See above. interview (a face-to-face meeting for a job) “interview.” Matches to picture. See above. application (form or paper you fill out for a job) Reads/selects “application.” Matches to picture. See above. resume (a written list of your work experiences) Reads/selects “resume.” Matches to picture. above. references (people who know you are a good worker) Reads/selects “references.” Matches to picture. students a copy of the article “Teens Make Good Volunteers.” Find the title of the article. Points to Teens Make Good Volunteers. students a copy of the article “Teens Make Good Volunteers” and sentence strip with repeated story line. We are going to read this article together. I want you to listen for a line in the article about taking care of pets. When I read “Volunteering is important work”, I want you to help me read “important work.” (Hold up a sentence strip with the words “Volunteering is important work.” Point to the words as you read them, but wait for student to read the underlined words. Let’s practice. “Volunteering is important work.” Then, read the article. Reads “important work” (e.g., student may use voice output device to say “important work” or speak the words to help read it). NUMBER CORRECT: 11th Objectives: Identify persuasive words the author uses and determine if the author wants you to like or dislike. Use Article #1 – Teens Make Good Volunteers and persuasive writing graphic organizer. BUILD A GRADE ALIGNED COMPONENT: II. Passage Comprehension
- In addition, girls are more likely to volunteer than boys, but just by a little. - In addition, they spend 1-2 hours each time they volunteer. - In addition, teens get their friends to volunteer. What phrase did you hear in each of the sentences? That’s The author uses the phrase “in addition” to give you a fact that supports each of their reasons. words “in addition” or highlight the words in the article. Affixes the persuasive words “in addition” on the graphic organizer (do not score student’s ability to place on graphic organizer; score correct selection). NUMBER CORRECT: 11th Objective: Determine the author’s purpose or point of view. Use Article #2 – Teens and the Media and Author’s purpose graphic organizer. Materials and Directions for Teacher Instructional Cue Student Expected Response Date: X X X X X X student with Article #2 – Teens and the Media, Author’s purpose graphic organizer, and response options for Author’s purpose graphic organizer. The next article we are going to read is about teens and the media. Give each student a copy of Article #2 – Teens and the Media. I need your help reading the article. When I read, “The media influences what we buy”, I want you to help me read “what we buy.” (Hold up a sentence strip with the words “The media influences what we buy.” Point to the words as you read them, but wait for student to read the underlined words. Let’s practice. “The media influences Reads “what we buy” (e.g., student may use voice output device to say “what we buy” or speak the words to help read it).
What is the third reason that summer employment is a good alternative? If more help is needed, reread the 3rd sentence of the 5th paragraph. Have students find the word “last.” Selects “benefits without drawbacks” from response options. NUMBER CORRECT: