PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))"

Transcription

1 Prentice Hall Literature: Timeless Voices, Timeless Themes 2005, Bronze Level Washington Reading Grade Level Expectations and Writing EALRs Reading Grade 7 In seventh grade, students are aware of their responsibility as readers. They continue to reflect on their skills and adjust their comprehension and vocabulary strategies. Students refine their understanding of the author's craft. Oral and written responses analyze and/or synthesize information from multiple sources to deepen understanding of the content. Students read for pleasure and choose books based on personal preference, topic, genre, theme, or author Note: Each grade-level expectation assumes the student is reading grade-level text. Since reading is a process, some grade-level indicators and evidence of learning apply to multiple grade-levels. What changes is the text complexity as students move through the grade levels Component 1.2 Use vocabulary (word meaning) strategies to comprehend text Understand and apply dictionary skills and other reference skills Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning Use text evidence to verify meaning from reference source SE/TE: 502, R7-R8 TE: 820 SE/TE: 13, 31, 71, 137, 177, 195, 261, 273, 287, 373, 389, 425, 435, 445, 459, 487, 501, 537, 579, 657, 687, 717, 733, 757, 787, 811, 827 TE: 138, 146, 170, 182, 184, 200, 209, 214, 344, 350, 366, 391, 410, 416, 418, 420, 450, 454, 461, 468, 474, 476, 478, 524, 524, 530, 558, 574, 581, 606, 636, 646, 670, 672, 712, 743, 752, Apply a variety of strategies to comprehend words and ideas in complex text Use word origins to determine the meaning of unknown words Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., expose, exposition) SE/TE: 78, 112, 272, 424, 434, 486, 500, 536, 568, 625, 656, 686, 716, 732, 826 TR: Selection Support, 26, 36, 86, 121, 126, 141, 146, 156, 166, 171, 176, 181, 186, 196, 221 SE/TE: 3, 12, 15, 29, 30, 42, 56, 70, 73, 77, 79, 88, 105, 111, 126, 136, 143, 149, 150, 176, 194, 197, 205, 206, 222, 232, 260, 308, 338, 356, 388, 444, 458, 550, 571, 724, 756, 786, 810 TE: 18, 19, 24, 26, 75, 107, 147, 203, 629 TR: Selection Support, 1, 6, 11, 16, 21, 31, 41, 46, 51, 56, 61, 66, 71, 76, 81, 96, 101, 106, 116 1

2 Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., expose, exposition) Use structural analysis and concept-building vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text. Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts. Self-correct, re-read, read on, and/or slow down to gain meaning when encountering unknown words in literary/narrative and informational/expository text TR: Selection Support, 131, 136, 151, 161, 191, 206, 211, 216; Selection Support-Reading Strategy, 9, 29, 39, 54, 69 Transparencies, 3, 11, 15, 21, 27 SE/TE: 3, 5, 11, 15, 29, 63, 69, 73, 79, 81, 87, 103, 105, 111, 165, 167, 175, 197, 205 TE: 10, 18, 19, 24, 26, 28, 40, 54, 68, 75, 76, 83, 107, 147, 203 TR: Selection Support-Reading Strategy, 4, 9, 24, 29, 34, 39, 54, 59, 69; Test Preparation Workbook, 1, 2, 3, 4, 5, 6, 8 Transparencies, 1, 3, 9, 11, 13, 15, 21, 23, 27 SE/TE: 4, 14, 36, 44, 62, 63, 69, 72, 80, 81, 87, 99, 103, 104, 114, 128, 142, 165, 166, 167, 175, 178, 196, 210, 224, 252, 262, 274, 288, 323, 340, 358, 378, 406, 426, 436, 446, 464, 492, 516, 542, 552, 570, 598, 625, 664, 706, 718, 726, 734, 746, 776, 796, 812 TE: 10, 28, 40, 54, 65, 67, 68, 76, 83 TR: Selection Support-Reading Strategy, 24, 34, 59; Test Preparation Workbook, 1, 2, 3, 4, 5 6, 8 Transparencies, 9, 13, 23; Interest Grabber Video Program SE/TE: 3, 45, 55, 427, 433, 465, 485, 626, 655, 705, 707, 715, 719, 723, 777, 785 TE: 47, 49, 50, 52, 430, 431, 469, 470, 471, 476, 477, 480, 481, 483, 628, 632, 634, 635, 637, 640, 646, 651, 710, 711, 779, 783 TR: Selection Support-Reading Strategy, 19, 214 Transparencies, 7, 51, 57, 77, 85 Component 1.3 Build vocabulary through wide reading Understand and apply new vocabulary Integrate new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, into written and oral communication SE/TE: 30, 56, 70, 78, 88, 136, 150, 194, 206, 222, 272, 356, 372, 388, 424, 433, 458, 500, 536, 550, 578, 625, 740, 756, 810, 826 2

3 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text Identify and define content/academic vocabulary critical to the meaning of the text and use that knowledge to interpret the text Identify words that have different meanings in different content areas and determine the correct meaning from the context (e.g., property in science or social studies) Select, from multiple choices, the meanings of words or phrases identified in the text Use new vocabulary in oral and written communication SE/TE: 5, 15, 37, 45, 63, 73, 81, 105, 115, 129, 143, 167, 179, 197, 211, 225, 253, 263, 275, 289, 333, 341, 359, 379, 407, 427, 437, 447, 465, 493, 517, 543, 553, 571, 599, 626, 707, 719, 727, 735, 747, 777, 797, 813, R7-R8 TE: 7, 9, 10, 17, 18, 20, 23, 25, 38, 39, 40, 47, 48, 54, 64, 65, 67, 74, 75, 76, 83, 84, 85, 86, 107, 108, 109, 116, 117, 120, 122, 124, 131, 132, 134, 145, 147, 182, 183, 184, 187, 191, 192, 199, 200, 213, 214, 215, 218, 226, 229, 230, 254, 255, 256, 257, 264, 265, 266, 269, 277, 278, 280, 291, 293, 294, 295, 297, 301, 305, 334, 336, 343, 345, 347, 348, 349, 353, 366, 367, 369, 380, 384, 408, 417, 418, 428, 430, 431, 439, 440, 448, 467, 468, 476, 494, 495, 519, 520, 524, 528, 532, 546, 547, 548, 554, 555, 556, 558, 563, 564, 565, 575, 576, 574, 602, 603, 606, 609, 611, 627, 629, 631, 637, 638, 649, 709, 710, 711, 713, 714, 720, 721, 728, 730, 736, 737, 738, 748, 752, 753, 780, 781, 782, 783, 799, 801, 803, 804, 808, 814, 816, 819, 823, 824 TR: Selection Support-Building Vocabulary, 1, 6, 11, 16, 21, 26, 31, 41, 46, 51, 56, 61, 66, 71, 81, 86, 91, 96, 101, 106, 111, 116, 121, 131, 136, 141, 146, 151, 156, 161, 166, 171, 181, 186, 191, 196, 201, 206, 211, 216 SE/TE: 63, 69, 81, 87, 372, 502 TE: 40 TR: Selection Support-Reading Strategy, 24, 34; Test Preparation Workbook, 3 Transparencies, 9, 13 SE/TE: 12, 42, 112, 126, 176, 260, 286, 308, 338, 444, 486, 568, 656, 669, 670, 671, 672, 673, 678, 686, 716, 724, 731, 786 SE/TE: 30, 56, 70, 78, 88, 136, 150, 194, 206, 222, 272, 356, 372, 388, 424, 433, 458, 500, 536, 550, 578, 625, 740, 756, 810, 826 3

4 Component 1.4 Apply word recognition skills and strategies to read fluently Apply fluency to enhance comprehension Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression. Read aloud unpracticed grade-level text with fluency in a range of words correct per minute. SE/TE: 719, 723, 592, 770, R10-R11; Listening and Speaking, 43, 79, 137, 445, 625, 725, 757, 827 TR: Reader s Companion, Reader s Companion, Adapted Version-Reader s Companion- English Language Version TECH: Prentice Hall Listening to Literature Audio Program; Reader s Companion Audio Program; Literary Analysis and Reading Transparencies, 77 SE/TE: 719, 723, R10 TR: Reader s Companion; Reader s Companion, Adapted Version, Reader s Companion, English Learner s Version TECH: Prentice Hall Listening to Literature Audio Program; Reader s Companion Audio Program; Literary Analysis and Reading Transparencies, Apply different reading rates to match text Adjust reading rate by speeding up or slowing down based on purpose (e.g., pleasure, informational reading, task-oriented reading), text level of difficulty, form, and style. SE/TE: 103, 538, 592, 719, 723, 770, 777, 785, R11; Listening and Speaking, 43, 79, 89, 137, 177, 445, 625, 725, 757, 827 TR: Selection Support-Reading Strategy, 214 TECH: Prentice Hall Listening to Literature Audio Program; Reader s Companion Audio Program; Literary Analysis and Reading Transparencies, 77, 85 EALR 2: The student understands the meaning of what is read Component 2.1 Demonstrate evidence of reading comprehension Apply comprehension monitoring strategies during, and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text State both literal and/or inferred main ideas and provide supporting text-based details SE/TE: 32, 35, 165, 211, 221, 253, 259, 392, 395, 465, 485, 515, 543, 549, 762, 765 TE: 174, 192, 204, 214, 215, 216, 218, 220, 230, 254, 256, 467, 473, 476, 479, 482, 483, 545, 547; Review and Assess, 10, 28, 39, 40, 54, 68, 76, 84, 86, 110, 121, 124, 131, 133, 134, 145, 148, 174, 189, 192, 201, 204, 219, 220 4

5 State both literal and/or inferred main ideas and provide supporting text-based details State the theme/message and supporting details in culturally relevant literary/narrative text Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension TE: 227, 229, 230, 258, 270, 280, 284, 298, 299, 305, 306, 336, 354, 362, 364, 365, 367, 370, 382, 386, 422, 432, 442, 456, 474, 484, 498, 522, 527, 531, 534, 548, 561, 566, 576, 623, 654, 684, 712, 713, 714, 721, 722, 729, 730, 737, 738, 749, 751, 754, 784, 801, 803, 808, 817, 821, 824 TR: Selection Support-Reading Strategy, 74; Selection Support-Literary Analysis, 145; Test Preparation Workbook, 16, 17, 18, 20, 21 Transparencies, 29, 33, 58, 63 SE/TE: IN3, IN7, 1, 105, 111, 163, 249, 253, 259, 329, 392, 465, 485, 493, 499, 515, 719, 723, 762, 828, R19 TE: 254, 256, 467, 473, 476, 479, 482, 483, 831 TR: Selection Support-Reading Strategy, 74; Selection Support-Literary Analysis, 145 Transparencies, 33, 58 TE: 174, 192, 204, 220, 230 TR: Test Preparation Workbook, 16, 17, 18, 20, 21 TE: 174, 192, 204, 220, 230 TR: Test Preparation Workbook, 16, 17, 18, 20, 21 SE/TE: 165, 211, 221, 253, 259, 392, 395, 465, 485, 515, 543, 549, 762, 765 TE: 174, 192, 204, 214, 215, 216, 218, 220, 230, 254, 256, 467, 473, 476, 479, 482, 483, 545, 547 TR: Selection Support-Reading Strategy, 74; Selection Support-Literary Analysis, 145; Test Preparation Workbook, 16, 17, 18, 20, 21 Transparencies, 29, 33, 58, Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge Connect current issues, previous information and experiences to characters, events, and information within and across culturally relevant text(s) SE/TE: 4, 14, 36, 44, 62, 72, 80, 104, 114, 128, 142, 165, 166, 178, , 196, 210, 224, 252, 262, 274, 288, 314, 317, 323, 340, 358, 378, 405, 406, 407, 423, 426, 436, 446, 464, , 492, 511, 516, 542, 552, 570, 582, 597 5

6 Connect current issues, previous information and experiences to characters, events, and information within and across culturally relevant text(s) SE/TE: 598, 625, 626, 655, 664, 665, 685, 706, 718, 726, 734, 746, 775, 776, 796, 812, 813, 825 TE: 182, 183, 187, 422, 432, 442, 456, 469, 470, 471, 476, 477, 479, 480, 483, 484, 498, 628, 632, 634, 635, 637, 640, 646, 651, 668, 672, 675, 676, 677, 679, 680, 682, 815, 816, 820, 822 TR: Selection Support-Reading Strategy, 64; Test Preparation Workbook, 34, 35, 36, 38, 39 Transparencies, 25, 49, 57, 71, 73 Activate prior knowledge about a topic and SE/TE: 4, 14, 36, 44, 62, 72, 80, 104, 114, 128, 142, organize information into a graphic organizer 165, 166, 178, , 196, 210, 224, 252, to aid in comprehension of text 262, 274, 288, 314, 323, 340, 358, 378, 405, 406, 407, 423, 426, 436, 446, 464, 492, 516, 542, 552, 570, 597, 598, 625, 664, 665, 685, 706, 718, 726, 734, 746, 775, 776, 796, 812, 813, 825 TE: 182, 183, 187, 668, 672, 675, 676, 677, 679, 680, 682, 815, 816, 820, 822 TR: Selection Support-Reading Strategy, 64, 129, 144, 179; Everyday Reading Strategies Transparencies, 25, 49, Apply comprehension monitoring strategies before, during, and after reading: predict and infer. Make, confirm, and revise prediction based on prior knowledge and evidence from the text. Cite passages from text to confirm or defend prediction and inferences SE/TE: 165, , 314, 317, 405, 407, 423, , 511, 582, 597, 626, 655, 665, 685, 775, 813, 825 TE: 182, 183, 187, 422, 432, 442, 456, 469, 470, 471, 476, 477, 479, 480, 483, 484, 498, 628, 632, 634, 635, 637, 640, 646, 651, 668, 672, 675, 676, 677, 679, 680, 682, 815, 816, 820, 822 TR: Selection Support-Reading Strategy, 64, 129, 144, 179; Test Preparation Workbook, 34, 35, 36, 38, 39 Transparencies, 25, 49, 57, 71, 73; Interest Grabber Video Program TE: 182, 183, 187, 422, 432, 442, 456, 469, 470, 471, 476, 477, 479, 480, 483, 484, 498, 628, 632, 634, 635, 637, 640, 646, 651, 668, 672, 675, 676, 677, 679, 680, 682, 815, 816, 820, 822 6

7 Select, from multiple choices, a prediction or inference that could be made from the text (e.g., what the character will do next, what will happen to a character because of an event, what will happen because of an action) Organize information to support a prediction or inference in a self-created graphic organizer to enhance text comprehension TE: 422, 432, 442, 456, 484, 498 TR: Test Preparation Workbook, 34, 35, 36, 38, 39 SE/TE: 165, , 314, 317, 405, 407, 423, , 511, 582, 597, 626, 655, 665, 685, 775, 813, 825 TE: 182, 183, 187, 469, 470, 471, 476, 477, 479, 480, 483, 628, 632, 634, 635, 637, 640, 646, 651, 668, 672, 675, 676, 677, 679, 680, 682, 815, 816, 820, 822 TR: Selection Support-Reading Strategy, 64, 129, 144; TECH: Literary Analysis and Reading Transparencies, 25, 49, 57, 71, Apply comprehension monitoring strategies to understand fiction, nonfiction, informational text, and task-oriented text: monitor for meaning, create mental images, and generate and answer questions Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning. SE/TE: 45, 55, 103, 115, 125, 129, 135, 179, 193, 211, 221, 225, 231, 253, 259, 263, 271, 275, 285, 289, 307, 314, 318, 331, 333, 337, 341, 355, 374, 379, 387, 392, 405, 407, 423, 427, 433, 437, 443, 447, 457, 465, 485, 488, 493, 499, 502, 515, 517, 535, 538, 543, 549, 553, 567, 571, 577, 582, 597, 599, 624, 626, 655, 665, 685, 692, 705, 707, 715, 719, 727, 731, 747, 755, 758, 762, 775, 777, 785, 788, 797, 809, 813, 825, 832; Review and Assess, 10, 28, 39, 40, 54, 68, 76, 84, 86, 110, 121, 124, 131, 133, 134, 145, 148, 174, 189, 192, 201, 204, 219, 220, 227, 229, 230, 258, 270, 280, 284, 298, 299, 305, 306, 336, 354, 362, 364, 365, 367, 370, 382, 386, 422, 432, 442, 456, 474, 484, 498, 522, 527, 531, 534, 548, 561, 566, 576, 623, 654, 684, 712, 713, 714, 721, 722, 729, 730, 737, 738, 749, 751, 754, 784, 801, 803, 808, 817, 821, 824, 815, 816, 820, 822 TE: 49, 50, 117, 118, 132, 214, 215, 216, 218, 228, 254, 256, 266, 267, 268, 277, 278, 281, 282, 283, 292, 293, 296, 297, 300, 301, 303, 335, 344, 349, 351, 385,409, 410, 413, 414, 417, 418, 420, 430, 431, 439, 440, 449, 451, 453, 454, 468, 469, 470, 471, 472, 476, 477, 478, 479, 480, 483, 497, 518, 519, 526, 529, 530, 533, 547, 555, 558, 559, 563, 565, 573, 602, 603, 606, 607, 608, 609, 610, 613, 614 7

8 Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning. Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning Generate and answer questions about the text before, during, and after reading to aid comprehension TE: 617, 619, 628, 632, 634, 635, , 640, 646, 648, 649, 651, 668, 672, 675, 676, 677, 679, 680, 681, 682, 683, 709, 710, 711,728, 749, 750, 753, 779, 780, 783, 800, 805, 806 TR: Selection Support-Reading Strategy, 19, 44, 49, 59, 64, 74, 77, 79, 84, 89, 94, 99, 104, 109, 214, 219, 224; Formal Assessment; Open-Book Tests; Reading Diagnostic and Improvement Plan; Everyday Reading Strategies; Teacher s Guidebook for Universal Access; Reader s Companion-Adapted Version-English Learner s Version; Review and Remediation Handbook TECH: Got It! Assessment Videotapes; Test Bank Software; Literary Analysis and Reading Transparencies, 7, 17, 19, 25, 29, 31, 33, 35, 37, 39, 41, 43, 47, 49, 51, 53, 55, 57, 61, 63, 64, 67, 69, 71, 73, 75, 79, 83, 85, 87, 89; Skills Practice: Answers and Explanations Transparencies; Review and Remediation Skillbook; Basic Reading Skill: Comprehensive Lessons for Improvement; Basic Reading Skills-TeachingTransparencies; Formal Assessment; Standardized Test Preparation: Diagnostic Tests; Basic Reading Skills: TeachingTransparencies SE/TE: 165, 179, 193, 314, 317, 405, 407, 423, , 538, 582, 597, 626, 655, 665, 685, 775, 813, 825; Preview, 4, 14, 36, 44, 62, 72, 80, 104, 114, 128, 142, 166, 1798, 196, 210, 224, 252, 262, 274, 288, 323, 340, 358, 378, 406, 426, 436, 446, 464, 492, 516, 542, 552, 570, 598, 625, 664, 706, 718, 726, 734, 746, 776, 796, 812 TE: 182, 183, 187, 422, 432, 442, 456, 469, 470, 471, 476, 477, 479, 480, 483, 484, 498, 628, 632, 634, 635, 637, 640, 646, 651, 668, 672, 675, 676, 677, 679, 680, 682, 815, 816, 820, 822 TR: Selection Support-Reading Strategy, 64, 129, 144, 179; Test Preparation Workbook, 34, 35, 36, 38, 39 Transparencies, 25, 49, 57, 71, 73 8

9 Use questioning strategies to comprehend text SE/TE: 465, 485, 582, 626, 655 TE: 469, 470, 471, 476, 477, 479, 480, 483, 484, 628, 632, 634, 635, 637, 640, 646, 651 Transparencies, 57, 71 Create and describe mental images to understand text Organize images and information into a selfcreated graphic organizer to enhance text comprehension SE/TE: 597, 599, 624 TE: 602, 606, 607, 608, 609, 610, 613, 614, 617, 619 Transparencies, 69 SE/TE: 45, 115, 129, 179, 221, 231, 259, 263, 275, 289, 314, 318, 333, 355, 374, 392, 423, 437, 447, 465, 488, 493, 502, 517, 543, 549, 553, 571, 582, 599, 626, 665, 692, 707, 727, 755, 762, 777, 788, 797, 813, Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text. Create a summary including the main idea and the most important text-based facts, details, and/or ideas from informational/expository SE/TE: 32-35, 105, 111, 165, 211, 221, 237, 253, 259, , 465, 485, 515, 517, 535, 543, 549, 658, 663, , text. TE: 545, 547 TR: Selection Support-Reading Strategy, 74; Selection Support-Literary Analysis, 145 Transparencies, 29, 33, 58, 63 Summarize the plot in culturally relevant literary/narrative texts Select, from multiple choices, a sentence that best summarizes the story or selection Organize summary information for informational/expository text and/or literary/narrative text into a self-created graphic organizer to enhance text comprehension SE/TE: IN2, 165, 211, 221, 403, 445, 599, R17 TE: 214, 215, 216, 218, 220 TR: Selection Support-Reading Strategy, 74; TECH: Literary Analysis and Reading Transparencies, 29 SE/TE: 174, 192, 204, 220, 230 TR: Test Preparation Workbook, 16, 17, 18, 20, 21 SE/TE: 32-35, 105, 111, 165, 211, 221, 237, 253, 259, 389, , 465, 485, 515, 517, 535, 543, 549, 658, 663, , TE: 545, 547 TR: Selection Support-Reading Strategy, 74; Selection Support-Literary Analysis, 145 Transparencies, 29, 33, 58, 63 9

10 Component 2.2 Understand and apply knowledge of text components to comprehend text Apply understanding of time, order, and/or sequence to aid in comprehension Explain an author s development of time and sequence through the use of literary devices (e.g., diary entries within a text) and/or the use of traditional/cultural organizational structures Explain the use of steps in a process to convey meaning in an informational/expository text (e.g., obtaining a passport, how the laser was discovered) SE/TE: 63, 69, 158, 263, 274, 447, 457, R18 TE: 65 TR: Selection Support- Literary Analysis, 25, 90, 140 Transparencies, 10, 36, 56 SE/TE: 158, 244, 510, 543, 549, 758, 761, 832, 835 TE: 545, 547 Transparencies, Apply understanding of printed and electronic text features to locate information and comprehend text. Locate information using grade-level appropriate text features Interpret and draw conclusions from gradelevel appropriate text features such as maps, charts, tables, and graphs, etc. (e.g., given a bar graph on how a demographic group spends its money, draw a conclusion about how the group spends its time) Use organizational features and electronic sources (such as headings and numberings, CD-ROM, internet, pull-down menus, key word searches, and icons) to access information Select, from multiple choices, the purpose of a specific text feature, and/or information learned from a text feature Explain how specific text features help you understand a selection (e.g., how margin entries provide additional information to assist in comprehension, how specific symbols are used, such as the numeration for footnotes) SE/TE: VI-XXV, 103, 139, 141, 234, 235, 236, 316, 375, 376, 502, 503, 504, 539, 540, 543, 549, 759, 760, 761, , 834, R7-R8, R51-R57 TE: 545, 547 Transparencies, 63 SE/TE: IN9, 15, 35, 49, 73, 97, 139, 141, 158, 159, 211, 225, 233, 237, 241, 245, 286, 309, 315, 325, 357, 399, 407, 502, 504, 509, 539, 540, 591, 699, 759, 760, 769, R50 SE/TE: 93, 425, 539, 540, 759, 760, 788, 789, 790, 791, 792, 793, 795; Research and technology, 13, 31, 71, 177, 273, 373, 389, 435, 445, 459, 501, 657, 687, 717, 733, 757, 787, 811, R30 TE: 184, 214, 366, 391, 418, 420, 530, 558 SE/TE: 139, 141, 234, 502, 503, 504, 758, 759, 760, 790, 791, 792 SE/TE: 139, 141, 234, 502, 503, 758, 759, 760, 790, 791,

11 2.2.3 Understand and analyze story elements Use multiple sources of information from the text (e.g., character s own thoughts/words, what others say about the character, and how others react to the character) to describe how major and minor characters change over time Identify the important events that lead to conflicts and explain how each does or does not contribute to the resolution Explain the influence of setting on mood, character, and plot SE/TE: IN2, IN6, 15, 29, 73, 77, 167, 175, 263, 271, 289, 307, 341, 355, 379, 387, 493, 499, 626, 655, TE: 17, 18, 19, 20, 21, 22, 23, 26, 75, 76, 263, 266, 291, 292, 294, 295, 302, 296, 343, 344, 345, 346, 347, 348, 349, 350, 351, 352, 353, 380, 384, 495, 496, 627, 629, 630, 631, 632, 636, 637, 638, 639, 640, 641, 642, 644, 645, 648, 649, 650, 651, 653 TR: Selection Support-Literary Analysis, 10, 30, 100, 110, 120, 135, 150, 180; Selection Support-Reading Strategy, 89 Transparencies, 4, 12, 35, 39, 48, 54,60, 72 SE/TE: IN2, IN7, 73, 77, 179, 193, 251, 253, 259, 263, 271, 275, 285, 407, 423, 665, 685; Review and Assess; 2, 189, 270, 280, 284, 422, 684 TE: 75, 181, 184, 186, 188, 190, 191, 254, 256, 277, 278, 282, 283, 411, 412, 415, 416, 419, 420, 421, 673, TR: Selection Support-Literary Analysis, 29, 65, 125, 185; Selection Support-Reading Strategy, 84, 94 Transparencies, 12, 26, 33, 37, 50, 74 SE/TE: IN2, IN3, IN6, 15, 29, 73, 77, 115, 125, 167, 175, 263, 271, 341, 355, 379, 387, 493, 499, 626, 655, 813, 825; Review and Assess, 201, 229, 432, 729, 751 TE: 17, 18, 19, 20, 21, 22, 23, 26, 75, 76, 119, 120, 122, 123, 263, 265, 269, 296, 343, 344, 345, 346, 347, 348, 349, 350, 351, 352, 353, 380, 384, 495, 496, 627, 629, 630, 631, 632, 636, 637, 638, 639, 640, 641, 642, 644, 645, 648, 649, 650, 651, 653 TR: Selection Support-Literary Analysis, 10, 30, 45, 90, 110, 120, 135, 150, 180 Transparencies, 4, 12, 18, 36, 48, 54,60, 72 11

12 Identify the point of view used (first, third, or omniscient point of view) and interpret how point of view influences the text Explain how a story would change if the narrator s perspective changed Identify implied themes in text and support with evidence from the text Compare/contrast common recurring themes in books by the same or different authors. Select, from multiple choices, words or sentences that best describe specific story elements from the story, selection, or poem SE/TE: 37, 41, 289, 307, 333, 337, 493, 499, R16, R17; Review and Assess, 39, 40, 305, 298, 299, 306, 498 TE: 38, 291, 294, 295, 302, 495, 496 TR: Selection Support-Literary Analysis, 15, 100 Transparencies, 6, 40 SE/TE: 37, 41, 289, 307, 333, 337, 493, 499, R16, R17; Review and Assess, 39, 40, 305, 298, 299, 306, 498 TE: 38, 291, 294, 295, 302, 495, 496 TR: Selection Support-Literary Analysis, 15, 100 Transparencies, 6, 40 SE/TE: 105, 111, 225, 231, 465, 485, 493, 499, 797, 809, R19; Review and Assess, 110, 227, 229, 230, 484, 801, 803, 808 TE: 226, 228, 467, 473, 476, 479, 482, 483 TR: Selection Support-Literary Analysis, 80, 145 Transparencies, 32, 58 SE/TE: IN3, IN7, 1, 105, 111, 163, 225, 231, 249, 329, 460, 465, 485, 493, 499, 580, 797, 809, 828 R19; Review and Assess, 110, 227, 229, 230, 484, 801, 803, 808 TE: 226, , 473, 476, 479, 482, 483 TR: Selection Support-Literary Analysis, 80, 145 Transparencies, 32, 58 SE/TE: IN3, IN7, 1, 105, 111, 163, 225, 231, 249, 329, 460, 465, 485, 493, 499, 580, 797, 809, 828, R19; Review and Assess, 110, 227, 229, 230, 484, 801, 803, 808 TE: 226, , 473, 476, 479, 482, 483 TR: Selection Support-Literary Analysis, 80, 145 Transparencies, 32, 58 12

13 2.2.4 Apply understanding of text organizational structures Recognize and use previously taught organizational structures (simple listing, sequential order, description, comparison and contrast, chronological order, cause and effect, order of importance, and process/procedural) to aid comprehension Identify and use text written in concept/definition and problem/solution organizational structure to find and organize information and comprehend text SE/TE: 161, 234, 237, 238, 241, 247, 275, 285, 374, 377, 543, 549, 762, 765, 832, 835 TE: 110, 124, 134, 148, 277, 278, 282, 283, 545, 547 TR: Selection Support-Reading Strategy, 94, 154; Test Preparation Workbook, 10, 11, 12, 14 Transparencies, 37, 61 SE/TE: 234, 237, 238, 241, 247, 275, 285, 374, 377, 543, 549, 762, 765, 832, 835 TE: 277, 278, 282, 283, 545, 547 TR: Selection Support-Reading Strategy, 94, 154; Transparencies, 37, 61 Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships Find similarities and differences within and between texts using text-based evidence (e.g., the author s feelings and the poet s feelings; descriptions recorded in a science article vs. poetry; perspectives seen in newspaper article, short story) Select, from multiple choices, a sentence that tells how two text elements are alike or different (e.g., character, information/facts) SE/TE: 37, 41, 81, 87, 115, 125, 179, 193, 197, 205, 211, 221, 225, 231, 251, 263, 271, 275, 285, 379, 387, 465, 485, 517, 535, 553, 567, 707, 715, 719, 723, 727, 731, 735, 739, 747, 755, 762, 765,797, 809; Review and Assess, 10, 28, 54, 68, 84, 148, 219, 227, 229, 336, 365, 370, 382, 422, 474, 522, 531, 561, 623, 729, 751, 754 TR: Selection Support-Reading Strategy, 89 Transparencies, 35 SE/TE: 37, 41, 81, 87, 115, 125, 179, 193, 197, 205, 211, 221, 225, 231, 251, 263, 271, 275, 285, 379, 387, 465, 485, 517, 535, 553, 567, 707, 715, 719, 723, 727, 731, 735, 739, 747, 755, 762, 765,797, 809; Review and Assess, 10, 28, 54, 68, 84, 148, 219, 227, 229, 336, 365, 370, 382, 422, 474, 522, 531, 561, 623, 729, 751, 754 TR: Selection Support-Reading Strategy, 89 Transparencies, 35 13

14 Identify and interpret cause and effect relationships within a literary/narrative text or informational/expository text using evidence from the text (e.g., an article and a poem about wolves or a description of the Underground Railroad from a newspaper article, a short story, or a biographical sketch of a leader in the Underground Railroad) Select, from multiple choices, a sentence that explains or describes cause and effect relationships (e.g., what caused something to happen, what was the result of an action) SE/TE: 234, 237, 238, 241, 275, 285, 374, 377, 832, 835; Review and Assess, 367 TR: Selection Support-Reading Strategy, 94 Transparencies, 37 SE/TE: 234, 237, 238, 241, 275, 285, 374, 377, 832, 835; Review and Assess, 367 TR: Selection Support-Reading Strategy, 94 Transparencies, Analyze and synthesize information for a specific topic or purpose Integrate information from multiple sources for a variety of purposes (e.g., create a report, debate an issue, solve a problem) SE/TE: Extension Activities, 13, 31, 71, 127, 137, 151, 177, 207, 223, 233, 287, 373, 389, 425, 435, 445, 459, 501, 537, 569, 579, 657, 687, 733, 787, 811 TE: 170, 184, 366, 391, 476, 526, 636, 712, 743, Understand the functions (to make the story more interesting and convey a message) of literary devices Recognize previously taught literary devices (simile, metaphor, idiom, imagery, exaggeration, irony, sarcasm, humor, and dialogue) and explain how they make the story more interesting and/or convey a message Identify literary devices such as analogy and explain how they make the story more interesting and/or convey a message SE/TE: IN9, 45, 55, 115, 125, 143, 149, 225, 231, 253, 259, 331, 333, 337, 359, 371, 427, 433, 665, 685, 705, 707, 715, 740, 747, 755, R13, R14, R15, R16, R17, R18, R19 TE: 117, 118, 123, 146, 147, 228, 255, 257, 334, 361, 366, 369, 709, 710, 711,748, 752, 753 TR: Selection Support-Literary Analysis, 55, 105, 115, 205, 210; Selection Support-Reading Strategy, 44, 79, 189 Transparencies, 17, 22, 31, 42, 46, 82, 84 SE/TE: IN9, 45, 55, 115, 125, 143, 149, 225, 231, 253, 259, 331, 333, 337, 359, 371, 427, 433, 665, 685, 705, 707, 715, 740, 747, 755, R13, R14, R15, R16, R17, R18, R19 TE: 117, 118, 123, 146, 147, 228, 255, 257, 334, 361, 366, 369, 709, 710, 711,748, 752, 753 TR: Selection Support-Literary Analysis, 55, 105, 115, 205, 210; Selection Support-Reading Strategy, 44, 79, 189 Transparencies, 17, 22, 31, 42, 46, 82, 84 14

15 Select, from multiple choices, a sentence from the story/poem/selection that is an example of a specific literary device SE/TE: IN9, 45, 55, 115, 125, 143, 149, 225, 231, 253, 259, 333, 337, 359, 371, 427, 433, 665, 685, 707, 715, 747, 755, R13, R14, R15, R16, R17, R18, R19 TE: 117, 118, 123, 146, 147, 228, 255, 257, 334, 361, 366, 369, 709, 710, 711,748, 752, 753 TR: Selection Support-Literary Analysis, 55, 105, 115, 205, 210; Selection Support-Reading Strategy, 44, 79, 189 Transparencies, 17, 22, 31, 42, 46, 82, 84 Component 2.4 Think critically and analyze author s use of language, style, purpose, and perspective in literary and informational text Analyze literary/narrative text and information/expository text to draw conclusions and develop insights Draw conclusions from grade-level text (e.g., the most important idea the author is TRying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection) Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection SE/TE: Review and Assess, 28, 39, 54, 86, 121, 124, 131, 133, 145, 174, 192, 201, 219, 220, 229, 270, 280, 299, 305, 362, 364, 370, 382, 386, 422, 432, 456, 522, 576, 623, 654, 684, 784, 801, 803, 808, 817, 824 TE: 120 SE/TE: Review and Assess, 28, 39, 54, 86, 121, 124, 131, 133, 145, 174, 192, 201, 219, 220, 229, 270, 280, 299, 305, 362, 364, 370, 382, 386, 422, 432, 456, 522, 576, 623, 654, 684, 784, 801, 803, 808, 817, Analyze how an author s style of writing, including language choice, achieves the author s purpose and influences an audience Identify and explain the author s purpose SE/TE: 318, 321, 331, 333, 337, 401, 493, 499, 553, 567 TE: 284, 306, 335, 497, 555, 558, 559, 563, 564 TR: Selection Support-Reading Strategy, 104; Test Preparation Workbook, 44, 149, 159 Transparencies, 41, 59, 63 Explain how the author s style of writing impacts the reader s enjoyment and/or comprehension of the text SE/TE: IN9, 37, 41, 45, 55, 90, 93, 115, 125, 129, 135, 143, 149, 197, 205, 225, 231, 253, 259, 331, 333, 337, 359, 371, 379, 387, 427, 433, 488, 491, 665, 685, 705, 707, 715, 727, 731, 735, 739, 747, 755, R13, R14, R15, R16, R17, R18, R19; Review and Assess, 39, 40, 124, 227, 367, 383, 386, 713, 729, 737, 749, 751,

16 Explain how the author s style of writing impacts the reader s enjoyment and/or comprehension of the text Examine ways in which author s style contributes to imagery, suggests a mood, or otherwise influences an audience TE: 117, 118, 119, 120, 122, 123, 132, 146, 147, 199, 200, 228, 255, 257, 334, 361, 366, 369, 709, 710, 711, 728, 748, 752, 753 TR: Selection Support-Literary Analysis, 45, 50, 55, 70, 105, 115, 200, 205, 210; Selection Support- Reading Strategy, 14, 44, 49, 79, 189 Transparencies, 5, 17, 18, 19, 20, 22, 28, 31, 42, 46, 80, 82, 84 SE/TE: IN9, 37, 41, 45, 55, 90, 93, 115, 125, 129, 135, 143, 149, 197, 205, 225, 231, 253, 259, 331, 333, 337, 359, 371, 379, 387, 427, 433, 488, 491, 665, 685, 705, 707, 715, 727, 731, 735, 739, 747, 755, R13, R14, R15, R16, R17, R18, R19 TE: 117, 118, 119, 120, 122, 123, 132, 146, 147, 199, 200, 228, 255, 257, 334, 361, 366, 369, 709, 710, 711, 728, 748, 752, 753 TR: Selection Support-Literary Analysis, 45, 50, 55, 70, 105, 115, 200, 205, 210; Selection Support- Reading Strategy, 14, 44, 49, 79, 189 Transparencies, 5, 17, 18, 19, 20, 22, 28, 31, 42, 46, 80, 82, Evaluate the author s reasoning and the validity of the author s position Judge the validity of the evidence the author uses to support his/her position (e.g., is the evidence dated, biased, inaccurate) and justify the conclusion Decide if the author s ideas are solid and support your position SE/TE: 32, 33, 35, 90, 93, 234, 237, 331, 379, 387, 488, 491, 515, 517, 535, 571, 577, 658, 663, 692, 695; Review and Assess, 522, 527, 531, 576 TE: 385, 518, 519, 526, 529, 530, 534, 548, 566, 573, 576, 575 TR: Selection Support-Reading Strategy, 119, 164; Test Preparation Workbook, 40, 42 Transparencies, 47, 67 SE/TE: 32, 35, 90, 93, 275, 285, 331, 379, 387, 488, 491, 515, 517, 535, 571, 577, 658, 663, 692, 695; Review and Assess, 522, 527, 531, 576 TE: 277, 278, 282, 283, 385, 518, 519, 526, 529, 530, 534, 548, 566, 573, 576, 575 TR: Selection Support-Reading Strategy, 94, 119, 164, 169,; Test Preparation Workbook, 40, 42 Transparencies, 37, 47, 67 16

17 2.4.4 Analyze and evaluate the effectiveness of the author s tone and use of persuasive devices Judge the effectiveness of the author s details and arguments for a particular audience and cite examples to justify the decision Identify the author s tone and support the answer with text-based evidence Describe the intended effects of persuasive devices and propaganda TECHniques SE/TE: 32, 35, 90, 93, 234, 237, 275, 285, 331, 379, 387, 488, 491, 515, 517, 535, 658, 663, 692, 695; Review and Assess, 280, 284, 552 TE: 277, 278, 282, 283, 382, 383,, 519, 526, 529, 530, 534 TR: Selection Support-Reading Strategy, 94, 119, 169 Transparencies, 37, 47, 61 SE/TE: 32, 35, 90, 93, 488, 491 SE/TE: 515, 517, 535, 571, 577 TE: 519, 526, 529, 530, 534 Transparencies, Analyze ideas and concepts to generalize/extend information beyond the text Generalize about processes, concepts, and common themes after reading multiple texts. Explain how information in a text could be applied to understand a similar situation or concept in another text and cite text-based examples (e.g., use the concept of symmetry learned in mathematics to understand the concept of symmetry in art) SE/TE: IN3, IN7, 1, 105, 111, 163, 249, 225, 231, 253, 259, 329, 390, 392, 460, 465, 485, 493, 499, 515, 581, 688, 719, 723, 762, 797, 809, 828, R19 TE: 226, 228, 254, 256, 467, 473, 476, 479, 482, 483, 831 TR: Selection Support-Reading Strategy, 74; Selection Support-Literary Analysis, 80, 145 Transparencies, 33, 58 SE/TE: 58, , 310, 390 TE: 18, 20, 48, 58, 60, 118, 122, 138, 146, 170, 182, 184, 200, 202, 214, 268, 311, 344, 346, 350, 366, 391, 410, 414, 416, 418, 420, 450, 452, 454, 461, 474, 476, 478, 522, 524, 526, 530, 558, 560, 574, 581, 606, 620, 628, 630, 636, 642, 646, 648, 650, 670, 672, 674, 676, 682, 688, 712, 743, 750, 752, 782, 822, Analyze ideas and concepts in multiple texts Differentiate between the similarities and differences in how an idea or concept is expressed in multiple texts. SE/TE: IN3, IN7, 1, 105, 111, 163, 225, 231, 249, 329, 460, 465, 485, 493, 499, 580, 797, 809, 828, R19 TE: 226, , 473, 476, 479, 482, 483 TR: Selection Support-Literary Analysis, 80, 145 Transparencies, 32, 58 17

18 Compare the feelings of the authors and/or characters as expressed in multiple texts. Select, from multiple choices, a sentence that tells how two pieces of information are alike or different SE/TE: IN2, IN6, 15, 29, 32, 35, 73, 77, 90, 93, 167, 175, 263, 271, 289, 307, 331, 379, 387, 341, 355, 379, 387, 488, 491, 493, 499, 626, 655, 813, 825 TE: 17, 18, 19, 20, 21, 22, 23, 26, 75, 76, 263, 266, 291, 292, 294, 295, 302, 296, 343, 344, 345, 346, 347, 348, 349, 350, 351, 352, 353, 380, 382, 383, 384, 495, 496, 627, 629, 630, 631, 632, 636, 637, 638, 639, 640, 641, 642, 644, 645, 648, 649, 650, 651, 653 TR: Selection Support-Literary Analysis, 10, 30, 100, 110, 120, 135, 150, 180; Selection Support-Reading Strategy, 89, 119 Transparencies, 4, 12, 35, 40, 47, 48, 54,60, 72 SE/TE: 35, 37, 41, 81, 87, 93, 115, 121, 141, 143, 149, 155, 179, 193, 197, 205, 211, 221, 225, 231, 237, 241, 275, 285, 289, 307, 317, 321, 377, 379, 387, , 491, 505, 517, 535, 541, 553, 567, 585, 663, 695, 707, 715, 719, 723, 727, 731, 735, 739, 747, 755, 761, 762, 765, 795, 797, 809, Analyze the reasoning and ideas underlying an author s perspective, beliefs, and assumptions Infer and explain the author s beliefs and assumptions, citing text-based evidence for choice (e.g., describe an author s background and beliefs and explain how they influence the author s perspective) Select, from multiple choices, a sentence that describes the author s or character s reasoning or problem with the reasoning. SE/TE: 40, 54, 110, 124, 131, 133, 145, 189, 192, 201, 227, 229, 230, 258, 311, 336, 354, 382, 383, 386, 432, 456, 522, 527, 531, 534, 561, 566, 623, 712, 721, 722, 729, 737, 738, 784, 801, 821 SE/TE: 15, 29, 32, 35, 90, 93, 289, 307, 331, 341, 355, 379, 387, 488, 491, 493, 499, 515, 517, 535, 571, 577, 658, 663, 692, 695 TE: 17, 18, 19, 20, 21, 22, 23, 26, 291, 292, 294, 295, 302,, 343, 344, 345, 346, 347, 348, 349, 350, 351, 352, 353, 382, 383, 495, 496, 518, 519, 526, 529, 530, 534, 548, 566, 573, 576, 575 TR: Selection Support-Literary Analysis, 100, 110, 150; Selection Support-Reading Strategy, 10, 119, 169; Test Preparation Workbook, 40, 42 Transparencies, 4, 40, 44, 47, 60, 67 18

19 EALR 3: The student reads different materials for a variety of purposes Component 3.1 Read to learn new information Evaluate appropriateness of a variety of resources and use them to perform a specific task or investigate a topic Select the best sources from library, webbased, and Internet materials for a specific task or to investigate a topic and defend the selection. Use information from various sources to investigate a topic (e.g., read newspaper want ads, websites, consumer reports, yellow pages to decide which products or services to buy) Follow multi-step directions (e.g., open a locker, fill out school forms, read a TECHnical manual, design a webpage) SE/TE: 13, 31, 71, 137, 177, 195, 261, 273, 287, 373, 389, 425, 435, 445, 459, 487, 501, 537, 579, 657, 687, 717, 733, 757, 787, 811, 827 TE: 138, 146, 170, 182, 184, 200, 209, 214, 344, 350, 366, 391, 410, 416, 418, 420, 450, 454, 461, 468, 474, 476, 478, 524, 524, 530, 558, 574, 581, 606, 636, 646, 670, 672, 712, 743, 752, 829 SE/TE: , Extension Activities, 13, 57, 89, 127, 195, 207, 223, 233, 357, 459, 487, 569 TE: 18, 118, 122, 214, 346, 468, 526, 530, 556, 558, 636 SE/TE: 113, 510, , 835 Component 3.2 Read to perform a task Apply understanding of a variety of functional documents Locate and use functional documents to perform a task (e.g., catalogs, magazines, schedules) SE/TE: 32-35, 90-93, , , , , , , , , , , , , Component 3.4 Read for literary experience in a variety of genres Analyze a variety of literary genres Respond to literature written in a variety of genres. SE/TE: XXVI, IN1-IN11, 167, 175, 253, 259, 517, 535, 543, 549, 553, 567, 571, 577, 599, 624, 707, 715, 777, 785, 797, 809, 813, 825, R13, R14, R15, R16, R17, R18, R19; Review and Assess, 10, 28, 39, 40, 54, 68, 76, 84, 86, 110, 121, 124, 131, 133, 134, 145, 148, 174, 189, 192, 201, 204, 219, 220, 227, 229, 230, 258, 270, 280, 284, 298, 299, 305, 306, 336, 354, 362, 364, 365, 367, 370, 382, 386, 422, 432, 442, 456, 474, 484, 498, 522, 527, 531,

20 Respond to literature written in a variety of genres. Explain why certain genres are best suited to convey a specific message or invoke a particular response from the reader SE/TE: 548, 561, 566, 576, 623, 654, 684, 712, 713, 714, 721, 722, 729, 730, 737, 738, 749, 751, 754, 784, 801, 803, 808, 817, 821, 824, 815, 816, 820, 822 TE: 169, 171, 255, 519, 520, 524, 526, 528, 544, 546, 557, 558, 560, 565, 575, 601, 602, 604, 606, 615, 616, 617, 618, 619, 620, 621, 710, 711, 781, 799, 800, 802, 816, 819, 820, 823 TR: Selection Support-Literary Analysis, 60, 85, 155, 160, 165, 170, 175, 190, 215, 220, 225 Transparencies, 40, 66 SE/TE: XXVI, IN1-IN11, R13, R14, R15, R16, R17, R18, R Analyze literature from a variety of cultures or historical periods for relationships and recurring themes Identify multiple perspectives from a variety of cultures or historical periods as expressed in literary genres (e.g., changes in medical practices from 1800 to the present) Identify recurring themes in literature that reflect worldwide social and/or economic change (e.g., social change such as characters that change their attitudes after learning about different cultures) SE/TE: IN10, 775, 797, 809, R15 TE: 800, 805, 806 TR: Selection Support-Reading Strategy, 219 Transparencies, 87 SE/TE: 1, 105, 111, 163, 249, 329, 390, 460, 465, 485, 493, 499, 580, 688, 797, 809, 828, R19 TR: Selection Support-Reading Strategy, 74; Selection Support-Literary Analysis, 145, 220 Transparencies, 58, 88 EALR 4: The student sets goals and evaluates progress to improve reading Component 4.1 Assess reading strengths and need for improvement Evaluate reading progress and apply strategies for setting grade-level appropriate reading goals Set reading goals and create a plan to meet those goals. TR: Reader s Companion, Adapted Version; Reading Diagnostic Test and Improvement Plan; Teacher s Guidebook for Universal Access; Everyday Reading Strategies; Review and Remediation Handbook TECH: Basic Reading Skill: Comprehensive Lessons for Improvement; Basic Reading Skills- TeachingTransparencies 20

21 Monitor progress toward implementing the plan, making adjustments and corrections as needed. TR: Reader s Companion, Adapted Version; Reading Diagnostic Test and Improvement Plan TECH: Got It!, Assessment Video Program; Formal Assessment; Open Book Test; Standardized Test Preparation: Diagnostic Tests Component 4.2 Develop interests and share reading experiences Evaluate books and authors to share common literary experiences Recommend books to others and explain the reason for the recommendation Discuss common reading selections and experiences with others SE/TE: 699, R1-R6 TE: 2, 11, 29, 41, 55, 69, 77, 87, 102, 111, 125, 135, 149, 164, 175, 193, 205, 221, 231, 250, 259, 271, 285, 307, 330, 337, 355, 387, 404, 423, 433, 443, 485, 514, 535, 549, 596, 654, 685, 704, 715, 723, 731, 739, 755, 774, 785, 809, 825 TR: Penguin Literature Library SE/TE: 35, 79, 89, 98, 137, 151, 237, 261, 273, 425, 625, 687, 699, 717, 725, 757, 761, 811, 827 Essential Academic Learning Requirements 1) The student writes clearly and effectively To meet this standard, the student will: 1.1 develop concept and design develop a topic or theme; organize written thoughts with a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; write coherently and effectively SE/TE: Writing Lesson, 13, 31, 43, 57, 71, 79, 89, 127, 137, 151, 177, 195, 207, 223, 233, 261, 273, 287, 309, 339, 357, 373, 389, 425, 459, 487, 501, 537, 551, 569, 579, 625, 657, 687, 717, 725, 733, 741,757, 787, 811, 827; Writing Workshop, 94-97, , , , , , , , , TR: Writing and Grammar-Bronze, 48-67, 72-97, , , , 174, 184, , TECH: Writing Models and Graphic Organizers on Transparencies, 3, 11, 19, 40, 48, 58, 66, 70, 71, 74, 78, 82, 86, 94, 95; Writing and Grammar itext CD-ROM-Blueprint, Timeline, Descriptive Word Bin, Language Variety Revising Tool, Customizable Outliner, Transition Word Bin, Vague Adjectives Revision Checker, Looping Organizer, Cluster Diagram 21

22 1.1 develop concept and design develop a topic or theme; organize written thoughts with a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; write coherently and effectively 1.2 use style appropriate to the audience and purpose use voice, word choice, and sentence fluency for intended style and audience 1.3 apply writing conventions know and apply correct spelling, grammar, sentence structure, punctuation, and capitalization TECH: Sentence Length Revising Tool, Note Cards, Hexagonal Organizer, Story Map, Character, Trait Word Bin, Sentence Openers Variety Revision Checker, Editing Revising Tool, Venn Diagram, Unity and Coherence Revision Checker, Audience Profile, Topic Bank SE/TE: Writing Lesson, 13, 31, 43, 57, 71, 79, 89, 127, 137, 151, 177, 195, 207, 223, 233, 261, 273, 287, 309, 339, 357, 373, 389, 425, 459, 487, 501, 537, 551, 569, 579, 625, 657, 687, 717, 725, 733, 741,757, 787, 811, 827; Writing Workshop, 94-97, , , , , , , , , ; Activity, 141, 321, 377, 395, 541, 663, 695, 765, 795, 835 TECH: Writing and Grammar itext CD-ROM- Descriptive Word Bin, Language Variety Revising Tool, Transition Word Bin, Vague Adjectives Revision Checker, Sentence Length Revising Tool, Character, Trait Word Bin, Sentence Openers Variety Revision Checker, Audience Profile SE/TE: 12, 30, 42, 56, 70, 78, 88, 126, 136, 150, 176, 194, 206, 222, 232, 245, 260, 272, 286, 308, 338, 356, 372, 388, 424, 458, 486, 500, 536, 550, 568, 578, 590, 625, 656, 686, 699, 716, 724, 732, 740, 756, 786, 810, 826, 839, R31- R33, R34, R35-R40, R41-R48 TE: 714, 722, 730, 738, 754 TR: Selection Support-Build Grammar Skills, 2, 8, 13, 18, 23, 28, 33, 43, 48, 53, 63, 68, 73, 78, 83, 88, 98, 93, 103, 108, 113, 118, 123, 138, 143, 148, 153, 158, 163, 168, 173, 178, 183, 188, 193, 198, 203, 213, 218, 223; Writing and Grammar-Bronze, 296, 301, 303, 316, 320, 336, 343, 348, 362, 374, 381, 392, 393, ,, 411, 414, 426, 438, 441, 454, 492, 500, 534, 548, 560, 567, 585, 600, 606, 618, 634; Test Preparation Workbook, 50, 52, 55, 56 TECH: Daily Language PracticeTransparencies 22

23 2. The student writes in a variety of forms for different audiences and purposes To meet this standard, the student will: 2.1 write for different audiences SE/TE: Writing Lesson, 13, 31, 43, 57, 71, 79, 89, 127, 137, 151, 177, 195, 207, 223, 233, 261, 273, 287, 309, 339, 357, 373, 389, 425, 459, 487, 501, 537, 551, 569, 579, 625, 657, 687, 717, 725, 733, 741,757, 787, 811, 827; Writing Workshop, 94, 156, 242, 322, 396, 506, 586, 696, 766, 836; Activity, 141, 321, 395, 663, 695, 765, 795, 835; R24-R25, R28, R29 TECH: Writing and Grammar itext CD-ROM- Audience Profile 2.2 write for different purposes such as telling stories, presenting analytical responses to literature, persuading, conveying technical information, completing a team project, explaining concepts and procedures 2.3 write in a variety of forms including narratives, journals, poems, essays, stories, research reports, and technical writing SE/TE: Writing Lesson, 13, 31, 43, 57, 71, 79, 89, 127, 137, 151, 177, 195, 207, 223, 233, 261, 273, 287, 309, 339, 357, 373, 389, 425, 459; 487, 501, 537, 551, 569, 579, 625, 657, 687, 717, 725, 733, 741,757, 787, 811, 827; Writing Workshop, 94, 156, 242, 322, 396, 506, 586, 696, 766, 836; Activity, 141, 321, 377, 395, 541, 585, 663, 695, 765, 795, 835; R24-R25, R28, R29 SE/TE: Writing Lesson, 13, 31, 43, 57, 71, 79, 89, 127, 137, 151, 177, 195, 207, 223, 233, 261, 273, 287, 309, 339, 357, 373, 389, 425, 459, 487, 501, 537, 551, 569, 579, 625, 657, 687, 717, 725, 733, 741,757, 787, 811, 827; Writing Workshop, 94, 156, 242, 322, 396, 506, 586, 696, 766, 836; Activity, 141, 321, 377, 395, 541, 663, 695, 765, 795, 835, R24- R25, R28, R29 TR: Writing and Grammar-Bronze, 48-67, 72-97, , , , 174, 184, , TECH: Writing Models and Graphic Organizers on Transparencies, 3, 11, 19, 40, 48, 58, 66, 70, 71, 74, 78, 82, 86, 94, 95, Writing and Grammar itext CD-ROM- Blueprint, Timeline, Descriptive Word Bin, Language Variety Revising Tool, Customizable Outliner, Transition Word Bin, Vague Adjectives Revision Checker, Looping Organizer, Cluster Diagram, Sentence Length Revising Tool, Note Cards, Hexagonal Organizer, Story Map, Character 23

Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 7)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 7) Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Oregon Language Arts Content Standards (Grade 7) ENGLISH READING: Comprehend a variety of printed materials. Recognize, pronounce,

More information

Prentice Hall United States History 1850 to the Present Florida Edition, 2013

Prentice Hall United States History 1850 to the Present Florida Edition, 2013 A Correlation of Prentice Hall United States History To the & Draft Publishers' Criteria for History/Social Studies Table of Contents Grades 9-10 Reading Standards for Informational Text... 3 Writing Standards...

More information

ELA CCSS Grade Three. Third Grade Reading Standards for Literature (RL)

ELA CCSS Grade Three. Third Grade Reading Standards for Literature (RL) Common Core State s English Language Arts ELA CCSS Grade Three Title of Textbook : Shurley English Level 3 Student Textbook Publisher Name: Shurley Instructional Materials, Inc. Date of Copyright: 2013

More information

McDougal Littell Literature Grade 7. Missouri Communication Arts Grade-Level Expectations and Depth of Knowledge Levels Grade 7

McDougal Littell Literature Grade 7. Missouri Communication Arts Grade-Level Expectations and Depth of Knowledge Levels Grade 7 McDougal Littell Literature Grade 7 correlated to the Missouri Communication Arts Grade-Level Expectations and Depth of Knowledge Levels Grade 7 READING 1. Develop and apply skills and strategies to the

More information

Reading Standards for All Text Types Key Ideas and Details

Reading Standards for All Text Types Key Ideas and Details Reading Standards for All Text Types Key Ideas and Details 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details and Catholic beliefs in

More information

Macmillan/McGraw-Hill. Treasures. Grades K - 6. Correlated with. Oklahoma Priority Academic Student Skills (PASS) Language Arts.

Macmillan/McGraw-Hill. Treasures. Grades K - 6. Correlated with. Oklahoma Priority Academic Student Skills (PASS) Language Arts. Macmillan/McGraw-Hill Treasures 2009 Grades K - 6 Oklahoma Priority Academic Student Skills (PASS) Language Arts Grades K - 6 Macmillan/McGraw-Hill 800-882-3536 Table of Contents Kindergarten Page 3 Grade

More information

Houghton Mifflin English 2004 Houghton Mifflin Company Grade Six. correlated to. TerraNova, Second Edition Level 16

Houghton Mifflin English 2004 Houghton Mifflin Company Grade Six. correlated to. TerraNova, Second Edition Level 16 Houghton Mifflin English 2004 Houghton Mifflin Company Grade Six correlated to TerraNova, Second Edition Level 16 01 Oral Comprehension Demonstrate both literal and interpretive understanding of passages

More information

Discovering Our Past: A History of the United States, Early Years Correlated to Common Core State Standards, Grades 6 8

Discovering Our Past: A History of the United States, Early Years Correlated to Common Core State Standards, Grades 6 8 Discovering Our Past: A History of the United States, Early Years Correlated to Common Core State Standards, Grades 6 8 Common Core State Standards for Literacy in History/Social Studies, Science, and

More information

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s)) CALIFORNIA HISTORY-SOCIAL SCIENCE STANDARDS FOR PUBLIC SCHOOLS

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s)) CALIFORNIA HISTORY-SOCIAL SCIENCE STANDARDS FOR PUBLIC SCHOOLS Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 California History-Social Science Standards for Public Schools (Grade 8) HISTORICAL AND SOCIAL SCIENCES ANALYSIS SKILLS CHRONOLOGICAL

More information

MISSOURI S FRAMEWORK FOR CURRICULAR DEVELOPMENT IN MATH TOPIC I: PROBLEM SOLVING

MISSOURI S FRAMEWORK FOR CURRICULAR DEVELOPMENT IN MATH TOPIC I: PROBLEM SOLVING Prentice Hall Mathematics:,, 2004 Missouri s Framework for Curricular Development in Mathematics (Grades 9-12) TOPIC I: PROBLEM SOLVING 1. Problem-solving strategies such as organizing data, drawing a

More information

Lesson Plan Title: IMAM ABU HANIFA AND THE ATHEIST

Lesson Plan Title: IMAM ABU HANIFA AND THE ATHEIST Lesson Plan Title: IMAM ABU HANIFA AND THE ATHEIST Essential Questions: What are schemata and how they benefit us as readers? Why do good readers make predictions before and during reading? Rationale:

More information

Continuum for Opinion/Argument Writing Sixth Grade Updated 10/4/12 Grade 5 (2 points)

Continuum for Opinion/Argument Writing Sixth Grade Updated 10/4/12 Grade 5 (2 points) Grade 4 Structure Overall Lead Transitions I made a claim about a topic or a text and tried to support my reasons. I wrote a few sentences to hook my reader. I may have done this by asking a question,

More information

C est à toi! Levels One, Two, Three 1 st edition, revised

C est à toi! Levels One, Two, Three 1 st edition, revised Correlation of C est à toi! Levels One, Two, Three 1 st edition, revised to the New Jersey French Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102 800-328-1452 phone 800-328-4564

More information

Arizona Common Core Standards English Language Arts Kindergarten

Arizona Common Core Standards English Language Arts Kindergarten A Correlation of Scott Foresman Reading Street Common Core 2013 to the Kindergarten INTRODUCTION This document demonstrates how Common Core, 2013 meets the for. Correlation page references are to the Teacher

More information

A Correlation of Scott Foresman Reading Street Common Core Edition Kindergarten, 2013

A Correlation of Scott Foresman Reading Street Common Core Edition Kindergarten, 2013 A Correlation of Common Core Edition, 2013 To the (2014) Introduction This document demonstrates how Common Core, 2013, meets the. Correlation references are Teacher s Edition and are cited by grade, unit

More information

CERRITOS COLLEGE. Norwalk, California COURSE OUTLINE ENGLISH 221A LITERATURE IN THE BIBLE: HEBREW SCRIPTURES

CERRITOS COLLEGE. Norwalk, California COURSE OUTLINE ENGLISH 221A LITERATURE IN THE BIBLE: HEBREW SCRIPTURES CERRITOS COLLEGE Norwalk, California COURSE OUTLINE ENGLISH 221A LITERATURE IN THE BIBLE: HEBREW SCRIPTURES Approved by the Curriculum Committee on: February 24, 2000 Dr. Frank Mixson Professor Reviewed

More information

LESSON PLAN OVERVIEW

LESSON PLAN OVERVIEW LESSON PLAN OVERVIEW Content Adventures in Reading 3A Unit 1: Actions and Attitudes Welcome to Reading 3 1 2 3 All 1 2 Predict the themes of the units in 3A based on the titles of the unit opener Find

More information

Prentice Hall The American Nation: Beginnings Through Correlated to: Arkansas Social Studies Curriculum Frameworks (Grades 5 8)

Prentice Hall The American Nation: Beginnings Through Correlated to: Arkansas Social Studies Curriculum Frameworks (Grades 5 8) Arkansas Social Studies Curriculum Frameworks (Grades 5 8) STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history

More information

Sermon Preparation Worksheet - Poetry (Last Updated: November 22, 2017)

Sermon Preparation Worksheet - Poetry (Last Updated: November 22, 2017) Text: 1) Original meaning of the text. (If possible/necessary, translate text first) a) Does this poem take place in an old covenant or new covenant context? b) Divide the psalm into its various sections,

More information

MULTIPLE CHOICE Literary Analysis and Reading Skills

MULTIPLE CHOICE Literary Analysis and Reading Skills MULTIPLE CHOICE Literary Analysis and Reading Skills Unit 4: Division, Reconciliation, and Expansion Benchmark Test 5 1. Imagine you are handed a magazine article called Uncovering Hidden Biographical

More information

Exegetical Worksheets

Exegetical Worksheets Exegetical Worksheets Translation Worksheet...2 Mechanical Layout...3 Survey...4 Historical Analysis...5 Literary Analysis: Context & Genre Identification...6 New Testament Epistle Analysis...7 Historical

More information

K- 8 CURRICULUM SUMMARY. (Based on the Diocese of Phoenix Curriculum Standards)

K- 8 CURRICULUM SUMMARY. (Based on the Diocese of Phoenix Curriculum Standards) K- 8 CURRICULUM SUMMARY (Based on the Diocese of Phoenix Curriculum Standards) KINDERGARTEN Recognize and name all lowercase & uppercase letters Identify letter sounds Isolate & pronounce initial, medial,

More information

Treasures Reading/Language Arts Program

Treasures Reading/Language Arts Program Macmillan/McGraw-Hill Treasures Reading/Language Arts Program Grade K-6 New Jersey Core Curriculum Content Standards New Jersey Language Arts Literacy Reading, Writing, Speaking, Listening, Viewing and

More information

Arguing A Position: This I Believe Assignment #1

Arguing A Position: This I Believe Assignment #1 GSW 1110 // 13137L-70996 Fall 2011 Grohowski Arguing A Position: This I Believe Assignment #1 Prewriting: Monday, August 26 @ 10:30 am (via google docs) First draft: Friday, September 9 @10:30 am Final

More information

Houghton Mifflin MATHEMATICS

Houghton Mifflin MATHEMATICS 2002 for Mathematics Assessment NUMBER/COMPUTATION Concepts Students will describe properties of, give examples of, and apply to real-world or mathematical situations: MA-E-1.1.1 Whole numbers (0 to 100,000,000),

More information

Instructor s Manual 1

Instructor s Manual 1 Instructor s Manual 1 PREFACE This instructor s manual will help instructors prepare to teach logic using the 14th edition of Irving M. Copi, Carl Cohen, and Kenneth McMahon s Introduction to Logic. The

More information

Non-chronological Report 1 Purpose: to describe characteristics/to inform

Non-chronological Report 1 Purpose: to describe characteristics/to inform Non-chronological Report 1 Purpose: to describe characteristics/to inform Examples: a report on dinosaurs or general life patterns and habitats of plants and animals, a guidebook or a description of a

More information

Short Term Goal: Analyze key words in Martin Luther King s teachings on non-violence.

Short Term Goal: Analyze key words in Martin Luther King s teachings on non-violence. 2 nd Grade-Unit 4 Lesson Title: Martin s Big Words Short Term Goal: Analyze key words in Martin Luther King s teachings on non-violence. SLE s: H.6.2.1 Explain the purpose in celebrating national holidays:

More information

ELEMENTARY SERIES APPROVED SERIES

ELEMENTARY SERIES APPROVED SERIES ELEMENTARY SERIES APPROVED SERIES All of the following textbook series are approved by the Diocesan Catechetical Committee for their content, correlation with the diocesan Curriculum Standards for Catechesis,

More information

What do we know? 1. Describe literary analysis. What is it? 2. Have you analyzed anything before? What?

What do we know? 1. Describe literary analysis. What is it? 2. Have you analyzed anything before? What? Literary Analysis What do we know? What do we know? 1. Describe literary analysis. What is it? 2. Have you analyzed anything before? What? 3. On a scale of 1-10 how comfortable are you with literary analysis?

More information

3. Detail Example from Text this is directly is where you provide evidence for your opinion in the topic sentence.

3. Detail Example from Text this is directly is where you provide evidence for your opinion in the topic sentence. Body Paragraphs Notes W1: Argumentative Writing a. Claim Statement Introduce precise claim Paragraph Structure organization that establishes clear relationships among claim(s), counterclaims, reasons,

More information

BOOK REVIEW. Thomas R. Schreiner, Interpreting the Pauline Epistles (Grand Rapids: Baker Academic, 2nd edn, 2011). xv pp. Pbk. US$13.78.

BOOK REVIEW. Thomas R. Schreiner, Interpreting the Pauline Epistles (Grand Rapids: Baker Academic, 2nd edn, 2011). xv pp. Pbk. US$13.78. [JGRChJ 9 (2011 12) R12-R17] BOOK REVIEW Thomas R. Schreiner, Interpreting the Pauline Epistles (Grand Rapids: Baker Academic, 2nd edn, 2011). xv + 166 pp. Pbk. US$13.78. Thomas Schreiner is Professor

More information

1. Life and Ministry Development 6

1. Life and Ministry Development 6 The Master of Ministry degree (M.Min.) is granted for demonstration of competencies associated with being a minister of the gospel (pastor, church planter, missionary) and other ministry leaders who are

More information

REL201 A: Jesus of Nazareth

REL201 A: Jesus of Nazareth REL201 A: Jesus of Nazareth Term: Fall, 2017 Classroom: Education Hall (Barstow) 109 Meeting Period: Mon. Wed., and Fri, 10:40 AM to 12:00 Noon Instructor: Scott Celsor Office Phone: (262) 951-3150 E-Mail

More information

A-LEVEL RELIGIOUS STUDIES

A-LEVEL RELIGIOUS STUDIES A-LEVEL RELIGIOUS STUDIES RSS07 New Testament Mark scheme 2060 June 2014 Version/Stage: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions,

More information

King james version of the bible. The conclusion is the last The of the 5 bible descriptive king..

King james version of the bible. The conclusion is the last The of the 5 bible descriptive king.. King james version of the bible. The conclusion is the last The of the 5 bible descriptive king.. King james version of the bible >>>CLICK HERE

More information

Religion 12: In Search of the Good

Religion 12: In Search of the Good Religion 12: In Search of the Good School Name: Vanier Catholic Secondary Developed by: Canadian Conference of Catholic Bishops Date Developed: 2007 Principal s Name: Edward Frison Department Authorized

More information

2012 Summer School Course of Study School ~ Emory University COS 511 New Testament II Session B: July 23 August 3, 2012: 8:00am-10:00am

2012 Summer School Course of Study School ~ Emory University COS 511 New Testament II Session B: July 23 August 3, 2012: 8:00am-10:00am 2012 Summer School Course of Study * School ~ Emory University COS 511 New Testament II Session B: July 23 August 3, 2012: 8:00am-10:00am Instructor: Shively T. J. Smith Email: shively.smith@gmail.com

More information

World Cultures and Geography

World Cultures and Geography McDougal Littell, a division of Houghton Mifflin Company correlated to World Cultures and Geography Category 2: Social Sciences, Grades 6-8 McDougal Littell World Cultures and Geography correlated to the

More information

Close Read The Boy in the Striped Pajamas: A Fable

Close Read The Boy in the Striped Pajamas: A Fable Close Read OBJECTIVES 1. Complete a close reading of a passage of literature. 2. Practice and apply concrete strategies for analyzing character and point of view in an excerpt from The Boy in the Striped

More information

ANGELS SPECIALIST SCHOOL INTERNATIONAL SCHEME OF WORK FOR MATHEMATICS (TERM 2) GRADE 3

ANGELS SPECIALIST SCHOOL INTERNATIONAL SCHEME OF WORK FOR MATHEMATICS (TERM 2) GRADE 3 ANGELS SPECIALIST SCHOOL INTERNATIONAL SCHEME OF WORK FOR MATHEMATICS (TERM 2) GRADE 3 Week Topics Objectives 1&2. Review - Use the = sign to represent equality e.g. 75+25=95+5 Multiplication and Division

More information

Drafting a Thesis Statement

Drafting a Thesis Statement Drafting a Thesis Statement A thesis statement or thesis states the main idea of an essay. For these two courses, it is important to remember that often your thesis statements will need to express an educated

More information

Name Date Course Grade

Name Date Course Grade Name Date Course Grade Session 1: Healthy Church Growth... 5 Session 2: Expecting Church Growth... 9 Session 3: The Bridges of God... 13 Session 4: Strategies for Healthy Church Growth... 17 Session 5:

More information

Written by Frederick Lipp and illustrated by Lester Coloma

Written by Frederick Lipp and illustrated by Lester Coloma Tea Leaves Guided Reading Realistic Fiction 680L Written by Frederick Lipp and illustrated by Lester Coloma KEY IDEA Shanti lives in the tea leaf covered mountains of Sri Lanka with her mother and has

More information

Undergraduate Course Descriptions

Undergraduate Course Descriptions Undergraduate Course Descriptions Biblical Theology (BT) BT 3229 - Biblical Theology An introduction to the principles and practice of Biblical Theology, as well as its complementary relationship to Systematic

More information

Argument vs Persuasion vs Propaganda. So many terms...what do they all mean??

Argument vs Persuasion vs Propaganda. So many terms...what do they all mean?? Argument vs Persuasion vs Propaganda So many terms...what do they all mean?? Learning Targets Argumentative Reading Unit LT 1: I can cite the textual evidence that most strongly supports what the text

More information

ADVANCED EXPOSITORY PREACHING COHORT SYLLABUS (v ) Residence One

ADVANCED EXPOSITORY PREACHING COHORT SYLLABUS (v ) Residence One hours) Summer 2017 Dallas Theological Seminary ADVANCED EXPOSITORY PREACHING COHORT SYLLABUS (v.2.10.17) Residence One DM101 The Ministry Leader (June 26-30, 2017 3 hours (See details of a separate syllabus)

More information

GMAT ANALYTICAL WRITING ASSESSMENT

GMAT ANALYTICAL WRITING ASSESSMENT GMAT ANALYTICAL WRITING ASSESSMENT 30-minute Argument Essay SKILLS TESTED Your ability to articulate complex ideas clearly and effectively Your ability to examine claims and accompanying evidence Your

More information

Advanced Bible Study. Procedures in Bible Study

Advanced Bible Study. Procedures in Bible Study Procedures in Bible Study 1. OBSERVE exactly what the author is saying. This is the most important step in Bible study and must come first. The more careful and thorough your observations, the more meaningful

More information

Name The Crucible: Argument Essay

Name The Crucible: Argument Essay Name The Crucible: Argument Essay Essay Question: Arthur Miller often creates characters who must choose between conduct serving only their own self-interests and conduct demonstrating commitment to the

More information

Syllabus for GTHE 551 Systematic Theology I - ONLINE 3 Credit Hours Fall 2014

Syllabus for GTHE 551 Systematic Theology I - ONLINE 3 Credit Hours Fall 2014 I. COURSE DESCRIPTION Syllabus for GTHE 551 Systematic Theology I - ONLINE 3 Credit Hours Fall 2014 An introduction to Christian theology and an examination of the doctrines of revelation, God, creation,

More information

CCSS.ELA- Literacy.RH Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA- Literacy.RH Distinguish among fact, opinion, and reasoned judgment in a text. Civic Participation (Persuasion) Middle School This unit is designed to promote civic involvement within the political process. The unit can be utilized to make students aware of the manner in which political

More information

Rhetorical Analysis Free Response Deconstruction Lesson

Rhetorical Analysis Free Response Deconstruction Lesson NATIONAL MATH + SCIENCE INITIATIVE English NMSI ENGLISH AP Language and Composition Rhetorical Analysis Free Response - 2015 Deconstruction Lesson Copyright 2016 National Math + Science Initiative, Dallas,

More information

Brigham Young University Idaho FDREL 130: Mission Preparation Spring 2015

Brigham Young University Idaho FDREL 130: Mission Preparation Spring 2015 Brigham Young University Idaho FDREL 130: Mission Preparation Spring 2015 Instructor: Fernando Castro E-Mail: castrofr@byui.edu Office: Taylor 220; Hours: MW 2:00 4:00 PM Section 02 / Mondays & Wednesdays

More information

CTH 5520: Christian Theology for the Kingdom of God (Cleveland) I. Course Description II. Student Learning Outcomes

CTH 5520: Christian Theology for the Kingdom of God (Cleveland) I. Course Description II. Student Learning Outcomes CTH 5520: Christian Theology for the Kingdom of God (Cleveland) ASHLAND THEOLOGICAL SEMINARY Fall Semester, 2017 Thursdays, 6:00-9:00 p.m., Cleveland Campus Allan R. Bevere, PhD Professional Fellow in

More information

Hello, AP Scholars! Welcome to AP English Language and Composition.

Hello, AP Scholars! Welcome to AP English Language and Composition. Mrs. Mary Vargas ~ C05 AP English Language and Composition Summer Read Assignment 2016-2017 Toms River High School North Old Freehold Rd. Toms River, NJ 08753 mvargas@trschools.com * vargasgooden913@gmail.com

More information

Thesis Statements Write Site handout

Thesis Statements Write Site handout Thesis Statements Write Site handout What is a thesis statement? A thesis statement is a sentence or two that introduces your argument or analysis. Why should your essay contain a thesis statement? To

More information

English hebrew dictionary online pronunciation >>>CLICK HERE<<<

English hebrew dictionary online pronunciation >>>CLICK HERE<<< English hebrew dictionary online pronunciation >>>CLICK HERE

More information

Social Studies High School TEKS at School Days Texas Renaissance Festival

Social Studies High School TEKS at School Days Texas Renaissance Festival World History 1.d Identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the

More information

A FEW IMPORTANT GUIDELINES FOR BIBLE STUDY

A FEW IMPORTANT GUIDELINES FOR BIBLE STUDY A BRIEF INTRODUCTION Study relates to knowledge gaining wisdom, perspective, understanding & direction. We study the Bible to ensure that we understand the meaning, the message and the context of the scriptures.

More information

AS RELIGIOUS STUDIES 7061/2A

AS RELIGIOUS STUDIES 7061/2A SPECIMEN MATERIAL AS RELIGIOUS STUDIES 7061/2A 2A: BUDDHISM Mark scheme 2017 Specimen Version 1.0 MARK SCHEME AS RELIGIOUS STUDIES ETHICS, RELIGION & SOCIETY, BUDDHISM Mark schemes are prepared by the

More information

GROW Toolkit Version 2.0 March 2014

GROW Toolkit Version 2.0 March 2014 GROW Toolkit Version 2.0 March 2014 Dear Pastor and Parish Leaders: You are holding a guide to GROW, a pastoral planning process that is intended to build upon the foundation of the benefits of the pastoral

More information

Brigham Young University Idaho FDREL 122: Book of Mormon (Alma 30 Moroni 10) Spring 2015

Brigham Young University Idaho FDREL 122: Book of Mormon (Alma 30 Moroni 10) Spring 2015 Brigham Young University Idaho FDREL 122: Book of Mormon (Alma 30 Moroni 10) Instructor: Fernando Castro E-Mail: castrofr@byui.edu Office: Taylor 220; Hours: MW 2:00 4:00 PM *Section 23 / Mondays & Wednesdays

More information

Writing the Critical Lens Essay

Writing the Critical Lens Essay Do Understand Know Name: How to Write a Critical Lens Essay Date: Mrs. Seemayer Writing the Critical Lens Essay Unit Objectives -Students will know the elements that make up a Critical Lens Essay. -Students

More information

A People's History of the United States, Zinn Reading Questions

A People's History of the United States, Zinn Reading Questions A People's History of the United States, Zinn 1. What were Columbus first impressions of the Native Americans? (cite the primary source of Columbus journal entry) 2. What was Columbus motive for embarking

More information

AUDIO. The One God of Judaism

AUDIO. The One God of Judaism 5 Understand what made the ancient Israelites belief system unique from others at the time. Outline the main events in the early history of the Israelites. Analyze the moral and ethical ideas of Judaism.

More information

Greek II (4NT504) 2018

Greek II (4NT504) 2018 Greek II (4NT504) 2018 Syllabus INSTRUCTOR Dr Bruce Lowe received his first doctorate in Analytical Chemistry and taught, consulted and researched in a university setting over several years in both Chemistry

More information

Frequently Asked Questions about ALEKS at the University of Washington

Frequently Asked Questions about ALEKS at the University of Washington Frequently Asked Questions about ALEKS at the University of Washington What is ALEKS, and how does it work? ALEKS (Assessment and LEarning in Knowledge Spaces) is a teaching tool based on artificial intelligence.

More information

GCE. Religious Studies. Mark Scheme for June Advanced GCE G574 New Testament. Oxford Cambridge and RSA Examinations

GCE. Religious Studies. Mark Scheme for June Advanced GCE G574 New Testament. Oxford Cambridge and RSA Examinations GCE Religious Studies Advanced GCE G574 New Testament Mark Scheme for June 2010 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range

More information

1 COSMOLOGY & FAITH 910L

1 COSMOLOGY & FAITH 910L 1 COSMOLOGY & FAITH 910L COSMOLOGY & FAITH By John F. Haught, adapted by Newsela Since the beginning of human existence on our planet, people have asked questions of a religious nature. For example, what

More information

20 YEARS OF CRAFTING THE VERY BEST BIBLES FOR YOUTH OF ALL AGES

20 YEARS OF CRAFTING THE VERY BEST BIBLES FOR YOUTH OF ALL AGES 2018 PARISH CATALOG 20 YEARS OF CRAFTING THE VERY BEST BIBLES FOR YOUTH OF ALL AGES Let your chief study be the Bible, that it may be the guiding rule of your life. St. John Baptist de La Salle 75 YEARS

More information

Austin Graduate School of Theology. MIN 6303 From Text to Sermon Spring 2016 Thursday 4:00-6:40 SYLLABUS

Austin Graduate School of Theology. MIN 6303 From Text to Sermon Spring 2016 Thursday 4:00-6:40 SYLLABUS Austin Graduate School of Theology MIN 6303 From Text to Sermon Spring 2016 Thursday 4:00-6:40 SYLLABUS Instructor: Dr. Stan Reid reid@austingrad.edu Office #113 Available by appointment 512-476-2772 x113

More information

CRITICAL THINKING (CT) MODEL PART 1 GENERAL CONCEPTS

CRITICAL THINKING (CT) MODEL PART 1 GENERAL CONCEPTS Fall 2001 ENGLISH 20 Professor Tanaka CRITICAL THINKING (CT) MODEL PART 1 GENERAL CONCEPTS In this first handout, I would like to simply give you the basic outlines of our critical thinking model

More information

NT504 Greek II Course Syllabus, Fall 2017 RTS-Orlando

NT504 Greek II Course Syllabus, Fall 2017 RTS-Orlando NT504 Greek II Course Syllabus, Fall 2017 RTS-Orlando 1. Course Details Three credit hours Weekly from 2:00pm 5:00pm, August 31 December 7 Course Description: This course continues the study of grammar,

More information

Legacy Ministry: A permanent benefit for God, the Church, and its members

Legacy Ministry: A permanent benefit for God, the Church, and its members Legacy Ministry: A permanent benefit for God, the Church, and its members What s in it for God? Making disciples will go on forever. What s in it for the Church? Long-term financial stability demonstrating

More information

How do Lakota origin stories & The Sculpture Project invite us to consider natural forces in new ways?

How do Lakota origin stories & The Sculpture Project invite us to consider natural forces in new ways? Essential Question for this lesson: How do Lakota origin stories & The Sculpture Project invite us to consider natural forces in new ways? The Sculpture Project: Passage of Wind and Water at Main Street

More information

Test of Essential Academic Skills (TEAS)...

Test of Essential Academic Skills (TEAS)... Test of Essential Academic Skills (TEAS)... The Test of Essential Academic Skills (TEAS) is a pre-entry assessment used to evaluate the academic preparedness of students, and is required as a part of application

More information

FREE SAMPLE StandardLesson.com StandardPub.com

FREE SAMPLE StandardLesson.com StandardPub.com FREE SAMPLE TABLE OF CONTENTS 3. Introduction to the Standard Lesson Study Bible 4. What You ll Find in the Standard Lesson Study Bible 5. For Teachers & Students 6. Features of the Standard Lesson Study

More information

PW Historian Workshop

PW Historian Workshop PW Historian Workshop What Is This? A basic outline that can be adapted for a workshop at a PW presbytery or synod gathering, at a cluster training day for PW in the congregations or for an event with

More information

Preaching and the Rhetorical Arts

Preaching and the Rhetorical Arts Preaching and the Rhetorical Arts Hazelip School of Theology Lipscomb University Fall 2010 David Fleer, Ph.D. Phone: 248.918.3488 Email: david.fleer@lipscomb.edu (the best means of making quick contact)

More information

Alter, Robert. The Art of Biblical Narrative. Revised and Updated. New York: Basic Books, pp. $16.99.

Alter, Robert. The Art of Biblical Narrative. Revised and Updated. New York: Basic Books, pp. $16.99. Alter, Robert. The Art of Biblical Narrative. Revised and Updated. New York: Basic Books, 2011. 253 pp. $16.99. Many would suggest that the Bible is one of the greatest pieces of literature in history.

More information

HANDBOOK (New or substantially modified material appears in boxes.)

HANDBOOK (New or substantially modified material appears in boxes.) 1 HANDBOOK (New or substantially modified material appears in boxes.) I. ARGUMENT RECOGNITION Important Concepts An argument is a unit of reasoning that attempts to prove that a certain idea is true by

More information

Fresh Start in the Search Process: A Resource for Diocesan Transition Ministers

Fresh Start in the Search Process: A Resource for Diocesan Transition Ministers Fresh Start in the Search Process: A Resource for Diocesan Transition Ministers Cover photo of St. Stephen s Episcopal Church, Mullica, N.J. by Jim Combs. Used by permission. Fresh Start in the Search

More information

New Testament Exegesis Outline Template by Rev. D. E. Norczyk

New Testament Exegesis Outline Template by Rev. D. E. Norczyk New Testament Exegesis Outline Template by Rev. D. E. Norczyk Sermon Set: Grace Providence Church Sermon Number: 2014 - Sermon Series: So That You May Believe Sermon Title: Sermon Text: John Sermon Date:

More information

Stake Audit Committee

Stake Audit Committee This document outlines the purpose, organization, duties, and accountability of the stake audit committee. Note: In this document, the terms stake president, stake auditor, and stake clerk refer also to

More information

Copyright 2014 Joy Sexton - single purchaser s use only

Copyright 2014 Joy Sexton - single purchaser s use only Materials by Joy Sexton Copyright 2014 teacherspayteachers.com All rights reserved by author. Duplication limited to single classroom teacher use only. Not for Internet or web site display. May not be

More information

NT 615-HA Exegesis of Luke

NT 615-HA Exegesis of Luke NT 615-HA Exegesis of Luke May 16 - August 12 Class meetings: June 13-17, 20-24 from 1-4 pm gwheaton@gcts.edu Course Objectives The aim of this course is to deepen the knowledge and refine the skills needed

More information

The Grammardog Guide to Narrative of the Life of Frederick Douglass by Frederick Douglass

The Grammardog Guide to Narrative of the Life of Frederick Douglass by Frederick Douglass The Grammardog Guide to Narrative of the Life of Frederick Douglass by Frederick Douglass All quizzes use sentences from the book. Includes over 240 multiple choice questions. About Grammardog Grammardog

More information

Wesley Theological Seminary Course of Study School Weekend Winter- Hybrid 2016

Wesley Theological Seminary Course of Study School Weekend Winter- Hybrid 2016 Wesley Theological Seminary Course of Study School Weekend Winter- Hybrid 2016 CS 324 Practice of Preaching Fall Term: January online; in person February 26-27, 2016 Faculty: Rev. Asa Lee, alee@wesleyseminary.edu

More information

Comprehensive Plan for the Formation of Catechetical Leaders for the Third Millennium

Comprehensive Plan for the Formation of Catechetical Leaders for the Third Millennium Comprehensive Plan for the Formation of Catechetical Leaders for the Third Millennium The Comprehensive Plan for the Formation of Catechetical Leaders for the Third Millennium is developed in four sections.

More information

MEDIUM TERM PLANNING

MEDIUM TERM PLANNING MEDIUM TERM PLANNING Class: Y3 Term: Autumn 2 Topic: Invaders and Settlers - Romans Subject: History Differentiation and support SEN: Simplify tasks to focus on collecting less information. Provide with

More information

How To Teach Interactively

How To Teach Interactively How To Teach Interactively by Steve Atkerson How To Teach Interactively (Discussion-Centered Learning) Note: This follow-along handout is intended for use with the free internet audio presentation found

More information

2. Public Forum Debate seeks to encourage the development of the following skills in the debaters: d. Reasonable demeanor and style of presentation

2. Public Forum Debate seeks to encourage the development of the following skills in the debaters: d. Reasonable demeanor and style of presentation VI. RULES OF PUBLIC FORUM DEBATE A. General 1. Public Forum Debate is a form of two-on-two debate which ask debaters to discuss a current events issue. 2. Public Forum Debate seeks to encourage the development

More information

Elmer The Elephant Aloud Lesson

Elmer The Elephant Aloud Lesson Elmer The Elephant Aloud Lesson Free PDF ebook Download: Elmer The Elephant Aloud Lesson Download or Read Online ebook elmer the elephant aloud lesson in PDF Format From The Best User Guide Database Print

More information

Exegesis of Matthew. May 19 August 15 Gerry Wheaton

Exegesis of Matthew. May 19 August 15 Gerry Wheaton Exegesis of Matthew May 19 August 15 Gerry Wheaton Course Description An exegetical study of the Greek text of Matthew, focusing on the structure and theology of Matthew s gospel as a literary unit. The

More information

AND GOD SAID WHAT? An Introduction to Bible Study for Catholics. Session 2

AND GOD SAID WHAT? An Introduction to Bible Study for Catholics. Session 2 AND GOD SAID WHAT? An Introduction to Bible Study for Catholics Session 2 The Direction of Intention My God, give me the grace to perform this action with you and through love for you. In advance, I offer

More information

Grade 6 Math Connects Suggested Course Outline for Schooling at Home

Grade 6 Math Connects Suggested Course Outline for Schooling at Home Grade 6 Math Connects Suggested Course Outline for Schooling at Home I. Introduction: (1 day) Look at p. 1 in the textbook with your child and learn how to use the math book effectively. DO: Scavenger

More information

2/1/15. Life Review in Aging: A Primer. by Thomas M. Meuser, University of Missouri St. Louis

2/1/15. Life Review in Aging: A Primer. by Thomas M. Meuser, University of Missouri St. Louis Page 1 2/1/15 Life Review in Aging: A Primer by Thomas M. Meuser, University of Missouri St. Louis Humans are narrative beings. We understand and speak of ourselves and the events of our lives in the context

More information

Major Topics and Concepts. Course Name: Latin III. Course Credit: 1.0. Prerequisites: Latin I and Latin II

Major Topics and Concepts. Course Name: Latin III. Course Credit: 1.0. Prerequisites: Latin I and Latin II Course Name: Latin III Course Credit: 1.0 Prerequisites: Latin I and Latin II Estimated Completion Time: 2 Segments/32-36 weeks Course Description: In Latin III, students take their knowledge and appreciation

More information

Unit 2 : First Civilizations Africa and Asia

Unit 2 : First Civilizations Africa and Asia Unit 2 : First Civilizations Africa and Asia Chapter: 2 Essential Questions 1) In what ways do civilizations better themselves? 2) What are possible results when civilizations come into contact with each

More information