook Part 1: Parts of Speech Overview Nouns A noun is a word that

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

CORPUS ANALYSIS CORPUS ANALYSIS QUANTITATIVE ANALYSIS

CORPUS ANALYSIS CORPUS ANALYSIS QUANTITATIVE ANALYSIS CORPUS ANALYSIS Antonella Serra CORPUS ANALYSIS ITINEARIES ON LINE: SARDINIA, CAPRI AND CORSICA TOTAL NUMBER OF WORD TOKENS 13.260 TOTAL NUMBER OF WORD TYPES 3188 QUANTITATIVE ANALYSIS THE MOST SIGNIFICATIVE

More information

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

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

Alignment of Iowa Assessments, Form E to the Common Core State Standards Levels 5 6/Kindergarten. Standard

Alignment of Iowa Assessments, Form E to the Common Core State Standards Levels 5 6/Kindergarten. Standard Alignment of Iowa Assessments, Form E to the Common Core State s Levels 5 6/Kindergarten 4 Print Concepts 4 3 RL.K.1. With prompting and support, ask and answer questions about key details in a text. RF.K.1.

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

Physics 270: Experimental Physics

Physics 270: Experimental Physics 2017 edition Lab Manual Physics 270 3 Physics 270: Experimental Physics Lecture: Lab: Instructor: Office: Email: Tuesdays, 2 3:50 PM Thursdays, 2 4:50 PM Dr. Uttam Manna 313C Moulton Hall umanna@ilstu.edu

More information

Copyright 2002 by the McGraw-Hill Companies, Inc.

Copyright 2002 by the McGraw-Hill Companies, Inc. A group of words must pass three tests in order to be called a sentence: It must contain a subject, which tells you who or what the sentence is about Gabriella lives in Manhattan. It must contain a predicate,

More information

Chapter 9 Banked gap-filling

Chapter 9 Banked gap-filling Chapter 9 Banked gap-filling This testing technique is known as banked gap-filling, because you have to choose the appropriate word from a bank of alternatives. In a banked gap-filling task, similarly

More information

Proposed syllabi of Foundation Course in French New Session FIRST SEMESTER FFR 100 (Grammar,Comprehension &Paragraph writing)

Proposed syllabi of Foundation Course in French New Session FIRST SEMESTER FFR 100 (Grammar,Comprehension &Paragraph writing) INTERNATIONAL COLLEGE FOR GIRLS SSFFSS,, GGUURRUUKKUULL MAARRGG,, MAANNSSAARROOVVAARR,, JJAAI IPPUURR DEPARTMENT OF FRENCH SYLLABUS OF FOUNDATIION COURSE FOR THE SESSIION 2009--10 1 Proposed syllabi of

More information

Guidelines for Writing an Internship Report

Guidelines for Writing an Internship Report Guidelines for Writing an Internship Report Master of Commerce (MCOM) Program Bahauddin Zakariya University, Multan Table of Contents Table of Contents... 2 1. Introduction.... 3 2. The Required Components

More information

SAMPLE PAPER SYLLABUS

SAMPLE PAPER SYLLABUS SOF INTERNATIONAL ENGLISH OLYMPIAD SAMPLE PAPER SYLLABUS 2017-18 Total Questions : 35 Section (1) Word and Structure Knowledge PATTERN & MARKING SCHEME (2) Reading (3) Spoken and Written Expression (4)

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

Difficulties in Academic Writing: From the Perspective of King Saud University Postgraduate Students

Difficulties in Academic Writing: From the Perspective of King Saud University Postgraduate Students Difficulties in Academic Writing: From the Perspective of King Saud University Postgraduate Students Hind Al Fadda King Saud University, Saudi Arabia E-mail: halfadda@ksu.edu.sa Received: October 5, 2011

More information

California Department of Education English Language Development Standards for Grade 8

California Department of Education English Language Development Standards for Grade 8 Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language

More information

TABE 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 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 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

Twenty-One Suggestions for Writing Good Scientific Papers. Michal Delong and Ken Lertzman. 1. Know your audience and write for that specific audience.

Twenty-One Suggestions for Writing Good Scientific Papers. Michal Delong and Ken Lertzman. 1. Know your audience and write for that specific audience. Twenty-One Suggestions for Writing Good Scientific Papers Michal Delong and Ken Lertzman 1. Know your audience and write for that specific audience. Scientific and technical writing can almost never be

More information

Project Based Learning Debriefing Form Elementary School

Project Based Learning Debriefing Form Elementary School Project Name: Student Name: Project Based Learning Debriefing Form Elementary School Use this form to debrief after completing the project (or staff may modify the questions to suit your project). Youth

More 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

English for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4

English for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4 Lessons 1 4 Checklist Getting Started Lesson 1 Lesson 2 Lesson 3 Lesson 4 Introducing yourself Numbers 0 10 Names Indefinite articles: a / an this / that Useful expressions Classroom language Imperatives

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

Linguistic Variation across Sports Category of Press Reportage from British Newspapers: a Diachronic Multidimensional Analysis

Linguistic Variation across Sports Category of Press Reportage from British Newspapers: a Diachronic Multidimensional Analysis International Journal of Arts Humanities and Social Sciences (IJAHSS) Volume 1 Issue 1 ǁ August 216. www.ijahss.com Linguistic Variation across Sports Category of Press Reportage from British Newspapers:

More information

Welcome to ACT Brain Boot Camp

Welcome to ACT Brain Boot Camp Welcome to ACT Brain Boot Camp 9:30 am - 9:45 am Basics (in every room) 9:45 am - 10:15 am Breakout Session #1 ACT Math: Adame ACT Science: Moreno ACT Reading: Campbell ACT English: Lee 10:20 am - 10:50

More information