zilongwang/ReadingBank huggingface dataset:
#5 Exit Ticket Reflect on readtheory How did asking these questions— What info am I looking for? Am I rereading confusing or complex sentences until I fully understand them? Could I summarize this passage to a classmate or teacher? affect your readtheory quiz score? Complete sentences please. Homework Read 30 minutes/day. Write a personal connection to your reading on R7 for today. Feb 7, 2018 #4 Warmup 5
Analyze how these examples develop the central idea (e.g., Du Bois uses the image of “bleach[ing]” an African American “soul in a flood of white Americanism” to develop the idea that self-consciousness involves being true to one’s self by embracing and celebrating one’s own racial identity, rather than trying to mask or cover up one’s true self by assuming an identity other than one’s own. Du Bois uses the metaphor of a “child of Emancipation” growing into a “youth with dawning self-consciousness, self-realization, self-respect” (par. 9) to develop the idea that education was a necessary step towards “self-consciousness” (par. 9) for African Americans, because it enabled them to gain more knowledge about themselves after Emancipation. Du Bois’s choice of the word youth rather than adult suggests that the search for self-consciousness is an ongoing process.). See the Model Mid-Unit Assessment Evidence Collection Tool for additional examples of High Performance Responses. Vocabulary Vocabulary to provide directly (will not include extended instruction) None. Vocabulary to teach (may include direct word work and/or questions) unresting (adj.) – characterized by trouble or uneasiness Additional vocabulary to support English Language Learners (to provide directly) None. Lesson Agenda/Overview Student-Facing Agenda % of Lesson Standards & Text: Standards: RI.11-12.2, RI.11-12.6, W.11-12.9.b, SL.11-12.1, L.11-12.4.a-b Text: The of Black Folk by W.E.B. Du Bois, Chapter 1: “Of Our Spiritual Strivings,” Epigraph Learning Sequence: Introduction of Lesson Agenda Homework Accountability Masterful Reading Reading and Discussion Group Text Analysis Activity and Assessment 5% 10% 5% 25% 50%
white Americans “so sadly lack” (par. 12). By highlighting the different and valuable “characteristics” (par. 12) of African Americans, Du Bois develops the idea that respecting and “fostering and developing the traits and talents of Negro” will result in a unifying exchange of skills and traits between both “world-races” (par. 12). The ideal of human brotherhood “and, all in all, we black men seem the sole oasis of simple faith and reverence in a dusty desert of dollars and smartness.” (par. 12) This simile suggests that the “simple faith” of African Americans offers a welcome “oasis” (par. 12), or pleasant respite, in a country that has been corrupted by money. This comparison develops the idea of the ideal of human brotherhood, because it suggests that African Americans embody “the greater ideals of the American Republic” (par. 12) that many Americans have lost touch with. Therefore, the ideal of human brotherhood requires respecting and “fostering and developing the traits and talents” (par. 12) of African Americans “in larger conformity to the ideals of the American Republic,” rather than “in opposition to or contempt for other races” (par. 12).
Use vocabulary strategies to define unknown words. Independently read a text in preparation for supported analysis. Paraphrase and quote relevant evidence from a text. Make claims about texts using specific textual evidence. Independently read and annotate text in preparation for evidence-based discussion. Analyze multiple interpretations of a source text. Generate and respond to questions in scholarly discourse. Practice narrative, argument, and informative writing techniques and skills. W.11-12.9.a SL.11-12.1.a, c, d L.11-12.1 L.11-12.2 L.11-12.4.a L.11-12.5.a The first option is an informative prompt: What does it mean to be ”in the ruins / of new beginnings” (lines for the speaker in “A Daily Joy to Be Alive” and a character from A Streetcar Named Desire? The second option is an argument prompt: To what extent are individuals free to shape their own identities? Use evidence from A Streetcar Named Desire and “A Daily Joy to Be Alive” to support your argument. Unit 2: “The reader should realize himself that it could not have happened otherwise...” “The Overcoat” from The Collected of Nikolai Gogol by Nikolai Gogol and The 23 Read closely for textual details. Annotate texts to support comprehension and analysis. CCRA.R.9 RL.11-12.2 RL.11-12.3 RL.11-12.4 RL.11-12.5 Mid-Unit: Students use textual evidence from Nikolai “The Overcoat” to craft a formal, response to
Namesake by Jhumpa Lahiri Engage in productive, evidence-based discussions about texts. Collect and organize evidence from to support analysis in writing and discussions. Use vocabulary strategies to define unknown Independently read a text in preparation for supported analysis. Paraphrase and quote relevant evidence from a text. Make claims about texts using specific textual evidence. Independently read and annotate text in preparation for evidence-based discussion. Generate and respond to questions in scholarly discourse. Practice narrative, argument, and informative writing techniques and skills. W.11-12.2.a-f W.11-12.3.a-d W.11-12.4 W.11-12.9.a SL.11-12.1.a, c, d L.11-12.1 L.11-12.2 L.11-12.4.a, b the following prompt: How does Gogol’s use of the overcoat relate to two interacting central ideas? End-of-Unit: Students engage in a formal, evidence-based discussion in response to the following prompt: Compare Nikolai Gogol’s and Jhumpa Lahiri’s approaches to identity in “The Overcoat” and The Namesake. Note: Bold text indicates targeted standards that will be assessed in the module.
Winter By Esmeralda Santiago I Know Why the Caged Bird Sings by Maya Angelou Jane Eyre by Charlotte Bronte The Book Thief by Markus Zusak Non-Fiction: The of Anne Frank Hole in my Life by Jack Gantos Stitches by Chew on This by Eric Schlosser The Golden Kite and the Silver Wind by Ray Bradbury The Invalid’s by Mark Twain Harrison Bergeron by Kurt Vonnegut Eleven by Sandra Cisneros Every Little Hurricane by Sherman Alexie The Necklace by Guy de Maupassant. No Face by Junot Diaz Popular Mechanics by Raymond Carver You, M’am by Langston Hughes Dominos by Jack Argueros Fiesta 1980 by Junot Diaz The Ways we Lie by Stephanie Ericcson No Name Woman by Maxine Hong Kingston One Being a Cripple by Nancy Mairs Two Ways to Belong in America by Bharati Mukherjee Ain’t I A Woman by Sojurner Truth My Cuban Body by Carolina Hospital Why I Write by George Orwell The Prince by Nicolo Machiavelli King James I Speech on Divine Allegory by Thomas Hood The Animal in Me by Dead Prez Shakespeare’s Sonnet 116 Selected poems by Langston Hughes “I Know Why the Caged Bird Sings” by Maya Angelou
Closure What will the students (and you) do to summarize as assess what has been learned? How will you address gaps in understanding you’ve identified during the lesson? Notes/Reflections: What worked? What didn’t work? What are your next steps? Class: Dates: Teacher: Essential Question(s): What thought provoking questions will you explore this week that will foster inquiry, deepen understanding, and transfer beyond the classroom? Learning Objectives: What facts and concepts will students know? What discrete skills and processes will students be able to use? Assessment: How will you know if your students met the lesson objectives? Lesson Activities/Strategies/Homework: How will you launch the lesson? How will you guide their learning? What independent/collaborative work will students engage in? How will you the lesson? D A Y 1 D A Y 2 D A Y 3 D A Y 4 D A Y
Sample Grade 2 ELA Assessment Reading Literature CCSS Demonstrates an understanding of key ideas and details 1 Demonstrates an understanding of Craft and Structure Integrates knowledge and ideas Demonstrates comprehension of grade level reading 10 Responds to literature by making connections 5 Reading Informational Text CCSS Demonstrates an understanding of key ideas and details 1 a a ) I 3 4 6 8 9
CA GLE Performance Goals CCSS ELA Grade Level CCSS ELA Anchor DOK Students will describe key details in the text and pictures. R.1.H.K.a R.1.H.K.b 1.2 1.5 1.6 3.5 RL.K.1 2 Students will describe differences between stories orally, using a Venn diagram, or student-created writing piece. R.1.I.K.a 1.2 1.5 1.6 1.9 RL.K.9 2 Students will be able to complete a story map correctly, based on a known fairytale. This story map may include title, characters, setting, and major events. R.2.C.K.a R.2.C.K.b R.2.C.K.c 1.2 1.5 1.6 3.1 3.5 2.4 RL.K.3 1 Students will be able to correctly retell a story. R.1.H.K.c 1.2 1.5 1.6 3.5 RL.K.2 SL.K.1.a SL.K.1.b SL.K.6 2
ELA LESSON PLAN TEMPLATE OVERVIEW Lesson Title: Unit Title: Lesson #: CCRS and GLE Range: Level: Length of Lesson in # of Hours: # of Classes: Teacher(s): STAGE 1 – PLANNING for DESIRED RESULTS LESSON OBJECTIVES By the end of this lesson, students will be able to: CCR LEVEL-SPECIFIC STANDARDS THAT SUPPORT AND ALIGN WITH THE LESSON OBJECTIVES KEY INSTRUCTIONAL SHIFTS Indicate those addressed in this lesson: Practice with complex text and its academic language Ground reading, writing, and speaking in evidence from literary and informational texts Build knowledge through content-rich nonfiction ESSENTIAL QUESTION(S) (optional) PRIOR KNOWLEDGE NEEDED STAGE 2 – EVIDENCE of LEARNING Ways that students and I will know the extent to which objectives have been met: STAGE 3 -- ACTION MATERIALS TIME (optional)
Title, and author are present author are present. BACK INSIDE FLAP: Quotes of Reviews (20pts) There are four quotes/reviews from other students in class or magazines/ newspapers There are three quotes/reviews from other students in class or magazines/ newspapers There are two quotes/reviews from other students in class or magazines/ newspapers There is one quote/review from other students in class or magazines/ newspapers There are no quotes/review _______ INSIDE FLAP: Book Review (20pts) Book review includes if you liked the book and why, if you would recommend and why, and your ranking. Book review is and detailed. Book review includes if you liked the book and why, if you would recommend and why, and your ranking. Lacking details or a part of a section. Book review is missing a component Book Review is missing two components There is no book review or just a rating with no explanation. _______ BACK FLAP: Brief Description of cover (20pts) The explanation of the is thorough with specific details. At least a paragraph is written. The explanation of the cover is thorough with some details. At least a paragraph is written. The explanation of the cover has few details. May be less than a complete paragraph. The explanation of the cover has no details. May be less than a complete paragraph. The explanation of the cover vague or missing. _______ EFFORT (20pts) The product shows that much time and effort were used. The product is quality work. The product is average work. The product is barely average work. The product is below average work. _______ TOTAL → ____/100
TEXT N/A Rosa Rosa Parks: Civil Rights Pioneer Rosa Parks: Civil Rights Pioneer “Chapter Two: Claudette Colvin,” Freedom Walkers INTERACTIVE READ ALOUD N/A* Analyzing characters, settings, and plot events (RL.5.3) Comparing two texts on the same topic (RI.5.5) Synthesizing two texts on the same topic (RI.5.9) Determining main idea (RI.5.2) READING WORKSHOP Reading Bridge Lesson Analyzing characters, settings, and plot events (RL.5.3) Comparing two texts on the same topic (RI.5.5) Synthesizing two texts on the same topic (RI.5.9) Determining meanings of unknown words (L.5.4a) WRITING WORKSHOP Writing Bridge Lesson Analyzing how authors orient readers (W.5.3a) Incorporating historical facts and information (W.5.2b) Analyzing word choice (W.5.2d, W.5.3d) Analyzing dialogue (W.5.3b) LESSON TEXT “Chapter Two: Claudette Colvin,” Freedom Walkers “Chapter One: Jo Ann Robinson,” Freedom Walkers “Chapter One: Jo Ann Robinson,” Freedom Walkers “Chapter Five: Boycott Heroes,” Freedom Walkers “Chapter Five: Boycott Heroes,” Freedom Walkers INTERACTIVE READ ALOUD Identifying key details (RI.5.2) Determining meanings of unknown words (L.5.4a) Determining main idea (RI.5.2) Determining meanings of unknown words (RL5.4) Determining main idea and key details (RI.5.2) READING WORKSHOP Answering questions text evidence (RI.5.3) Analyzing text structure in narrative nonfiction (RL.5.5) Analyzing text structure in narrative nonfiction (RL.5.5) Analyzing the impact of quotes (RL.5.4) Investigating different perspectives (RI.5.3) WRITING WORKSHOP Gathering relevant information and organizing notes (W.5.8) Developing an underlying theme (W.5.3b) Planning plot events (W.5.3a, W.5.9) Planning orientations (W.5.3a, W.5.9) Planning how to incorporate historical facts and information (W.5.2b, W.5.9) LESSON
Read for 30 minutes. Compare yourself to one of the characters in what you’re reading in at least 30 words. March 22, 2018 Explain this precept: “Your are your monuments.” (“deeds” are things you do. “monuments are statues, etc.) ("Hechos" son cosas que haces ". Los monumentos son estatuas, etc.)
Classwork #11 login to My.HRW.Com with username and password select CA Collections 2017-Grade 7 Student eBook Collection 2: Perception and Reality Close Reader: Heartbeat Write “I see the story “Heartbeat” on my ipad. Verified by Mr. Richert_____X
Read for 30 minutes. Have an adult sign: (your name) has read (title) for 30 minutes. Signed, (your adult). Name November 28, 2017 Period Warmup #9 Read the passage: People in a vegetative are those who have come out of a coma and appear to be awake with open eyes and sleep patterns. However, they do not show any awareness of who they are or where they are. They cannot speak and do not respond to sounds,
(c)Cornell Notes: Read “Black Panther” at mrrichert.wordpress.com. Write important details on the right, words and questions on the left. Questions/key word Notes Your question 1 “Ancestral” your question 2 “Resource” your question 3 “Defied” your question 4 “Reckon with” 1. 2. 3. 4. II
when storms and lightning came along. It’s hard to get grown without having common sense, because being stupid can get you killed sometimes. Classwork #13 What does foreshadowed mean? What was foreshadowed in Big Things Come in Small Packages? What does setting mean? What is the setting in Big Things Come in Small Packages? What is conflict? What is Tucker’s conflict in Big Things Come in Small Packages?
Classwork #5 Reread Lines 1-33 of “Finding Your Evidence.” Answer: a) The most important information you learn about Jordan Romero in lines 1-13 is: b) What is meant by the “seven summits?” c) What are some of the things Jordan Achieved?
Classwork #6 “Finding Your Everest” opens with the question, “Can parents go too far in supporting their children’s dreams?” review the article, and answer the question. Cite 3-6 pieces of text evidence in your response. 50-200 words
Course Map Unit Estimated Duration Content Standards Grading Topics Extended Topics Unit One: Exploring Evidence 9 weeks Reading Literature 1 Reading Informational Text 1 Analyzing Textual Evidence Collected and Reported Constructing Writing [W4, W5] Collaborating in Discussions [SL1] Collected and Reported UNSCORED Comprehending Text [RL10, RI10] Collected but Not Reported Mastering Vocabulary [RL4, RI4, L4] Applying Grammar and Mechanics [L1, L2] Reading Literature 6 Analyzing Point of View Unit Two: Matters of Fact 9 weeks Reading Informational Text 2 Reading Informational Text 5 Determining Central Idea Reading Informational Text 9 Comparing Non-Fiction Texts Unit Three: Meaning and Stories 12 Reading Literature 3 Reading Literature 5 Analyzing Elements Collected and Reported Mastering Vocabulary [RL4, RI4, L4] Constructing Writing [W4, W5] Applying Grammar and Mechanics [L1, L2] Collaborating in Discussions [SL1] Comprehending Text [RL10, RI10] Reading Literature 2 Reading Literature 9 Analyzing Themes Across Genres Writing 3 Writing Narratives Unit Four: Opinion and Argument 6 weeks Reading Informational Text 6 Reading Informational Text 8 Evaluating Arguments and Purpose Extended Topics Grading Topic:
Course Map Unit Estimated Duration Content Standards Grading Topics Extended Topics Unit One: Exploring Evidence 9 weeks Reading Literature 1 Reading Informational Text 1 Analyzing Textual Evidence Collected and Reported Constructing Writing [W4, W5] Collaborating in Discussions [SL1] Collected and Reported UNSCORED Comprehending Text [RL10, RI10] Collected but Not Reported Mastering Vocabulary [RL4, RI4, L4] Applying Grammar and Mechanics [L1, L2] Reading Literature 6 Analyzing Point of View Unit Two: Matters of Fact 9 weeks Reading Informational Text 2 Reading Informational Text 5 Determining Central Idea Reading Informational Text 9 Comparing Non-Fiction Texts Unit Three: Meaning and Stories 12 weeks Reading Literature 3 Reading Literature 5 Analyzing Elements Collected and Reported Mastering Vocabulary [RL4, RI4, L4] Constructing Writing [W4, W5] Applying Grammar and Mechanics [L1, L2] Collaborating in Discussions [SL1] Comprehending Text [RL10, RI10] Reading Literature 2 Reading Literature 9 Analyzing Themes Across Genres Writing 3 Writing Narratives Unit Four: Opinion and Argument 6 Reading Informational Text 6 Reading Informational Text 8 Evaluating Arguments and Purpose Extended Topics Grading Topic: Constructing Writing
Course Map Unit Estimated Duration Content Standards Grading Topics Extended Topics Unit One: Exploring Evidence 9 weeks Reading Literature 1 Reading Informational Text 1 Analyzing Text Evidence Collected and Reported Constructing Writing [W4, W5, W6] Collaborating in Discussions [SL1] Mastering Vocabulary [RL4, RI4, L4] Applying Grammar and Mechanics 1 [L1, L2] Collected and Reported UNSCORED Comprehending Text [RL10, RI10] Reading Literature 6 Analyzing of View Unit Two: Matters of Fact 9 weeks Reading Informational Text 2 Reading Informational Text 5 Determining Central Idea Reading Informational Text 9 Comparing Non-Fiction Texts Unit Three: Meaning and Stories 12 weeks Reading Literature 3 Reading Literature 5 Analyzing Story Elements Collected and Reported Mastering Vocabulary [RL4, RI4, L4] Constructing Writing [W4, W5, W6] Applying Grammar and Mechanics 2 [L1, L2] Collaborating in Discussions [SL1] Comprehending Text [RL10, RI10] Reading Literature 2 Reading Literature 9 Analyzing Themes Across Genres Writing 3 Writing Narratives Unit Four: Opinion and Argument 6 weeks Reading Informational Text 6 Reading Informational Text 8 Evaluating Arguments and Purpose Extended Topics Grading Topic: Constructing Writing 4 In addition to meeting the Learning Goal, the student demonstrates a command of voice and style that rises above formulaic writing.
7 3 Topics October 24 2 Topics January 14 3 Topics March 27 2 Topics May 29 Units 1-3 March 27 Fall SRI Winter SRI Spring SRI 7 September 19 January 16 May 15 Year-Long Language Arts Reporting Clusters Reporting Cluster: Mastering Vocabulary Topic RL7.4, RI7.4 Knowledge: Assessments: Vocabulary 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. 3 Proficient Students demonstrate they have the ability to: Determine the meaning of words and phrases as they are used in a text, including technical meanings Analyze the impact of a specific word choice on meaning and tone in a text 2 Students demonstrate they have developed the ability to: Acquire and use accurately general academic and domain-specific words and phrases Identify specific words that have an impact on meaning and tone in a text 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Reporting Cluster: Comprehending Text RL7.10, RI7.10 Knowledge: Assessments: Text Complexity 4 Students demonstrate they have the ability to: Read text at the 1250+ Lexile Level (Advanced) 3 Proficient Students demonstrate they have the ability to: Read text at the 1020-1249 Lexile Level (Proficient) 2 Students demonstrate they have the ability to: Read text at the 840-1019 Lexile Level (Basic) 1 Students demonstrate they have the ability to: Read text at the BR-839 Lexile (Below Basic)
Presentation and Delivery 4 In addition to 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. 3 Proficient Students demonstrate they have the ability to use proper oral presentation techniques: Use appropriate eye contact, adequate volume, and pronunciation Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points 2 Students will perform basic processes, such as: Use visual aids for presentation Identify the elements of effective presentations 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Course Map Unit Estimated Duration Content Standards Grading Topics Extended Topics Unit One: Reading and Writing 9 weeks Reading Literature 1 Reading Informational Text 1 Analyzing Textual Evidence Collected and Reported Constructing Writing [W4, W5] Collaborating in Discussions [SL1] Writing to Inform [W2, L3] Collected and Reported UNSCORED Comprehending Text [RL10, RI10] Collected but Not Reported Mastering Vocabulary [RL4, RI4, L4] Applying Grammar and Mechanics [L1, L2] Reading Literature 5 Language 5 Analyzing Poetry Unit Two: Elements of Literature 9 weeks Reading Literature 2 Reading Literature 3 Analyzing Story Elements Reading Literature 6 Analyzing Character Perspective Unit Three: Argumentation 9 weeks Reading Informational Text 6 Reading Informational Text 8 Evaluating Arguments and Purpose Collected and Reported Mastering Vocabulary [RL4, RI4, L4] Constructing Writing [W4, W5] Applying Grammar and Mechanics [L1, L2] Collaborating in Discussions [SL1] Comprehending Text [RL10, RI10] Writing to Inform [W2, L3] Reading Informational Text 2 Reading Informational Text 9 Integrating Multiple Unit Four: Deeper Reading 9 weeks Reading Literature 9 Comparing Literature to Source Material Extended Topics Grading Topic:
Course Map Unit Estimated Duration Content Standards Grading Topics Extended Topics Unit One: Reading and Writing 9 weeks Reading Literature 1 Reading Informational Text 1 Analyzing Textual Evidence Collected and Reported Constructing Writing [W4, W5, W6] Collaborating in Discussions [SL1] Writing to Inform [W2, L3] Mastering Vocabulary [RL4, RI4, L4] Applying Grammar and Mechanics 1 [L1, L2] Collected and Reported UNSCORED Comprehending Text [RL10, RI10] Reading Literature 5 Language 5 Analyzing Poetry Unit Two: Elements of Literature 9 weeks Reading Literature 2 Reading Literature 3 Analyzing Story Elements Reading Literature 6 Analyzing Character Perspective Unit Argumentation 9 weeks Reading Informational Text 6 Reading Informational Text 8 Evaluating Arguments and Purpose Collected and Reported Mastering Vocabulary [RL4, RI4, L4] Constructing Writing [W4, W5, W6] Applying Grammar and Mechanics 2 [L1, L2] Collaborating in Discussions [SL1] Comprehending Text [RL10, RI10] Writing to Inform [W2, L3] Reading Informational Text 2 Reading Informational Text 9 Analyzing Central Ideas Unit Four: Deeper Reading 9 weeks Reading Literature 9 Comparing Literature to Source Material Extended Topics Grading Topic: Constructing Writing
Grading Topic: Comprehending Text 4 Students demonstrate they have the ability to: Read text at the 1231+ Lexile level (Advanced) RIT Range 235+ 3.5 Students demonstrate they have the ability to: Read text at the 1141-1230 Lexile level (Proficient) RIT Range 230-234 3 Students demonstrate they have the ability to: Read text at the 1051-1140 Lexile level (Proficient) RIT Range 225-229 2.5 Students demonstrate they have the ability to: Read text at the 961-1050 Lexile (Basic) RIT Range 220-224 2 Students demonstrate they have the ability to: Read text at the 871-960 Lexile level (Basic) RIT Range 215-219 1.5 Students demonstrate they have the ability to: Read text at the 475-870 Lexile level (Below Basic) RIT 193-214 1 Students demonstrate they have the ability to: Read text at the BR-474 Lexile level (Below Basic) RIT Range 100-192 Grading Topic: Applying Grammar and Mechanics 4 3 2 Learning Goal Students demonstrate they have exceptional command of the conventions of standard English capitalization, Students demonstrate they have command of the conventions of standard English capitalization, Students demonstrate they have foundational command of the conventions of standard English capitalization,
Course Map Unit Estimated Duration Content Standards Grading Topics Extended Topics Unit One: Elements of Literature 12 weeks Reading Literature 1 Reading Informational Text 1 Analyzing Textual Evidence Collected and Reported Constructing Writing [W4, W5] Collaborating in Discussions [SL1] Mastering Vocabulary [RL4, RI4, L4] Collected and Reported UNSCORED Comprehending Text [RL10, RI10] Collected but Not Reported Applying Grammar and Mechanics [L1, L2] Reading Literature 2 Analyzing Theme Reading Literature 3 Reading Literature 6 Analyzing Story Elements Unit Two: Making Meaning 6 weeks Reading Informational Text 2 Reading Informational Text 3 Analyzing Central Idea Unit Three: Argument 12 Reading Informational Text 6 Reading Informational Text 8 Evaluating Arguments and Purpose Collected and Reported Constructing Writing [W4, W5] Applying Grammar and Mechanics [L1, L2] Collaborating in Discussions [SL1] Comprehending Text [RL10, RI10] Writing 1 Writing Arguments Unit Four: The Author’s Craft 6 weeks Reading Literature 5 Reading Informational Text 5 Reading Informational Text 9 Analyzing Text Structure Extended Topics Grading Topic: Constructing Writing
Think of some common phrases you hear. Can you list three similes of your own? Have fun and make some up! Onomatopoeia Onomatopoeia Definition Onomatopoeia Examples eg. The cannon boomed as it fired. How many onomatopoeia can you find in this poem? Circle them!: An onomatopoeia is a very special thing. It’s a word like or flutter, or oink or boom or zing. It sounds just like its meaning, for example snort and hum. It’s the crash and clang of cymbals, and the rat-a-tat of It’s the clatter and the and the and bonks and chirps. It’s the mumbles and the rumbles, and the rattles and the It’s the hissing and the buzzing, and the giggles and the moos. And on a spooky moonlit it is a scary BOO! Hyperbole Hyperbole Definition Hyperbole Examples eg. I die to go to that show.
Elaboration Strategies for Narrative Writing Describe your scenes and characters so readers can visualize them Use specific details – color, size etc Use your senses – what your heard, smelled , felt etc Use action details – what your hands were doing, what your eyes were doing etc Use Strings of actions – connect the actions together Use dialogue with actions to move the story along Reveal character’s feelings using “Show don’t tell” Reveal what characters did – thought – said – felt - etc Use specific actions – play a movie in your head describe character’s thinking through reflecting describe what precise actions gave characters their emotions describe characters internal and external characteristics reveal characters wants, needs and motivations embed characters thoughts and actions to reveal theme use symbols to mean something larger and tie to the main theme stretch out important parts to reveal the heart of the story
English Language Arts Standards » Kindergarten Reading: Literature » K Key Ideas and Details RL.K.1. With prompting and support, ask and answer questions about key details in a text. RL.K.2. With prompting and support, retell familiar stories, including key details. RL.K.3. With prompting and support, identify characters, settings, and major events in a story. Craft and Structure RL.K.4. Ask and answer questions about unknown words in a text. RL.K.5. Recognize common types of texts (e.g., storybooks, poems). RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Integration of Knowledge and Ideas RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.8. (Not applicable to literature) RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. and of Text Complexity RL.K.10. Actively engage in reading activities with purpose and understanding. Reading: Informational Text » K Key Ideas and Details RI.K.1. With prompting and support, ask and answer questions about key details in a text.
Stage 1 Desired Results ESTABLISHED G CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his/her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CCSS.ELA-Literacy.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. CCSS.ELA-Literacy.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make Transfer Students will be able to independently use their learning to… T Read and comprehend a of increasingly complex texts and media written for various audiences and purposes. Communicate ideas effectively in writing to suit a particular audience and purpose. Meaning UNDERSTANDINGS U Students will understand that… U1. Writers and speakers use rhetorical appropriate for setting, emphasis, and audience appeal. U2. Determining the effectiveness of an argument involves analyzing and synthesizing its rhetorical elements and purposes. U3. Effective communication requires a variety of approaches and techniques. ESSENTIAL QUESTIONS Q Q1. How do writers and speakers persuade audiences? Q2. How do audience and occasion impact a speech? Q3. How does the mode of delivery shape the message? Acquisition Students will know… K K1. Writers have choices for text structure. Students will be skilled at… S S1. Identifying and analyzing the effectiveness of text structure.
CEPA Rubric General Scoring Guide for Topic/Idea Development 4 3 2 1 Rhetorical Terms Thesis about Suzuki’s speech is clearly expressed. Thesis is clearly supported with examples/analysis of Suzuki’s rhetorical technique. Rich topic/idea development Careful and/or subtle organization. Effective/rich use of language Thesis about Suzuki’s speech is moderately clear. Thesis is moderately supported with examples/analysis of Suzuki’s rhetorical technique. Moderate topic/idea development and organization. Adequate, relevant details. Some variety in language Thesis Suzuki’s speech is expressed but not clear. Limited or weak topic/idea development, organization, and/or details. Limited awareness of audience and/or task. Few details Little variety in language No thesis/claim about Suzuki’s speech. Very little development, organization, and/or details. No awareness of audience and/or task Few details Few if any terms are used correctly in the essay.
Grade: 6 English Language Arts Highly-Leveraged Standards1 are the most essential for students to learn because they have endurance (knowledge and skills are relevant throughout a student's lifetime); leverage (knowledge and skills are used across multiple content areas) and essentiality (knowledge and skills are necessary for success in future courses or grade levels). 6. L. 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., personification) in context. Specific Skills: Students will be able to define terms for common figures of speech. Students will be able to identify the use of common figures of speech in a text. Students will be able to interpret the meanings of common figures of speech in the text. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. Specific Skills: Students will be able to identify word relationships. Students will be able to determine how word relationships contribute to the structure of the text. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). Specific Skills: Students will be able to explain connotation and how it affects the nuances of words with similar definitions. Performance Level Descriptors: Standard Minimally Proficient Partially Proficient Proficient Highly Proficient For grade-appropriate, low-complexity texts, the Minimally Proficient student For grade-appropriate, low- to texts, the Partially Proficient student For grade-appropriate, moderate- to texts, the Proficient student For high-complexity texts, the Highly Proficient student Language 6.L.5 demonstrates a limited understanding of figurative language and word relationships in word meanings, including in identifying figures of speech and using the relationship between particular demonstrates a understanding of figurative language, word relationships, and nuances in word meanings, including identifying figures of speech in context, using the relationship between particular demonstrates understanding of figurative language, word relationships, and nuances in word meanings, including interpreting figures of speech in context, using the relationship between particular demonstrates command of figurative language, word relationships, and nuances in word meanings, including interpreting complex figures of speech in context, evaluating the relationship between
analogy to describe the topic. e. attempts a formal style and objective tone while demonstrating awareness of the norms and conventions of standard English. f. provides a concluding statement or section. and clarify the relationships among complex ideas and concepts. d. uses language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. establishes a formal and objective tone while demonstrating awareness of the norms and conventions of the discipline in which he or she is writing f. provides a concluding statement or section that supports the information or explanation presented knowledge of the topic. c. uses appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. uses precise language, vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. establishes and maintains a formal tone. style and objective tone while attending to the norms and conventions of the discipline in which he or she is writing. f. provides a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). audience's knowledge of the topic. c. consistently and effectively uses appropriate and varied transitions to link the sections of the text, creates cohesion, and clarifies the relationships among complex ideas and concepts. d. effectively uses precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic and achieve a desired rhetorical effect. e. establishes and maintains a rhetorically effective formal style and objective tone while attending to the norms and conventions of the discipline in which he or she is writing. f. provides an effective concluding statement or section that articulates the significance of the topic, and follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). This definition for highly-leveraged standards was adapted from the “power standard” definition on the website of Millis Public Schools, K-12, in Massachusetts, USA. http://www.millis.k12.ma.us/services/curriculum_assessment/brochures
Identified micro-organisms (a)Gram positive bacteria Bacteria Isolate (tick where applicable) Staphylococcus spp Streptococcus pyogenes Enterococcus Acinetobacter baumanii Alcaligenes spp (b)Gram negative bacteria Bacteria Isolate (tick where applicable) Pseudomonas aeruginosa Escherichia coli Klebsiella spp Proteus spp Antibiotic sensitivity Bacteria…………………………………………………………………………… Antibiotic Resistant Intermediate Sensitive Amoxicillin clavulanate Cefuroxime Ceftriaxone Imipenem Ciprofloxacin Cefoxitin Cloxacillin Ceftazidime 38
Dupe checking is YES and the customer service person creates an invitation for those customers who are duplicates. Select “E-Commerce Account Inquiry” from the E-Commerce Account Menu. This screen provides quick information for a give account. Enter the Account ID into the “Id” field, or press F3 to search. Use the “Name Maintenance” button to lookup the customer information associated with this account. Select “Create E-Commerce Account” from the E-Commerce Account Menu. You will need to enter the Website ID and the customer’s Name ID. (A customer can have only one Account for each website.) The Business Module and Address information will be auto-populated based on these values. Press F3 in the website or name fields to search. Next you will enter details for the new account. The fields “Web User Id”, “Web User Email”, and “Password” are always required. The Web User Id is the login user name for the account. The Web User Email is the email address that will be used for account maintenance and lookup. This may not necessarily match any other email addresses associated with this Customer. The Password Question and Password Answer (sometimes referred to as Security Question and Answer) may be required, depending on the setup for each website. The Status should be set to “Active” so the user may begin logging in to the website. Select “Administrator Account Maintenance” from the E-Commerce Account Menu. This will bring up a search screen to help you find the Account you want to edit. You can search on User Id (login username), the email address for the account (which may be different than any of the email addresses in Name or Address tables), the internal ID of the account, accounts created since a certain date, or the full name or last name of the customer attached to the account (if any).
1: Developing toward CCSS Quality – needs significant revision, as suggested in criterion-based observations. 0: Not representing CCSS Quality – does not address the criteria in the dimension. R: Developing toward CCSS Quality – Aligned partially and approaches the quality standard in some dimensions and needs significant revision in others. N: Not representing CCSS Quality – Not aligned and does not address criteria.
Detailed 7.RI.9 describes how two or more authors writing the same topic shape their presentations of key information. describes how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence. analyzes how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. cites textual evidence in an evaluation of the different rhetorical effects used by two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Lessons and activities should: Be based on grade level TEKS (adopted 2017) Connect reading and writing throughout the literacy block Integrate social studies Be rigorous and appropriate for grade level Include research based instructional strategies Include district required resources Reading Workshop MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Word Study (15 minutes) Phonics (Saxon) Spelling (Saxon) Sight words Reading Demonstration- Focus Lesson (10 minutes) Vocabulary Teacher models comprehension strategies Teacher demonstrated fluent reading
e.g. if your income increase by 5 % and your demand for mobile phones increased 20% then the YED = 20/ 5 = 4. YED = % change in Q.D % change in Income Definition of INFERIOR GOOD This occurs when an increase in income leads to a fall in demand, therefore YED<0. E.g. clothes from charity shops, cheap bread When your income increase you buy better quality goods Definition of NORMAL GOOD This occurs when an increase in income leads to an increase in demand for the good, Therefore YED>0 Definition of LUXURY GOOD This occurs when an increase in income causes a bigger % increase in demand, therefore YED>1. Luxury goods will also be normal goods and we can say they will be income Elastic Income inelastic .This means an increase in income leads to a smaller % increase in demand. Therefore 0> YED <1 Firms will make use of YED by producing more luxury goods during periods of economic growth, similarly there will be less demand for inferior goods. YED > 1 = Luxury good – An increase in income causes a bigger % increase in demand (elastic) YED > 0 = Normal good – An increase in income leads to increase in demand (inelastic) YED < 0 = Inferior good – An increase in income leads to a fall in demand (inelastic) YED < -1 = Inferior good – An increase in income leads to a bigger % fall in demand (elastic) Price elasticity of demand is? (2) What is the relationship between price and demand? (2) PED = -2. If price is lowered by 5%, what will demand do and revenue do? (2) PED = -0.7. If price is increased by 10%, what will demand and revenue do? (2)
This course is a college level course in partnership with DTCC Dual Enrollment 12th grade ELA 102 Composition and Research Required Text: Obtain current text book information at or or by visiting the bookstore. You will need to know the course number and section. USB drive or other storage device Course overview: This course is designed to enhance writing, research, and speaking skills and to provide academic writing and reasoning skills to foster lifelong learning. Credit hours 3 Credit Hours 3 Lecture Hours 0 Lab Unit Title Overview Time Line Unit 1 Access, retrieve, and evaluate data from academic secondary sources needed for effective research writing. and use the library’s computerized systems. select, and evaluate reputable sources of information. ability to read technical content critically. Weeks 1-5 Unit 2 Compose and revise documents for diverse audiences and purposes. an organization strategy throughout the writing Weeks 6-10
Example: Oral Presentation Analytic Rubric Criteria 1: Reasoning/ Connection to Topic Criteria 2: Delivery Criteria 3: Preparation/ Organization 5 The student clearly describes the question studied and provides strong reasons for its importance. Specific information is given to support the conclusions that are drawn and described. The delivery is engaging and sentence structure is consistently correct. Eye contact is made and sustained throughout the presentation. is strong evidence of preparation, organization, and enthusiasm for the topic. Level 4 The student describes the question studied and provides reasons for its importance. An adequate amount of information is given to support the conclusions that are drawn and described. The delivery and sentence structure is generally correct and there is intermittent eye contact. There is evidence of preparation, organization and enthusiasm for the topic. Level 3 The student describes the question studied and conclusions are stated, but supporting information is not very strong. The delivery and sentence structure are generally correct but eye contact not occur. is some indication of preparation and organization. Level 2 The student states the question studied but fails to describe it fully. No conclusions are given to answer the question. The delivery and sentence structure are understandable, but with some errors. Evidence of preparation and organization is lacking. Level 1 The student makes a presentation without stating the question or its importance. The topic is unclear and no adequate conclusions are stated. The delivery is difficult to follow. There is no indication of preparation or organization. Level 0 No oral presentation is attempted. No oral presentation is attempted. No oral presentation is attempted.
K-5 ELA Standard Topics Each standard in the English Language Arts has a consistent focus, or anchor, across grades. Although the standards describe increasingly sophisticated skills as children progress through the school years, the primary topic of each standard is the same in each grade. The following charts outline the focus for each standard in the area of Reading, Writing, Speaking/Listening, and Language. Reading Standards Literature Informational Text Foundational Skills Key Ideas and Details RL.1 Ask and Answer Questions RI.1 Ask and Answer Questions Print Concepts Recognition RF.1 Concepts about Print RL.2 Retell Stories RI.2 Main Topic/Idea and Key Details Phonological Awareness RF.2 Spoken words, syllables, and sounds (K-1) RL.3 Story Elements RI.3 Connections and Relationships in Information Text Phonics and Word Recognition RF.3 Decoding Words/Phonics (K-5) Craft and Structure RL.4 Word Meaning within Text RI.4 Word Meaning within Text Fluency RF.4 Accuracy and fluency to support comprehension
First Grade Instruction and Assessment Schedule 2013-2014 It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed. Approx. Numberof Daysof Instruction Benchmark 1 ?? ?? Common Assessment A ?? ?? Common Assessment B Benchmark 2 ?? ?? Common Assessment C ?? ?? Common Assessment D Benchmark 3 Endof Year Instructional Content Unit of Study 1 Unit of Study 2 Unit of Study 3 Unit of Study 4 Unit of Study 5 Unit of 6 Unit of Study 7 Unit of Study 8 Getting Ready forGr. 1 Unit Assessment
Unit of Study 1 First Grade Quarter 1 Approx. days Theme 1 Reading Literature Content Objectives Vocabulary Literacy By Design Alignment Additional Resources I can: RL.1.2 Retell a story and include important details. Tell the central message of a RL.1.3 Can use details to describe characters, the setting and events in a story. RL.1.4 Identify words or word phrases in a text that relate to my senses and feelings. RL.1.5 Explain differences between fiction and non-fiction text. RL.1.7 Use illustrations to describe a story’s characters, setting and main events. Academic Vocabulary: Details/major details Setting Major events Illustrations Connections Section Vocabulary: Friend Invite Responsibility Co-operate Behavior Lesson 1-1 : none Lesson 1-2: none Lesson 2-1: Teach Vocabulary : A,B,C Lesson 2-2: none Lesson 3-1: Teach Vocabulary: A,B Lesson 3-2: Teach Target Skill; Connect to Prior Knowledge; Shared Reading A,B Lesson 4-1: Teach Vocabulary: A Lesson 4-2:Shared Reading A,B,C; Model Comprehension Organizer A,B,C Lesson 5-1: Teach Vocabulary Lesson 5-2: Lesson 6-1: Teach Vocabulary A,B,C Lesson 7-1: Teach Vocabulary A,B Lesson 7-2: Shared Reading Lesson 8-1: Teach Vocabulary Lesson 8-2: Shared Reading A,B,C Lesson 9-1: Vocabulary Lesson 9-2: Interactive Reading A,B,C,D Lesson 10-1: Teach Vocabulary Lesson 10-2: Wrap Up Interactive Reading A,B,C Modeled reading: Chrysanthemum by Kevin Henkes Poetry for Standard 4
Provided by the Publisher Basal ISBN Provided by the Publisher Type - Electronic or Print Author - Copyright - Edition - Readability - Course - Grade(s) - Teacher Edition ISBN if applicable Overall Recommendation (based on specifics from pages 2-8) Recommended? Yes____ No____ Overall Strengths, Weaknesses, Comments: District School Principal (or Chair of SBDM) Evaluating SBDM Members/Committee Members SBDM Principal/Chair Signature Date