The document summarizes the STAAR English III assessment which evaluates Texas high school students' English language arts skills. It tests students on their understanding and analysis of literary and informational texts through multiple choice and written responses. The assessment covers 6 reporting categories: understanding genres, analyzing literary texts, analyzing informational texts, composition, revision, and editing. Students are expected to comprehend, interpret, evaluate, and compose different text types including fiction, nonfiction, poetry, drama, expository, persuasive, and procedural writing.
The document provides information about the 2011 STAAR English II assessment for Texas students. It will assess students' understanding of literary and informational texts across several genres. Reporting categories include understanding analysis across genres, understanding and analysis of literary texts, and understanding and analysis of informational texts. Specific skills that will be assessed include vocabulary, comprehension, analysis of themes, structures of different text types, and use of textual evidence.
This document provides information about the 2011 STAAR English I assessment for Texas students. It outlines the genres, reporting categories, and Texas Essential Knowledge and Skills standards that will be assessed. The assessment will evaluate students' understanding of literary texts, informational texts, and media literacy. It will contain questions assessing reading skills, analysis of themes and genres, comprehension of various text types including fiction, poetry, drama, and expository writing.
This document provides information about the STAAR Grade 6 Reading Assessment administered in Texas in Spring 2011. It outlines the genres assessed, including literary and informational texts. It describes the two reporting categories which focus on understanding analysis across genres and understanding and analysis of literary and informational texts. Specific Texas Essential Knowledge and Skills standards are listed under each reporting category, covering comprehension, vocabulary, themes, sensory language, and more.
This document provides information about the 2011 STAAR Grade 5 Reading Assessment administered by the Texas Education Agency. It outlines the genres assessed, including literary and informational texts. It describes the three reporting categories which assess understanding and analysis across genres, understanding and analysis of literary texts, and understanding and analysis of informational texts. Specific Texas Essential Knowledge and Skills standards are listed for each reporting category.
The document summarizes the STAAR Grade 8 Reading Assessment administered by the Texas Education Agency. It tests students on reading comprehension across genres including literary and informational texts. It assesses reading skills and comprehension of themes, vocabulary, and analysis of information from different types of texts like fiction, nonfiction, poetry, drama, expository, persuasive, and procedural. Reporting categories evaluate understanding of genres, literary texts, and informational texts.
The document summarizes the STAAR Grade 4 Reading Assessment given in Texas. It tests students on their understanding of literary and informational texts. For literary texts, it assesses fiction, literary nonfiction, poetry, and drama. For informational texts, it evaluates expository, procedural, and media literacy genres. The assessment measures three reporting categories: understanding across genres, understanding literary texts, and understanding informational texts. It provides eligibility levels for each standard assessed.
The document summarizes the 2011 STAAR Grade 3 Reading Assessment given by the Texas Education Agency. It tests students on genres like fiction, literary nonfiction, poetry, expository texts, and procedural texts. It assesses three reporting categories: understanding across genres, understanding and analysis of literary texts, and understanding and analysis of informational texts. Students are expected to understand vocabulary, ask questions about texts, summarize plots, identify themes, describe poetry elements, and analyze expository texts, among other skills. They will be evaluated on standards marked as readiness or supporting.
This document outlines the 3rd Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and speaking and listening. The standards address key ideas and details, craft and structure, integration of knowledge and ideas, range of reading and text complexity, production and distribution of writing, research, and comprehension and collaboration.
The document provides information about the 2011 STAAR English II assessment for Texas students. It will assess students' understanding of literary and informational texts across several genres. Reporting categories include understanding analysis across genres, understanding and analysis of literary texts, and understanding and analysis of informational texts. Specific skills that will be assessed include vocabulary, comprehension, analysis of themes, structures of different text types, and use of textual evidence.
This document provides information about the 2011 STAAR English I assessment for Texas students. It outlines the genres, reporting categories, and Texas Essential Knowledge and Skills standards that will be assessed. The assessment will evaluate students' understanding of literary texts, informational texts, and media literacy. It will contain questions assessing reading skills, analysis of themes and genres, comprehension of various text types including fiction, poetry, drama, and expository writing.
This document provides information about the STAAR Grade 6 Reading Assessment administered in Texas in Spring 2011. It outlines the genres assessed, including literary and informational texts. It describes the two reporting categories which focus on understanding analysis across genres and understanding and analysis of literary and informational texts. Specific Texas Essential Knowledge and Skills standards are listed under each reporting category, covering comprehension, vocabulary, themes, sensory language, and more.
This document provides information about the 2011 STAAR Grade 5 Reading Assessment administered by the Texas Education Agency. It outlines the genres assessed, including literary and informational texts. It describes the three reporting categories which assess understanding and analysis across genres, understanding and analysis of literary texts, and understanding and analysis of informational texts. Specific Texas Essential Knowledge and Skills standards are listed for each reporting category.
The document summarizes the STAAR Grade 8 Reading Assessment administered by the Texas Education Agency. It tests students on reading comprehension across genres including literary and informational texts. It assesses reading skills and comprehension of themes, vocabulary, and analysis of information from different types of texts like fiction, nonfiction, poetry, drama, expository, persuasive, and procedural. Reporting categories evaluate understanding of genres, literary texts, and informational texts.
The document summarizes the STAAR Grade 4 Reading Assessment given in Texas. It tests students on their understanding of literary and informational texts. For literary texts, it assesses fiction, literary nonfiction, poetry, and drama. For informational texts, it evaluates expository, procedural, and media literacy genres. The assessment measures three reporting categories: understanding across genres, understanding literary texts, and understanding informational texts. It provides eligibility levels for each standard assessed.
The document summarizes the 2011 STAAR Grade 3 Reading Assessment given by the Texas Education Agency. It tests students on genres like fiction, literary nonfiction, poetry, expository texts, and procedural texts. It assesses three reporting categories: understanding across genres, understanding and analysis of literary texts, and understanding and analysis of informational texts. Students are expected to understand vocabulary, ask questions about texts, summarize plots, identify themes, describe poetry elements, and analyze expository texts, among other skills. They will be evaluated on standards marked as readiness or supporting.
This document outlines the 3rd Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and speaking and listening. The standards address key ideas and details, craft and structure, integration of knowledge and ideas, range of reading and text complexity, production and distribution of writing, research, and comprehension and collaboration.
This document outlines the 3rd Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and speaking and listening. The standards address key ideas and details, craft and structure, integration of knowledge and ideas, range of reading and text complexity, production and distribution of writing, research, and comprehension and collaboration.
This document outlines the 4th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, speaking and listening, and language. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, range of reading, types of writing, research, comprehension and collaboration, presentation of knowledge, conventions of standard English, and vocabulary acquisition for each category.
This document outlines the 4th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, speaking and listening, and language. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, range of reading, types of writing, research, comprehension and collaboration, presentation of knowledge, conventions of standard English, and vocabulary acquisition for each domain of English language arts.
1) The document outlines the 5th grade Common Core Georgia Performance Standards (CCGPS) for reading and literature (RL) and how they align with the 5th grade Georgia Standards of Excellence (GSE) for English Language Arts.
2) It provides the standards for determining themes, comparing and contrasting characters/settings/events, analyzing word meanings and text structures, and evaluating how point of view influences description of events.
3) Students are expected to read a variety of literature independently by the end of 5th grade, including stories, dramas, and poetry within the 4th-5th grade text complexity band.
This document outlines the 5th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and conducting research. The standards cover key areas such as quoting accurately, determining themes and main ideas, comparing characters, integrating knowledge, and writing opinion pieces, informative texts, and narratives. Students are expected to read and comprehend literature and informational texts, conduct research projects using multiple sources, and produce clear writing for a variety of purposes and audiences.
This document outlines the 5th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and conducting research. The standards cover key areas such as quoting accurately, determining themes and main ideas, comparing characters, integrating knowledge, and writing opinion pieces, informative texts, and narratives. Students are expected to read and comprehend literature and informational texts, conduct research projects using multiple sources, and produce clear writing for a variety of purposes and audiences.
This document provides an alignment of the 4th grade Common Core Georgia Performance Standards (CCGPS) for English Language Arts and the previous 4th grade Georgia Performance Standards (GPS). It compares the standards across three domains: Reading Literary, Reading Informational, and Reading Foundational. Overall, the document finds that most of the CCGPS standards have equivalents in the GPS that aim for the same learning outcomes. Some standards only have minor similarities, while others match very closely or in nearly all aspects. The document is intended to help with the transition from the GPS to the CCGPS.
The lesson plan outlines a class for 12th grade students that will review a short story and have students complete a reaction with questions and answers. Students will analyze selected passages from the story in pairs and answer provided questions. The class aims to prepare students for an upcoming examination through a review of the story and concepts. A test on the short story will be given in the next class.
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and conducting research.
The lesson plan summarizes a class for 12th grade students that will review a short story called "The Tell-Tale Heart". Students will be paired up to read and analyze selected passages from the story. They will then answer questions and discuss their responses as a class. The goal is for students to organize their ideas and construct answers in preparation for an upcoming exam on the unit's material. Assessment will include student summaries, group discussions, and graphic organizers completed during the review activity.
1) The lesson plan is for a 12th grade music appreciation class.
2) Students will give oral reports sharing their experiences with a music instrument, artist, or song.
3) The goal is for students to develop an appreciation for music through reflection and performance.
1) The lesson plan is for a 12th grade music appreciation class.
2) Students will discuss their homework assignments and listen to a Bon Jovi song.
3) After reflecting on the song, students will express how it made them feel and have a new perspective for their oral reports.
This document outlines the Common Core Georgia Performance Standards for 2nd Grade English Language Arts. It includes standards for reading literary and informational texts, foundational reading skills, writing, and speaking and listening. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, the range of reading complexity, the writing process, research, and comprehension and collaboration.
This document outlines the Common Core Georgia Performance Standards for 2nd Grade English Language Arts. It includes standards for reading literary and informational texts, foundational reading skills, writing, and speaking and listening. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, the range of reading complexity, the writing process, research, and comprehension and collaboration.
The document provides an overview of the Common Core State Standards for English Language Arts and Literacy. It includes two sections - one outlining the text types for grades K-5, including literature, informational texts, and their subgenres. The second section outlines the text types for grades 6-8, covering similar genres. It also includes links to parent overview brochures about the standards for grades 3-5 and 6-8.
Students will analyze a newsletter article about murder that was assigned as homework and relate it to the short story "The Tell-Tale Heart". They will reflect on whether they agree with murder, if it is fair to kill people, and other forms of punishment that involve killing. The class will have a group discussion where students share their newsletter articles, answer critical thinking questions, and reflect on their reactions to the topic. The goal is for students to question acts of murder on a deeper level.
The lesson plan is for a 12th grade class to read and analyze the short story "The Tell-Tale Heart". Students will make predictions while reading, then analyze the story by reading it and answering questions. They will appreciate suspense to a new level upon finishing. Assessment will include a summary and group discussion. The goal is for students to understand character development and plot elements in the story.
This document provides a comparison of the Common Core Georgia Performance Standards (CCGPS) for 2nd grade Reading Literary and Informational Text standards against the previous Georgia Performance Standards (GPS). It analyzes the alignment between each CCGPS and the GPS, categorizing it as weak, good, or excellent based on how similar the intent is between the two sets of standards. The document is a draft from the Georgia Department of Education to assist with the transition to the new CCGPS.
This document provides an overview of the reporting categories and standards assessed on the STAAR Geometry Assessment given by the Texas Education Agency. The assessment covers 5 reporting categories: Geometric Structure, Geometric Patterns and Representations, Dimensionality and the Geometry of Location, Congruence and the Geometry of Size, and Similarity and the Geometry of Shape. Each category lists the essential knowledge and skills standards students are expected to demonstrate mastery of on the test.
This document contains a TOEIC grammar quiz with 75 multiple choice questions testing grammar concepts such as parts of speech, sentence structure, and word usage. The questions cover topics including annual/annually, amalgamation, terminate, roving, regret, desalinization, amenable, biannual, amortizing, anachronistic, analogies, ancillary, angles, and annex.
Penelitian ini membahas atrisi morfologis bahasa Inggris pada guru bahasa Inggris di NTT. Penelitian menemukan bahwa terjadi penurunan kemampuan morfologi guru dalam berbahasa Inggris, terutama dalam penanda plural, waktu kerja, komparatif, dan posesif. Penelitian ini bertujuan mengidentifikasi karakteristik atrisi bahasa Inggris pada guru dengan fokus pada penyimpangan
This document outlines the 3rd Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and speaking and listening. The standards address key ideas and details, craft and structure, integration of knowledge and ideas, range of reading and text complexity, production and distribution of writing, research, and comprehension and collaboration.
This document outlines the 4th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, speaking and listening, and language. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, range of reading, types of writing, research, comprehension and collaboration, presentation of knowledge, conventions of standard English, and vocabulary acquisition for each category.
This document outlines the 4th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, speaking and listening, and language. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, range of reading, types of writing, research, comprehension and collaboration, presentation of knowledge, conventions of standard English, and vocabulary acquisition for each domain of English language arts.
1) The document outlines the 5th grade Common Core Georgia Performance Standards (CCGPS) for reading and literature (RL) and how they align with the 5th grade Georgia Standards of Excellence (GSE) for English Language Arts.
2) It provides the standards for determining themes, comparing and contrasting characters/settings/events, analyzing word meanings and text structures, and evaluating how point of view influences description of events.
3) Students are expected to read a variety of literature independently by the end of 5th grade, including stories, dramas, and poetry within the 4th-5th grade text complexity band.
This document outlines the 5th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and conducting research. The standards cover key areas such as quoting accurately, determining themes and main ideas, comparing characters, integrating knowledge, and writing opinion pieces, informative texts, and narratives. Students are expected to read and comprehend literature and informational texts, conduct research projects using multiple sources, and produce clear writing for a variety of purposes and audiences.
This document outlines the 5th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and conducting research. The standards cover key areas such as quoting accurately, determining themes and main ideas, comparing characters, integrating knowledge, and writing opinion pieces, informative texts, and narratives. Students are expected to read and comprehend literature and informational texts, conduct research projects using multiple sources, and produce clear writing for a variety of purposes and audiences.
This document provides an alignment of the 4th grade Common Core Georgia Performance Standards (CCGPS) for English Language Arts and the previous 4th grade Georgia Performance Standards (GPS). It compares the standards across three domains: Reading Literary, Reading Informational, and Reading Foundational. Overall, the document finds that most of the CCGPS standards have equivalents in the GPS that aim for the same learning outcomes. Some standards only have minor similarities, while others match very closely or in nearly all aspects. The document is intended to help with the transition from the GPS to the CCGPS.
The lesson plan outlines a class for 12th grade students that will review a short story and have students complete a reaction with questions and answers. Students will analyze selected passages from the story in pairs and answer provided questions. The class aims to prepare students for an upcoming examination through a review of the story and concepts. A test on the short story will be given in the next class.
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and conducting research.
The lesson plan summarizes a class for 12th grade students that will review a short story called "The Tell-Tale Heart". Students will be paired up to read and analyze selected passages from the story. They will then answer questions and discuss their responses as a class. The goal is for students to organize their ideas and construct answers in preparation for an upcoming exam on the unit's material. Assessment will include student summaries, group discussions, and graphic organizers completed during the review activity.
1) The lesson plan is for a 12th grade music appreciation class.
2) Students will give oral reports sharing their experiences with a music instrument, artist, or song.
3) The goal is for students to develop an appreciation for music through reflection and performance.
1) The lesson plan is for a 12th grade music appreciation class.
2) Students will discuss their homework assignments and listen to a Bon Jovi song.
3) After reflecting on the song, students will express how it made them feel and have a new perspective for their oral reports.
This document outlines the Common Core Georgia Performance Standards for 2nd Grade English Language Arts. It includes standards for reading literary and informational texts, foundational reading skills, writing, and speaking and listening. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, the range of reading complexity, the writing process, research, and comprehension and collaboration.
This document outlines the Common Core Georgia Performance Standards for 2nd Grade English Language Arts. It includes standards for reading literary and informational texts, foundational reading skills, writing, and speaking and listening. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, the range of reading complexity, the writing process, research, and comprehension and collaboration.
The document provides an overview of the Common Core State Standards for English Language Arts and Literacy. It includes two sections - one outlining the text types for grades K-5, including literature, informational texts, and their subgenres. The second section outlines the text types for grades 6-8, covering similar genres. It also includes links to parent overview brochures about the standards for grades 3-5 and 6-8.
Students will analyze a newsletter article about murder that was assigned as homework and relate it to the short story "The Tell-Tale Heart". They will reflect on whether they agree with murder, if it is fair to kill people, and other forms of punishment that involve killing. The class will have a group discussion where students share their newsletter articles, answer critical thinking questions, and reflect on their reactions to the topic. The goal is for students to question acts of murder on a deeper level.
The lesson plan is for a 12th grade class to read and analyze the short story "The Tell-Tale Heart". Students will make predictions while reading, then analyze the story by reading it and answering questions. They will appreciate suspense to a new level upon finishing. Assessment will include a summary and group discussion. The goal is for students to understand character development and plot elements in the story.
This document provides a comparison of the Common Core Georgia Performance Standards (CCGPS) for 2nd grade Reading Literary and Informational Text standards against the previous Georgia Performance Standards (GPS). It analyzes the alignment between each CCGPS and the GPS, categorizing it as weak, good, or excellent based on how similar the intent is between the two sets of standards. The document is a draft from the Georgia Department of Education to assist with the transition to the new CCGPS.
This document provides an overview of the reporting categories and standards assessed on the STAAR Geometry Assessment given by the Texas Education Agency. The assessment covers 5 reporting categories: Geometric Structure, Geometric Patterns and Representations, Dimensionality and the Geometry of Location, Congruence and the Geometry of Size, and Similarity and the Geometry of Shape. Each category lists the essential knowledge and skills standards students are expected to demonstrate mastery of on the test.
This document contains a TOEIC grammar quiz with 75 multiple choice questions testing grammar concepts such as parts of speech, sentence structure, and word usage. The questions cover topics including annual/annually, amalgamation, terminate, roving, regret, desalinization, amenable, biannual, amortizing, anachronistic, analogies, ancillary, angles, and annex.
Penelitian ini membahas atrisi morfologis bahasa Inggris pada guru bahasa Inggris di NTT. Penelitian menemukan bahwa terjadi penurunan kemampuan morfologi guru dalam berbahasa Inggris, terutama dalam penanda plural, waktu kerja, komparatif, dan posesif. Penelitian ini bertujuan mengidentifikasi karakteristik atrisi bahasa Inggris pada guru dengan fokus pada penyimpangan
This document outlines a unit plan for a 4th grade English/Language Arts class where students will create self-portrait poetry anthologies by finding poems that reflect themselves and then performing their chosen poems through creative arts projects. The unit introduces students to poetry, teaches poetry analysis skills, and has students discover themselves through finding poems that speak to them in order to build relationships and foster community in the classroom.
This document provides guidance and help for students completing Module 4 assignments for an Honors English course. It outlines the requirements for 4 assignments: 4.01 involves reading novels and answering questions; 4.02 identifies themes in literature; 4.03 creates an outline and thesis for a paper comparing two works; 4.04 writes the final paper comparing the works' use of literary elements to develop themes. The document provides examples, explains citations, and emphasizes MLA formatting to avoid common mistakes.
This document provides an introduction to literature and strategies for reading, discussing, and writing about literary works. It discusses active reading techniques like making connections, asking questions, and visualizing. It also covers annotating texts, participating in discussions, and writing responses by making connections between works, incorporating textual evidence, and using the literary present tense. The document emphasizes reading holistically, discussing works honestly and thoughtfully, and being creative in essay titles and discussions.
This document provides an overview of social constructivist perspectives on teaching and learning. It discusses how social constructivism views learning as dependent on social and cultural factors, in contrast to earlier behavioral and cognitive perspectives that viewed learning as an individual process. The document reviews theories from Piaget and Vygotsky that inform social constructivist views of learning mechanisms. It also examines research applying social constructivism through institutional, interpersonal, and discursive analyses of teaching and learning processes. Finally, it discusses applications of social constructivism to issues like expertise development, assessment, education equity, and school reform.
This document describes the Learning Activity Management System (LAMS), which implements the concept of learning design. LAMS allows teachers to sequence collaborative learning activities that involve groups of learners interacting across different environments. It also includes tools for administering user accounts, delivering activity sequences to students, and monitoring student progress. The document provides an example learning activity sequence on the topic of "What is Greatness?" that progresses over four weeks and includes discussion forums, reviewing content, online debates, and individual reporting. LAMS is designed to illustrate learning design and aims to support reuse and adaptation of multi-learner activity sequences.
This document provides guidance on annotating and analyzing poetry related to World War 1. It explains that annotating requires critical thinking about the text through writing notes on interpretation. When annotating poetry, one should look for imagery, rhyme schemes, sound devices, figurative language, and symbols. When analyzing, it is important to break down the topic with facts and commentaries supported by annotations, rather than providing a summary or random statements. It then provides background on World War 1 and literature from the war, and discusses the poet Wilfred Owen who wrote realistically about the horrors of trench and gas warfare.
This document provides an overview of constructivism as it relates to instructional design and delivery. It discusses how constructivism views learning as an active process of constructing knowledge rather than acquiring it, and instruction as a process of supporting that construction rather than communicating knowledge. The document outlines some of the key philosophers and theories that provide historical and philosophical context for constructivist views, including Vico, Wittgenstein, Kuhn, and Rorty. It also discusses debates around constructivism and implications for how knowledge and meaning are viewed from a constructivist perspective.
The document discusses inferring, which is drawing conclusions or interpretations from clues in a text rather than from explicit statements. It involves using one's background knowledge along with evidence in the text. Inferring, questioning, and predicting work together to build understanding. The document provides examples of how to teach students to infer and gives suggestions for starting inferring practice using comics, riddles, poetry and other media. It also discusses the role of inference in interpreting different text types like fiction, nonfiction, and cartoons.
The document defines and provides examples of various literary elements and devices found in stories, focusing specifically on Rudyard Kipling's short story "Rikki-tikki-tavi". It identifies the key elements in the story such as characters (Rikki-tikki-tavi the mongoose, Nag and Nagaina the cobras), setting (a bungalow in India), conflict (Rikki protecting the family from the snakes), point of view (omniscient narrator), theme (courage and survival), and mood (suspenseful with relief at the end). Examples of literary devices used in the story are also discussed, including foreshadowing, irony, symbolism
1. The document defines various literary terms and devices, providing examples for each. Terms include acronym, act, adaptation, aesthetics, agrarian, allegory, alliteration, and others. Definitions are given in 1-2 sentences with accompanying images or additional context in some cases.
2. Examples are used to illustrate literary terms, drawing from works like Hamlet, The Wizard of Oz, Lord of the Flies, and more. Some definitions further explain subtle distinctions between similar concepts.
3. A variety of terms are defined relating to style, genre, narrative elements, poetic devices, and more. The document serves as a reference for understanding foundational concepts in literary analysis.
This document provides an overview and introduction to an upcoming competence center (CC) about the Internet of Things (IoT). The CC will include both theoretical sessions and practical hands-on sessions working with devices like Arduino and Raspberry Pi. IoT is broadly defined as physical objects connected to the internet that can be remotely monitored and controlled. The CC will focus on sensors, data acquisition, machine communication, analyzing data, and business uses of IoT. Upcoming sessions will cover IoT basics, the Raspberry Pi, and additional topics to be determined based on member input.
El documento contiene definiciones de varios tipos de documentos comerciales y de comunicación como cartas comerciales, memorandos, hojas de vida, facturas y blogs. Explica que una carta comercial trata de asuntos comerciales, un memorando comunica información entre departamentos de una organización, una hoja de vida resume los méritos de un aspirante a un empleo, una factura tiene 3 copias con el membrete de la empresa vendedora, y un blog es una página web actualizada regularmente dedicada a un tema en particular.
PrEP training slides - Lisle, April 16, 2015Jim Pickett
These slides are part of a one-day training by Illinois Department of Public Health, Midwest AIDS Training and Education Center, and AIDS Foundation of Chicago (AFC) called "PrEP: What is it and How Am I to Integrate it in My Conversations with Clients?" They were presented by Jim Pickett, Director of Prevention Advocacy and Gay Men's Health at AFC.
Mississippi College and Career Readiness Standards fIlonaThornburg83
Mississippi College and Career Readiness Standards for
English Language Arts Scaffolding Document
Third Grade
College- and Career-Readiness Standards for English Language Arts
Page 2 of 99-September 2016
Third Grade
CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
RL.3.1
Ask and answer questions
to demonstrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Readers ask questions before,
during, and after reading.
Readers answer questions
(who, what, when, where,
why, and how) about specific
details from the text.
Authors of literature include
characters, a setting, and
major events.
Readers visualize key
elements within the text.
A student should understand
(Conceptual Understanding)
Readers are always
questioning the text as they
read, including beyond the
text (inferential questions).
Readers listen to their inner
conversation as they read.
Asking and answering
questions about the text
prompts the reader to
examine what information
they lack or what parts of the
text are confusing.
Read closely in order to cite
information from the text in
order to ask and answer
questions.
A student should be able to do
(Evidence of Knowledge)
Provide oral and written
explanations that show
understanding of a text,
using examples from the text
to justify response/thinking.
Reference details and/or
examples in a text when
explaining the basis for the
answers.
Read a text and answer
questions about the text.
Read a text and ask
questions about the text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
questioning/question, ask, answer, text, summarize, text evidence, explicitly stated
College- and Career-Readiness Standards for English Language Arts
Page 3 of 99-September 2016
Third Grade
CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
RL.3.2
Recount stories, including
fables, folktales, and myths
from diverse cultures;
determine the central
message, lesson, or moral
and explain how it is
conveyed through key
details in the text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Readers understand
characteristics of stories,
fables, folktales, and myths.
Readers determine the
central message, moral, or
lesson of a story.
Readers know the difference
between a central idea and
key details in a story.
Readers know the
characteristics of an effective
retelling/recounting of
events from a story.
A student should understand
(Conceptual Understanding)
Authors of litera ...
This document outlines the standards for English Language Arts and Literacy for kindergarten through 5th grade. It includes the College and Career Readiness Anchor Standards, which provide broad standards that define what students should understand and be able to do by the end of each grade. The standards are broken down into sections including Reading Standards for Literature, Reading Standards for Informational Text, Reading Standards: Foundational Skills, and Writing Standards. Each section lists the standards for each grade level kindergarten through 5th grade. The standards define the key skills students should master in areas such as reading comprehension, vocabulary, fluency, and writing.
-check HW
-distribute makeup
packets
-assist with transitions
HW Review
3 min
Ss workerwill circulate and staple new HW menus
into all students’ HW notebooks.
T will review expectations of HW’s and circulate as
Ss copy down in their planners
Academic
Vocabulary(10
mins)
Teacher will review week’s vocab words:
typically, subsequent, coherent
-Turn and talk to explain meaning
-Fill in the blank sentences
-Picture analysis
-Cloze sentences
Essential
Questions
Review
5 mins
Teacher will review Unit 3 EQs by having students
turn and talk or write responses in
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and participating in oral discussions.
This document outlines the curriculum guide for 8th grade English in the Philippines. It covers the following domains for the first quarter: listening comprehension, oral language and fluency, vocabulary enhancement, reading comprehension, literature, viewing comprehension, writing, and grammar. The key standards and learning competencies are described for each domain. Similar information is provided for the second quarter, focusing on developing skills like projective listening, use of figurative language, gathering information from various sources, and employing different writing styles. The overall aim is for students to demonstrate communicative competence and appreciation of literature through understanding Afro-Asian works.
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for understanding unknown words, employing various reading techniques, discussing issues orally, and using language correctly in different situations.
This document outlines the curriculum guide for 8th grade English in the Philippines. It covers the following domains for the first quarter: listening comprehension, oral language and fluency, vocabulary enhancement, reading comprehension, literature, viewing comprehension, writing, and grammar. The key standards and learning competencies are described for each domain. Similar domains and standards are described for the second quarter with a focus on projective listening strategies, figurative language, gathering information from various sources, and writing informative texts.
This document outlines the curriculum guide for 8th grade English in the Philippines. It covers the following domains for the first quarter: listening comprehension, oral language and fluency, vocabulary enhancement, reading comprehension, literature, viewing comprehension, writing, and grammar. The key standards and learning competencies are described for each domain. Similar information is provided for the second quarter, focusing on developing skills like projective listening, use of figurative language, gathering information from various sources, and employing different writing styles. The overall aim is for students to demonstrate communicative competence and appreciation of literature through understanding works from Afro-Asian cultures.
The curriculum map outlines an 8th grade English curriculum with a focus on African and East Asian literature. The first quarter explores African literature and how it examines human struggles. Students will read and analyze various poems and stories from Africa. They will also practice oral presentation skills. The second quarter focuses on East Asian literature inspired by nature, including Japanese zen stories and haikus. Students will continue to improve reading comprehension, vocabulary, and composition skills. The curriculum aims to develop values such as respect, acceptance, determination and embracing diversity.
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This document provides the curriculum guide for 8th grade English for the first two quarters. It outlines the program, grade level, and content standards which focus on developing communicative competence and understanding of Afro-Asian literature and culture. For each quarter, it lists learning competencies, defines what students should understand, and provides performance standards for how students will demonstrate their understanding. The guide covers topics like listening comprehension, oral fluency, vocabulary, reading, literature, viewing comprehension, writing, grammar, and study strategies. It aims to help students appreciate diversity and bring out the best in themselves and others.
Heroes & Villains: Year 7 sem 2 teaching outlineSam Boswell
This document outlines the semester 2 program for Year 7 English in 2014, including topics, learning objectives, suggested texts, teaching concepts, extensions, and assessment tasks. Over the course of terms 1-4, students will study language, literature, drama, short stories, poetry and prose. They will analyze texts, compare representations in different genres, and create their own literary works. Assessment tasks include analysis questions, drama performances, reports, creative writing, and exam preparation. The program aims to develop students' comprehension, composition, and critical thinking skills.
The document discusses using pop culture, such as music, to teach persuasive writing techniques to students. It provides examples of persuasive phrases and techniques. It also discusses adapting the lesson to different grade levels and content areas. The document lists relevant TEKS standards and concludes that students thrive when they feel competent and in control.
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The International Baccalaureate Language A program focuses on developing students' skills in textual analysis and understanding how cultural contexts influence meaning. The two-year program encourages open-mindedness and critical thinking. It examines topics like language and mass communication, literature and contexts, and how formal elements create meaning. Students are assessed through written tasks, oral commentaries, and exams analyzing passages and literary works with consideration of production and reception contexts. The goal is to promote intercultural understanding by reflecting on different cultural practices and perspectives.
This document provides the curriculum guide for English 8 for the first three quarters. It outlines the program, grade level, content and performance standards for each quarter. The standards cover key areas like listening comprehension, oral fluency, vocabulary, reading comprehension, literature, viewing comprehension, writing, grammar and study strategies. For each standard, it provides learning competencies and examples of how students can demonstrate their understanding. It also lists specific skills and strategies students should develop for each standard by quarter.
The document provides an overview of the Common Core State Standards for English Language Arts and Literacy. It includes summaries of the text types and purposes for grades K-5 and 6-8. For ELA standards, it outlines the key areas of text types and purposes, production and distribution of writing, research to build knowledge, and range of writing. It also includes anchor standards for reading, writing, speaking and listening. Overall, the document summarizes the main components and expectations of the Common Core Standards for ELA.
This unit plan focuses on concepts of power and authority through comparative readings of Shakespeare's Macbeth and Titus Andronicus, Machiavelli's The Prince, and Lao Tzu's Tao Te Ching. The goal is to improve student argumentative writing skills through practicing components like constructing an argument. Students will complete an extended argumentative essay as a post-assessment. The unit provides differentiation for gifted students through choices in assignments, flexible formats for completing work, and opportunities for higher-level students to support lower-level peers. A variety of individual, paired, and group activities targeting different skills are designed to engage twice-exceptional learners.
The document provides a correlation between the 2010 Common Core State Standards and the Kansas Curricular Standards for Reading and Writing for grades K-1. It lists the Common Core standards, followed by any major differences from the Kansas standards. For 1st grade literature, major differences include identifying words/phrases that suggest feelings, explaining differences between story and information books, and identifying the storyteller. For informational text, differences are using text features to locate information and identifying an author's reasons to support points. Foundational skills differences include knowing long/short vowel conventions and decoding multisyllabic words.
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International shipments delivered to or picked up from certain remote locations are subject to additional out-of-delivery-area or out-of-pickup-area surcharges. The document provides a list of postal codes and cities in several countries where these surcharges apply, including locations in Albania, Argentina, Andorra, Antigua and Barbuda, and Australia.
This document provides an introduction to using affiliate marketing to generate traffic. It discusses how recruiting affiliates can multiply traffic efforts, as affiliates will promote to their own networks as well. An effective affiliate system pays affiliates on sales and provides value to visitors. Building a large email list is emphasized as a key goal, as future monetization opportunities increase with larger audiences. Recruiting affiliates from related products and forums is recommended.
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This document summarizes a trading agreement between Formula Investment House Ltd. and a client for setting up a self-managed account to conduct transactions based on foreign exchange rates and other financial assets. Key points:
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Formulir ini digunakan untuk mengajukan permohonan kartu kredit BCA. Terdapat data pribadi, pekerjaan, dan referensi kredit yang harus diisi. Pemohon juga dapat memilih jenis kartu dan meminta fasilitas tambahan seperti pin untuk ATM luar negeri atau perlindungan kredit life. Dokumen pendukung seperti foto ktp diperlukan.
The document provides information about the European Week Against Cancer (EWAC) Youth Competition 2013, including eligibility requirements, categories, submission guidelines, judging criteria, and prizes. Specifically, it invites young people aged 10-18 in Europe to create posters on cancer prevention topics to be judged in a competition running from April 19th to May 28th, 2013. Winning posters in junior and senior categories will each receive an iPad Mini or iPod Touch.
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Human: Thank you, that's a great high-level summary that hits the key points.
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Dokumen tersebut merangkum program pelatihan pengajaran bahasa Inggris berbasis English Home Method untuk guru-guru Sekolah Luar Biasa di Kota Padang. Pelatihan ini bertujuan meningkatkan kemampuan para guru dalam mengajarkan bahasa Inggris dengan metode interaktif dan menyenangkan. Secara garis besar, dokumen tersebut menjelaskan latar belakang pelaksanaan pelatihan, metode yang digunakan, serta hasil dan p
1. English III
Assessment
Eligible Texas Essential
Knowledge and Skills
Texas Education Agency
Student Assessment Division
Spring 2011
2. STAAR English III Assessment
Genres Assessed:
Literary Informational
• Fiction (Readiness) • Expository (Readiness)
• Literary Nonfiction (Supporting) • Persuasive (Supporting)
• Poetry (Supporting) • Procedural (Embedded)
• Drama (Supporting) • Media Literacy (Embedded)
• Media Literacy (Embedded)
Reporting Category 1:
Understanding and Analysis Across Genres
The student will demonstrate the ability to understand and analyze a
variety of written texts across reading genres.
(1) Reading/Vocabulary Development. Students understand new vocabulary
and use it when reading and writing. Students are expected to
(A) determine the meaning of grade-level technical academic English words
in multiple content areas (e.g., science, mathematics, social studies,
the arts) derived from Latin, Greek, or other linguistic roots and affixes;
Supporting Standard
(B) analyze textual context (within a sentence and in larger sections of
text) to draw conclusions about the nuance in word meanings;
Readiness Standard
(C) infer word meaning through the identification and analysis of analogies
and other word relationships; Supporting Standard
(D) recognize and use knowledge of cognates in different languages and of
word origins to determine the meaning of words;
Supporting Standard
(E) use general and specialized dictionaries, thesauri, glossaries, histories
of language, books of quotations, and other related references (printed
or electronic) as needed. Readiness Standard
(9) Reading/Comprehension of Informational Text/Expository Text.
Students analyze, make inferences and draw conclusions about expository
text and provide evidence from text to support their understanding. Students
are expected to
(D) synthesize ideas and make logical connections (e.g., thematic links,
author analyses) between and among multiple texts representing
similar or different genres and technical sources and support those
findings with textual evidence. Supporting Standard
STAAR English III Page 2 of 12
Texas Education Agency
Student Assessment Division
Spring 2011
3. (Figure 19) Reading/Comprehension Skills. Students use a flexible range of
metacognitive reading skills in both assigned and independent reading to
understand an author’s message. The student is expected to
(B) make complex inferences (e.g., inductive and deductive) about text and
use textual evidence to support understanding. Readiness Standard
STAAR English III Page 3 of 12
Texas Education Agency
Student Assessment Division
Spring 2011
4. Reporting Category 2:
Understanding and Analysis of Literary Texts
The student will demonstrate an ability to understand and analyze literary
texts.
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students
analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence
from the text to support their understanding. Students are expected to
(A) analyze the way in which the theme or meaning of a selection
represents a view or comment on the human condition;
Readiness Standard
(B) relate the characters and text structures of mythic, traditional, and
classical literature to 20th and 21st century American novels, plays,
or films; Supporting Standard
(C) relate the main ideas found in a literary work to primary source
documents from its historical and cultural setting.
Supporting Standard
(3) Reading/Comprehension of Literary Text/Poetry. Students understand,
make inferences and draw conclusions about the structure and elements of
poetry and provide evidence from text to support their understanding.
Students are expected to
(A) analyze the effects of metrics, rhyme schemes (e.g., end, internal,
slant, eye), and other conventions in American poetry.
Supporting Standard
(4) Reading/Comprehension of Literary Text/Drama. Students understand,
make inferences and draw conclusions about the structure and elements of
drama and provide evidence from text to support their understanding.
Students are expected to
(A) analyze the themes and characteristics in different periods of modern
American drama. Supporting Standard
(5) Reading/Comprehension of Literary Text/Fiction. Students understand,
make inferences and draw conclusions about the structure and elements of
fiction and provide evidence from text to support their understanding.
Students are expected to
(A) evaluate how different literary elements (e.g., figurative language, point
of view) shape the author's portrayal of the plot and setting in works of
fiction; Readiness Standard
STAAR English III Page 4 of 12
Texas Education Agency
Student Assessment Division
Spring 2011
5. (B) analyze the internal and external development of characters through a
range of literary devices; Readiness Standard
(C) analyze the impact of narration when the narrator's point of view shifts
from one character to another. Supporting Standard
(6) Reading/Comprehension of Literary Text/Literary Nonfiction.
Students understand, make inferences and draw conclusions about the varied
structural patterns and features of literary nonfiction and provide evidence
from text to support their understanding. Students are expected to
(A) analyze how rhetorical techniques (e.g., repetition, parallel structure,
understatement, overstatement) in literary essays, true life adventures,
and historically important speeches influence the reader, evoke
emotions, and create meaning. Supporting Standard
(7) Reading/Comprehension of Literary Text/Sensory Language. Students
understand, make inferences and draw conclusions about how an author’s
sensory language creates imagery in literary text and provide evidence from
text to support their understanding. Students are expected to
(A) analyze the meaning of classical, mythological, and biblical allusions in
words, phrases, passages, and literary works. Supporting Standard
(12) Reading/Media Literacy. Students use comprehension skills to analyze
how words, images, graphics, and sounds work together in various forms to
impact meaning. Students are expected to
(A) evaluate how messages presented in media reflect social and cultural
views in ways different from traditional texts; Supporting Standard
(D) evaluate changes in formality and tone across various media for
different audiences and purposes. Supporting Standard
(Figure 19) Reading/Comprehension Skills. Students use a flexible range of
metacognitive reading skills in both assigned and independent reading to
understand an author’s message. The student is expected to
(B) make complex inferences (e.g., inductive and deductive) about text and
use textual evidence to support understanding.
Readiness Standard (Fiction) / Supporting Standard (Literary
Nonfiction, Poetry, Drama)
STAAR English III Page 5 of 12
Texas Education Agency
Student Assessment Division
Spring 2011
6. Reporting Category 3:
Understanding and Analysis of Informational Texts
The student will demonstrate an ability to understand and analyze
informational texts.
(8) Reading/Comprehension of Informational Text/Culture and History.
Students analyze, make inferences and draw conclusions about the author’s
purpose in cultural, historical, and contemporary contexts and provide
evidence from the text to support their understanding. Students are expected
to
(A) analyze how the style, tone, and diction of a text advance the author's
purpose and perspective or stance. Readiness Standard
(9) Reading/Comprehension of Informational Text/Expository Text.
Students analyze, make inferences and draw conclusions about expository
text and provide evidence from text to support their understanding. Students
are expected to
(A) summarize a text in a manner that captures the author’s viewpoint, its
main ideas, and its elements without taking a position or expressing an
opinion; Readiness Standard
(B) distinguish between inductive and deductive reasoning and analyze the
elements of deductively and inductively reasoned texts and the different
ways conclusions are supported; Supporting Standard
(C) make and defend subtle inferences and complex conclusions about the
ideas in text and their organizational patterns. Readiness Standard
(10) Reading/Comprehension of Informational Text/Persuasive Text.
Students analyze, make inferences and draw conclusions about persuasive
text and provide evidence from text to support their analysis. Students are
expected to
(A) evaluate how the author’s purpose and stated or perceived audience
affect the tone of persuasive texts. Supporting Standard
(11) Reading/Comprehension of Informational Text/Procedural Texts.
Students understand how to glean and use information in procedural texts
and documents. Students are expected to
(A) evaluate the logic of the sequence of information presented in text
(e.g., product support material, contracts); Supporting Standard
(B) translate (from text to graphic or from graphic to text) complex,
factual, quantitative, or technical information presented in maps,
charts, illustrations, graphs, timelines, tables, and diagrams.
Supporting Standard
STAAR English III Page 6 of 12
Texas Education Agency
Student Assessment Division
Spring 2011
7. (12) Reading/Media Literacy. Students use comprehension skills to analyze
how words, images, graphics, and sounds work together in various forms to
impact meaning. Students are expected to
(A) evaluate how messages presented in media reflect social and cultural
views in ways different from traditional texts; Supporting Standard
(D) evaluate changes in formality and tone across various media for
different audiences and purposes. Supporting Standard
(Figure 19) Reading/Comprehension Skills. Students use a flexible range of
metacognitive reading skills in both assigned and independent reading to
understand an author’s message. The student is expected to
(B) make complex inferences (e.g., inductive and deductive) about text and
use textual evidence to support understanding.
Readiness Standard (Expository) / Supporting Standard
(Persuasive)
STAAR English III Page 7 of 12
Texas Education Agency
Student Assessment Division
Spring 2011
8. Reporting Category 4:
Composition
The student will demonstrate an ability to compose a variety of written
texts with a clear, controlling thesis; coherent organization; sufficient
development; and effective use of language and conventions.
(13) Writing/Writing Process. Students use elements of the writing process
(planning, drafting, revising, editing, and publishing) to compose text.
Students are expected to
(B) structure ideas in a sustained and persuasive way (e.g., using outlines,
note taking, graphic organizers, lists) and develop drafts in timed and
open-ended situations that include transitions and rhetorical devices to
convey meaning; Readiness Standard
(C) revise drafts to clarify meaning and achieve specific rhetorical purposes,
consistency of tone, and logical organization by rearranging the words,
sentences, and paragraphs to employ tropes (e.g., metaphors, similes,
analogies, hyperbole, understatement, rhetorical questions, irony),
schemes (e.g., parallelism, antithesis, inverted word order, repetition,
reversed structures), and by adding transitional words and phrases;
Readiness Standard
(D) edit drafts for grammar, mechanics, and spelling. Readiness Standard
(15) Writing/Expository [and Procedural] Texts. Students write expository
[and procedural or work-related] texts to communicate ideas and information
to specific audiences for specific purposes. Students are expected to
(A) write an analytical essay of sufficient length Readiness Standard
that includes
(i) effective introductory and concluding paragraphs and a variety of
sentence structures;
(ii) rhetorical devices, and transitions between paragraphs;
(iii) a clear thesis statement or controlling idea;
(iv) a clear organizational schema for conveying ideas;
(v) relevant and substantial evidence and well-chosen details;
(vi) information on multiple relevant perspectives and a consideration
of the validity, reliability, and relevance of primary and secondary
sources;
STAAR English III Page 8 of 12
Texas Education Agency
Student Assessment Division
Spring 2011
9. (C) write an interpretation of an expository or a literary text
Readiness Standard
that
(i) advances a clear thesis statement;
(ii) addresses the writing skills for an analytical essay, including
references to and commentary on quotations from the text;
(iii) analyzes the aesthetic effects of an author’s use of stylistic or
rhetorical devices;
(iv) identifies and analyzes the ambiguities, nuances, and
complexities within the text;
(v) anticipates and responds to readers’ questions or contradictory
information.
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the
attitudes or actions of a specific audience on specific issues. Students are
expected to write an argumentative essay (e.g., evaluative essays,
proposals) to the appropriate audience Readiness Standard
that includes
(A) a clear thesis or position based on logical reasons supported by precise
and relevant evidence, including facts, expert opinions, quotations,
and/or expressions of commonly accepted beliefs;
(C) an organizing structure appropriate to the purpose, audience, and
context;
(E) demonstrated consideration of the validity and reliability of all primary
and secondary sources used;
(F) language attentively crafted to move a disinterested or opposed
audience, using specific rhetorical devices to back up assertions (e.g.,
appeals to logic, emotions, ethical beliefs).
STAAR English III Page 9 of 12
Texas Education Agency
Student Assessment Division
Spring 2011
10. Genres Represented in the Revision and Editing Sections of the Test:
Literary Informational
• Literary Nonfiction • Expository
• Persuasive
Reporting Category 5:
Revision
The student will demonstrate an ability to revise a variety of written texts.
(13) Writing/Writing Process. Students use elements of the writing process
(planning, drafting, revising, editing, and publishing) to compose text.
Students are expected to
(C) revise drafts to clarify meaning and achieve specific rhetorical purposes,
consistency of tone, and logical organization by rearranging the words,
sentences, and paragraphs to employ tropes (e.g., metaphors, similes,
analogies, hyperbole, understatement, rhetorical questions, irony),
schemes (e.g., parallelism, antithesis, inverted word order, repetition,
reversed structures), and by adding transitional words and phrases.
Readiness Standard
(15) Writing/Expository [and Procedural] Texts. Students write expository
[and procedural or work-related] texts to communicate ideas and information
to specific audiences for specific purposes. Students are expected to
(A) write an [analytical] essay of sufficient length that includes
(i) effective introductory and concluding paragraphs and a variety of
sentence structures; Supporting Standard
(ii) rhetorical devices, and transitions between paragraphs;
Supporting Standard
(iii) a clear thesis statement or controlling idea;
Supporting Standard
(iv) a clear organizational schema for conveying ideas;
Supporting Standard
(v) relevant and substantial evidence and well-chosen details;
Supporting Standard
(vi) information on multiple relevant perspectives and a consideration
of the validity, reliability, and relevance of primary and secondary
sources. Supporting Standard
STAAR English III Page 10 of 12
Texas Education Agency
Student Assessment Division
Spring 2011
11. (16) Writing/Persuasive Texts. Students write persuasive texts to influence the
attitudes or actions of a specific audience on specific issues. Students are
expected to write an argumentative essay (e.g., evaluative essays,
proposals) to the appropriate audience that includes
(A) a clear thesis or position based on logical reasons supported by precise
and relevant evidence, including facts, expert opinions, quotations,
and/or expressions of commonly accepted beliefs;
Supporting Standard
(C) an organizing structure appropriate to the purpose, audience, and
context; Supporting Standard
(E) demonstrated consideration of the validity and reliability of all primary
and secondary sources used; Supporting Standard
(F) language attentively crafted to move a disinterested or opposed
audience, using specific rhetorical devices to back up assertions (e.g.,
appeals to logic, emotions, ethical beliefs). Supporting Standard
STAAR English III Page 11 of 12
Texas Education Agency
Student Assessment Division
Spring 2011
12. Reporting Category 6:
Editing
The student will demonstrate an ability to edit a variety of texts.
(13) Writing/Writing Process. Students use elements of the writing process
(planning, drafting, revising, editing, and publishing) to compose text.
Students are expected to
(D) edit drafts for grammar, mechanics, and spelling. Readiness Standard
(17) [Oral and] Written Conventions/Conventions. Students understand the
function of and use the conventions of academic language when [speaking
and] writing. Students are expected to
(A) use and understand the function of different types of clauses and
phrases (e.g., adjectival, noun, adverbial clauses and phrases);
Supporting Standard
(B) use a variety of correctly structured sentences (e.g., compound,
complex, compound-complex). Readiness Standard
(18) [Oral and] Written Conventions/Handwriting, Capitalization, and
Punctuation. Students write legibly and use appropriate capitalization and
punctuation conventions in their compositions. Students are expected to
(A) correctly and consistently use conventions of punctuation and
capitalization. Readiness Standard
(19) [Oral and] Written Conventions/Spelling. Students spell correctly.
Students are expected to
(A) spell correctly, including using various resources to determine and
check correct spellings. Readiness Standard
STAAR English III Page 12 of 12
Texas Education Agency
Student Assessment Division
Spring 2011