This document provides information about developing a reading assignment for third grade students. It describes characteristics of 8-9 year old third graders, including their intellectual development, learning styles, interests, and reading abilities. It then lists New York State and Common Core reading standards that are appropriate for third grade. The document provides examples of fiction and non-fiction texts that would align with the standards, including stories, poems, and informational books. It gives examples of before, during, and after reading questions teachers could ask to check comprehension and engage critical thinking. Finally, it discusses different forms of reader response activities for third grade, such as connecting to personal experiences, other texts, and the real world.
This document provides information about a lesson focused on third grade students. It describes characteristics of 8-9 year old third graders, including that they learn best through hands-on activities and enjoy group work. The document also lists New York State and Common Core reading standards for third grade, potential types of texts to use including stories and poems, and examples of questions to ask students before, during, and after reading to check comprehension.
This document outlines the expectations and requirements for students' book reports. It states that students can present their book report analysis and information in various forms, such as an essay, video, or poster. The book report must include bibliographic information, 10 vocabulary words from the book, an introduction with the title, author and genre. Students must also include analysis of 4 out of 8 elements: the setting, 2 main characters, the plot, themes, examples of figurative language, how the book affected them, their opinion of the book, and whether they would recommend it. Book reports will be due quarterly and cover different genres.
The document discusses various literary devices and elements used in writing narratives. It covers idiomatic expressions, creative words from myths and other languages, qualities of good titles, sensing character traits through description and dialogue, and the basic elements of narratives and short stories such as setting, characters, plot, point of view, theme. It provides examples to illustrate techniques for revealing characters and their traits, engaging the reader with an appropriate title, and maintaining a sense of reality, movement and focus in a narrative.
This document provides an overview of academic language and texts. It defines academic language as the formal language used in classroom settings, textbooks, and assignments that requires mastery of complex ideas and abstract concepts. In contrast, social language is informal and used with friends and family. The document outlines several key characteristics of academic language, including being formal, impersonal, precise, and objective. It also compares academic and non-academic texts, noting academic texts have a formal structure and style, cite sources, address complex topics through evidence-based arguments, and are written for an academic audience. The document contains examples and activities to help distinguish academic from non-academic language and evaluate sample texts.
The document provides advice for students on how to answer a Section B question for an exam. It advises students to carefully consider the question and decide which texts and parts of texts will best answer the aspect of narrative focused on in the question. Students should relate this aspect to the stories in each text and discuss it in three different ways as it relates to the texts. The texts should be connected by this common narrative aspect.
Reading and Thinking Strategies across Text TypesLance Campano
This document provides a summary of key concepts related to reading techniques and selecting/organizing information. It begins with an introduction to reading motivation and the reading process. Various brainstorming techniques are then described such as listing, clustering/mapping, cubing, freewriting, and researching. Graphic organizers that can be used to organize information like sequence charts, story maps, and Venn diagrams are also outlined. The document concludes with a discussion of properties of well-written texts, including organization, coherence, cohesion, and language use.
The discussion analyzed the potential meanings of the titles in Enduring Love and selected Tennyson poems, providing textual evidence. They evaluated how the titles encapsulate themes, give indications of genre, highlight characters, and can be used ironically to suggest alternative interpretations. The discussion concluded that writers carefully choose impactful titles to engage readers and suggest where the narrative will go.
This document discusses various techniques for gaining alternative perspectives when analyzing texts. It presents strategies for students to create alternative texts from different points of view, such as substituting characters or examining a story from a different character's perspective. Other approaches mentioned include juxtaposing two texts on the same topic to see differing views, analyzing photos from contrasting perspectives, and holding theme-based discussion groups to explore multiple portrayals of a subject. The goal is to understand how changing certain elements might alter the story. Reference materials for finding books on specific themes are also provided.
This document provides information about a lesson focused on third grade students. It describes characteristics of 8-9 year old third graders, including that they learn best through hands-on activities and enjoy group work. The document also lists New York State and Common Core reading standards for third grade, potential types of texts to use including stories and poems, and examples of questions to ask students before, during, and after reading to check comprehension.
This document outlines the expectations and requirements for students' book reports. It states that students can present their book report analysis and information in various forms, such as an essay, video, or poster. The book report must include bibliographic information, 10 vocabulary words from the book, an introduction with the title, author and genre. Students must also include analysis of 4 out of 8 elements: the setting, 2 main characters, the plot, themes, examples of figurative language, how the book affected them, their opinion of the book, and whether they would recommend it. Book reports will be due quarterly and cover different genres.
The document discusses various literary devices and elements used in writing narratives. It covers idiomatic expressions, creative words from myths and other languages, qualities of good titles, sensing character traits through description and dialogue, and the basic elements of narratives and short stories such as setting, characters, plot, point of view, theme. It provides examples to illustrate techniques for revealing characters and their traits, engaging the reader with an appropriate title, and maintaining a sense of reality, movement and focus in a narrative.
This document provides an overview of academic language and texts. It defines academic language as the formal language used in classroom settings, textbooks, and assignments that requires mastery of complex ideas and abstract concepts. In contrast, social language is informal and used with friends and family. The document outlines several key characteristics of academic language, including being formal, impersonal, precise, and objective. It also compares academic and non-academic texts, noting academic texts have a formal structure and style, cite sources, address complex topics through evidence-based arguments, and are written for an academic audience. The document contains examples and activities to help distinguish academic from non-academic language and evaluate sample texts.
The document provides advice for students on how to answer a Section B question for an exam. It advises students to carefully consider the question and decide which texts and parts of texts will best answer the aspect of narrative focused on in the question. Students should relate this aspect to the stories in each text and discuss it in three different ways as it relates to the texts. The texts should be connected by this common narrative aspect.
Reading and Thinking Strategies across Text TypesLance Campano
This document provides a summary of key concepts related to reading techniques and selecting/organizing information. It begins with an introduction to reading motivation and the reading process. Various brainstorming techniques are then described such as listing, clustering/mapping, cubing, freewriting, and researching. Graphic organizers that can be used to organize information like sequence charts, story maps, and Venn diagrams are also outlined. The document concludes with a discussion of properties of well-written texts, including organization, coherence, cohesion, and language use.
The discussion analyzed the potential meanings of the titles in Enduring Love and selected Tennyson poems, providing textual evidence. They evaluated how the titles encapsulate themes, give indications of genre, highlight characters, and can be used ironically to suggest alternative interpretations. The discussion concluded that writers carefully choose impactful titles to engage readers and suggest where the narrative will go.
This document discusses various techniques for gaining alternative perspectives when analyzing texts. It presents strategies for students to create alternative texts from different points of view, such as substituting characters or examining a story from a different character's perspective. Other approaches mentioned include juxtaposing two texts on the same topic to see differing views, analyzing photos from contrasting perspectives, and holding theme-based discussion groups to explore multiple portrayals of a subject. The goal is to understand how changing certain elements might alter the story. Reference materials for finding books on specific themes are also provided.
7th Annual Statewide Professional Conference Madison, WiscSharon Pajka
The document summarizes research on portrayals of deaf characters in adolescent literature. It discusses research questions about whether deaf characters are presented culturally or pathologically, whether readers prefer deaf or hearing authors, and how deaf and hearing readers perceive deaf characters. It then outlines the methodology, including a content analysis of 6 books and surveys of 27 reader participants. Key findings indicate that hearing authors presented deaf characters more culturally while deaf authors included more pathological aspects, and that readers slightly preferred books by hearing authors and perceptions correlated somewhat with cultural content analysis.
The document summarizes a research study on the portrayal and perception of deaf characters in adolescent literature. It discusses the research questions, methodology, findings and conclusions. The study analyzed 6 books with deaf main characters through a content analysis checklist and reader response surveys from 24 deaf, hearing and culturally familiar participants. Key findings included that hearing authors portrayed more cultural perspectives while deaf authors included more pathological perspectives. Participants also generally preferred books by hearing authors and culturally deaf male characters were viewed more positively. The study provides implications for informing educators and readers about this genre.
Here are some potential conflicts in a story based on the categories discussed:
1. Human vs. Human (Physical)
- Thomas struggles in hand-to-hand combat against another Glader who wants to be the leader.
2. Human vs. Society
- Thomas struggles to gain acceptance from the other Gladers after arriving as an outsider with no memories.
3. Human vs. Nature
- A storm strikes the Glade, forcing Thomas to lead an effort to shelter the Gladers and protect the crops from damage.
4. Human vs. God
- Thomas questions why they are trapped in the maze and struggles with losing faith in ever escaping as the maze seems impossible to solve.
5
The document provides objectives, standards, and lesson plans for teaching "Paul's Case" by Willa Cather to high school English students. The objectives are for students to analyze symbolic elements in the story, express their own ideas in writing and discussion, and participate in high-level analysis. Standards covered include citing evidence, determining meaning of words, argumentative writing, collaborative discussions, and language conventions. Lesson plans include discussing what led Paul to his choices, whether they could have been prevented, character analysis, setting details, plotting a plot chart, discussing narcissistic vs histrionic personality disorders in Paul, exploring symbolic elements, and analyzing a significant scene.
The Amazing Spider-Man #1 Reading and Understanding.C B
ESL and English Students can display their ability to read and understand various types of literature, published as well are the texts and handouts, see next uploads. This is an in class activity through the use of the real #1 issue of Spider-Man
This document provides guidance on selecting primary books for different year levels. It outlines suggested criteria for choosing fiction and non-fiction books for Years 1 through 6. Criteria include selecting texts that develop reading skills appropriate for each year level, engage readers, and for non-fiction, provide accurate information through consistent use of organizational features. Example text types are also provided for each year level.
This document provides guidance on writing an argumentative paragraph, including the key elements that should be included. It emphasizes that an argumentative paragraph should begin with a clear stance on the topic, with the purpose of persuading the audience. It should then use evidence to build the reasoning and convince the audience of the stance, explaining how the evidence supports the position. The document provides an example of an argumentative paragraph that takes a stance, provides evidence to support it, and explains how the evidence relates to the stance. It also includes a rubric and tips for writing an effective argumentative paragraph, such as using a clear topic sentence and developing the argument logically.
This document provides guidance on writing a biography text. It discusses the social function of biographies, which is to informally report on someone's life. It outlines the typical structure of a biography as having an introductory paragraph with background on the subject, paragraphs in chronological order recounting key events in the person's life, and a concluding paragraph commenting on their achievements. Linguistic features common to biographies are also identified, such as using names, past tense verbs, and time connectives. Learners are instructed to watch a video about a famous figure, identify details about them, and outline the structure of a biography on that person.
This document provides an overview of reading and writing skills, including patterns and properties of written texts. It discusses 8 patterns of development for written texts: cause-effect, classification, comparison-contrast, definition, description, narration, persuasion, and problem-solution. It also outlines 4 key properties of written texts: organization, coherence, cohesion, language use, and language mechanics. Specific elements are described for each pattern and property, such as common signal words, text structure, punctuation, spelling, and capitalization guidelines. The document is intended to teach students how to analyze and understand different types of written works.
The document provides information about the structure and requirements of the Literature exam for Unit 1 LITB1. It discusses the different sections of the exam, including Section A which focuses on single texts and requires commentary on narrative methods, and Section B which asks students to compare aspects of narrative across multiple texts. Examples of past exam questions are provided covering topics like narrative structure, characters, and the use of time. Assessment criteria are outlined for AO1, AO2 and AO3, covering critical vocabulary, analysis of form/language, and making connections between texts.
This document discusses literature self-access centers. It begins by defining literature with a capital L as classical texts like Shakespeare and Dickens, while literature with a small l refers to popular fiction, fables, and song lyrics. It then defines self-access learning as a method where students choose their own materials to study independently. A literature self-access center is described as a library or small collection of literary texts for students to read on their own with minimal supervision, either during class or as homework. Examples of materials included in such a center are novels, plays, short stories, anthologies of poetry, graded readers, and excerpts kept in the classroom or library for regular student borrowing. Worksheets are also provided to guide
This document discusses genre and provides examples of different genres. It defines genre as a type of text classified according to its purpose, situation, and other common characteristics. The document divides genres into instructional, literary, academic, and modern categories. It provides examples of genres such as reports, news items, and recounts. The document also discusses how to analyze texts based on their generic structure, register, and other features. It advocates for a genre-based approach to teaching language and empowering learners to produce texts in genres valued in their target culture.
Harper Lee was inspired to write To Kill a Mockingbird based on an event she witnessed near her hometown in 1936 at age 10. The document discusses understanding the historical context and social environment Lee was writing about, being the American South in the 1930s. Students will research and present on various topics related to life in the Southern United States during the 1930s to gain contextual understanding of the novel.
The document provides guidance on developing the key elements of an essay: the rhetorical situation, subject, purpose, and audience. It emphasizes starting with clear definitions. The subject should identify a problem or aspect of the topic and make an assertion about it. The purpose states what is being argued and why. The audience is identified and the essay is tailored to their knowledge and interests. These elements are the most important parts of any essay in the course.
This document provides guidance on writing an effective argumentative paragraph. It explains that an argumentative paragraph should begin with a clear stance on the topic, with the purpose of persuading the audience. It emphasizes the importance of using evidence to build reasoning and convince the audience of the writer's position. The document then outlines the key elements of an argument - the point or stance, evidence to support it, and an explanation of how the evidence links back to the stance. It provides an example argument paragraph on incorporating rap music into the high school English curriculum. The document concludes with some tips, such as using a clear topic sentence and developing the argument logically and specifically.
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.
This document provides the assignment prompt and guidelines for an essay responding to Willa Cather's novel My Antonia. Students must choose one of eight essay topics provided and write a 500-750 word thesis-driven essay. The prompt introduces the objectives of learning to write a response to literature using rhetorical strategies and critical thinking skills. It also outlines the format, research, and citation requirements. The document concludes with learning outcomes, previously learned skills, best practices, and things for students to avoid in completing the assignment successfully.
Smart Marketing ideas.
conic thinking is to understand and work with the most effective ways to dramatically improve clients’ chances of success.
This applies to Ideaology, and the rest of the companies in the Iconic Group. Communication solutions require a strategic and collaborative process across all disciplines and Digital marketing is playing an increasingly important role in the communication mix.
With the digital world changing on a daily basis, clients are looking to us for direction and recommendations.
The document summarizes new changes to Australia's superannuation rules effective July 2017. Key changes include cutting the concessional contributions cap to $25,000, introducing a $1.6 million transfer balance cap on super funds shifting to pension phase, and lowering the income threshold for extra contributions tax to $250,000. Non-concessional contribution caps will be reduced to $100,000 and the 'bring forward' rule remains available for those under 65. Self-managed superannuation funds can include up to 4 members and invest in various assets, though related party transactions and in-house asset holdings have restrictions.
7th Annual Statewide Professional Conference Madison, WiscSharon Pajka
The document summarizes research on portrayals of deaf characters in adolescent literature. It discusses research questions about whether deaf characters are presented culturally or pathologically, whether readers prefer deaf or hearing authors, and how deaf and hearing readers perceive deaf characters. It then outlines the methodology, including a content analysis of 6 books and surveys of 27 reader participants. Key findings indicate that hearing authors presented deaf characters more culturally while deaf authors included more pathological aspects, and that readers slightly preferred books by hearing authors and perceptions correlated somewhat with cultural content analysis.
The document summarizes a research study on the portrayal and perception of deaf characters in adolescent literature. It discusses the research questions, methodology, findings and conclusions. The study analyzed 6 books with deaf main characters through a content analysis checklist and reader response surveys from 24 deaf, hearing and culturally familiar participants. Key findings included that hearing authors portrayed more cultural perspectives while deaf authors included more pathological perspectives. Participants also generally preferred books by hearing authors and culturally deaf male characters were viewed more positively. The study provides implications for informing educators and readers about this genre.
Here are some potential conflicts in a story based on the categories discussed:
1. Human vs. Human (Physical)
- Thomas struggles in hand-to-hand combat against another Glader who wants to be the leader.
2. Human vs. Society
- Thomas struggles to gain acceptance from the other Gladers after arriving as an outsider with no memories.
3. Human vs. Nature
- A storm strikes the Glade, forcing Thomas to lead an effort to shelter the Gladers and protect the crops from damage.
4. Human vs. God
- Thomas questions why they are trapped in the maze and struggles with losing faith in ever escaping as the maze seems impossible to solve.
5
The document provides objectives, standards, and lesson plans for teaching "Paul's Case" by Willa Cather to high school English students. The objectives are for students to analyze symbolic elements in the story, express their own ideas in writing and discussion, and participate in high-level analysis. Standards covered include citing evidence, determining meaning of words, argumentative writing, collaborative discussions, and language conventions. Lesson plans include discussing what led Paul to his choices, whether they could have been prevented, character analysis, setting details, plotting a plot chart, discussing narcissistic vs histrionic personality disorders in Paul, exploring symbolic elements, and analyzing a significant scene.
The Amazing Spider-Man #1 Reading and Understanding.C B
ESL and English Students can display their ability to read and understand various types of literature, published as well are the texts and handouts, see next uploads. This is an in class activity through the use of the real #1 issue of Spider-Man
This document provides guidance on selecting primary books for different year levels. It outlines suggested criteria for choosing fiction and non-fiction books for Years 1 through 6. Criteria include selecting texts that develop reading skills appropriate for each year level, engage readers, and for non-fiction, provide accurate information through consistent use of organizational features. Example text types are also provided for each year level.
This document provides guidance on writing an argumentative paragraph, including the key elements that should be included. It emphasizes that an argumentative paragraph should begin with a clear stance on the topic, with the purpose of persuading the audience. It should then use evidence to build the reasoning and convince the audience of the stance, explaining how the evidence supports the position. The document provides an example of an argumentative paragraph that takes a stance, provides evidence to support it, and explains how the evidence relates to the stance. It also includes a rubric and tips for writing an effective argumentative paragraph, such as using a clear topic sentence and developing the argument logically.
This document provides guidance on writing a biography text. It discusses the social function of biographies, which is to informally report on someone's life. It outlines the typical structure of a biography as having an introductory paragraph with background on the subject, paragraphs in chronological order recounting key events in the person's life, and a concluding paragraph commenting on their achievements. Linguistic features common to biographies are also identified, such as using names, past tense verbs, and time connectives. Learners are instructed to watch a video about a famous figure, identify details about them, and outline the structure of a biography on that person.
This document provides an overview of reading and writing skills, including patterns and properties of written texts. It discusses 8 patterns of development for written texts: cause-effect, classification, comparison-contrast, definition, description, narration, persuasion, and problem-solution. It also outlines 4 key properties of written texts: organization, coherence, cohesion, language use, and language mechanics. Specific elements are described for each pattern and property, such as common signal words, text structure, punctuation, spelling, and capitalization guidelines. The document is intended to teach students how to analyze and understand different types of written works.
The document provides information about the structure and requirements of the Literature exam for Unit 1 LITB1. It discusses the different sections of the exam, including Section A which focuses on single texts and requires commentary on narrative methods, and Section B which asks students to compare aspects of narrative across multiple texts. Examples of past exam questions are provided covering topics like narrative structure, characters, and the use of time. Assessment criteria are outlined for AO1, AO2 and AO3, covering critical vocabulary, analysis of form/language, and making connections between texts.
This document discusses literature self-access centers. It begins by defining literature with a capital L as classical texts like Shakespeare and Dickens, while literature with a small l refers to popular fiction, fables, and song lyrics. It then defines self-access learning as a method where students choose their own materials to study independently. A literature self-access center is described as a library or small collection of literary texts for students to read on their own with minimal supervision, either during class or as homework. Examples of materials included in such a center are novels, plays, short stories, anthologies of poetry, graded readers, and excerpts kept in the classroom or library for regular student borrowing. Worksheets are also provided to guide
This document discusses genre and provides examples of different genres. It defines genre as a type of text classified according to its purpose, situation, and other common characteristics. The document divides genres into instructional, literary, academic, and modern categories. It provides examples of genres such as reports, news items, and recounts. The document also discusses how to analyze texts based on their generic structure, register, and other features. It advocates for a genre-based approach to teaching language and empowering learners to produce texts in genres valued in their target culture.
Harper Lee was inspired to write To Kill a Mockingbird based on an event she witnessed near her hometown in 1936 at age 10. The document discusses understanding the historical context and social environment Lee was writing about, being the American South in the 1930s. Students will research and present on various topics related to life in the Southern United States during the 1930s to gain contextual understanding of the novel.
The document provides guidance on developing the key elements of an essay: the rhetorical situation, subject, purpose, and audience. It emphasizes starting with clear definitions. The subject should identify a problem or aspect of the topic and make an assertion about it. The purpose states what is being argued and why. The audience is identified and the essay is tailored to their knowledge and interests. These elements are the most important parts of any essay in the course.
This document provides guidance on writing an effective argumentative paragraph. It explains that an argumentative paragraph should begin with a clear stance on the topic, with the purpose of persuading the audience. It emphasizes the importance of using evidence to build reasoning and convince the audience of the writer's position. The document then outlines the key elements of an argument - the point or stance, evidence to support it, and an explanation of how the evidence links back to the stance. It provides an example argument paragraph on incorporating rap music into the high school English curriculum. The document concludes with some tips, such as using a clear topic sentence and developing the argument logically and specifically.
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.
This document provides the assignment prompt and guidelines for an essay responding to Willa Cather's novel My Antonia. Students must choose one of eight essay topics provided and write a 500-750 word thesis-driven essay. The prompt introduces the objectives of learning to write a response to literature using rhetorical strategies and critical thinking skills. It also outlines the format, research, and citation requirements. The document concludes with learning outcomes, previously learned skills, best practices, and things for students to avoid in completing the assignment successfully.
Smart Marketing ideas.
conic thinking is to understand and work with the most effective ways to dramatically improve clients’ chances of success.
This applies to Ideaology, and the rest of the companies in the Iconic Group. Communication solutions require a strategic and collaborative process across all disciplines and Digital marketing is playing an increasingly important role in the communication mix.
With the digital world changing on a daily basis, clients are looking to us for direction and recommendations.
The document summarizes new changes to Australia's superannuation rules effective July 2017. Key changes include cutting the concessional contributions cap to $25,000, introducing a $1.6 million transfer balance cap on super funds shifting to pension phase, and lowering the income threshold for extra contributions tax to $250,000. Non-concessional contribution caps will be reduced to $100,000 and the 'bring forward' rule remains available for those under 65. Self-managed superannuation funds can include up to 4 members and invest in various assets, though related party transactions and in-house asset holdings have restrictions.
The document summarizes recent changes to Australia's superannuation system announced in the 2016 federal budget. Key changes include lowering the concessional contributions cap to $25,000 per year, introducing a $1.6 million transfer balance cap on superannuation that can be transferred to pension phase, and implementing a $500,000 lifetime cap on non-concessional contributions. The changes aim to simplify the system, reduce tax concessions, and ensure superannuation is used primarily for retirement. Many of the changes will take effect on July 1, 2017, though some provisions are delayed or still require legislation.
This short document promotes creating presentations using Haiku Deck on SlideShare. It encourages the reader to get started making their own Haiku Deck presentation by providing a button to click to begin the process. The document is advertising the creation of presentations on Haiku Deck and SlideShare.
This document provides an overview of key concepts to consider for in-store branding and retail environments. It discusses segmenting retailers based on factors like outlet type, category relevance, and relationship history. It also suggests considering ways to use all senses to engage customers, such as disruptive displays for holidays. Retail environments should be zoned by primary messages. In-store solutions can solve retailer problems like overstock. Technologies and pairing complementary products can enhance the shopping experience. Environments beyond traditional stores may become points of sale. The document aims to provide a jumping off point to understand in-store branding concepts.
The document discusses interference management techniques for 3GPP LTE advanced networks, including carrier aggregation and heterogeneous networks. It describes using carrier aggregation to manage interference by operating macro and pico cell control signaling on different component carriers while using the same carriers for data. For heterogeneous networks using the same carrier, interference can be avoided in time domain using almost blank subframes where one layer does not transmit control signaling. Interference coordination between layers is needed to manage interference in 3GPP LTE advanced networks.
Measuring student engagement with learning technologyDavid Havens
The nature of education, interaction, and engagement is rapidly changing as new modes of communication and
technologies enter the hands of learners. While teachers are the greatest lynchpin for keeping students and
classrooms engaged, there are many features tech tools can employ to help. For maximum engagement, technology
tools in learning must appeal to social motivation, have opportunities for creativity, personalize the content and
experience, engage a mentor or teacher, and provide interactivity and immediate feedback. Measuring this
engagement must combine insights from both qualitative and quantitative data.
The document summarizes recent changes to Australia's superannuation laws and provides answers to questions about how the changes will impact individuals. Some of the key changes include reducing the concessional contributions cap to $25,000 from July 2017, increasing access to personal deductible contributions, introducing a $1.6 million transfer balance cap on tax-free pensions, and reducing the non-concessional contributions cap to $100,000. The Q&A section addresses scenarios about how these new rules may affect individuals' contribution strategies and ability to maximize their retirement benefits.
ReimaginED: The Future of K12 EducationDavid Havens
Catalyzed by technology, education is undergoing major change towards greater personalization and access. Many tools and instructional models are being reimagined using technology, from personalized and interactive literature to credentialing and e-portfolios. New blended learning models like lab rotation and flex rotation combine online and classroom instruction. Venture capital is increasingly flowing into educational technology startups.
This document discusses strategies for teaching fiction. It begins by defining fiction and its key elements, such as setting, characters, plot, point of view, theme, and language features like imagery and symbolism. It emphasizes that reading fiction should provide both enjoyment and understanding. It then recommends various student-centered activities to engage students and encourage responses, such as journaling, role playing, creative writing, and movie poster projects. The goal is to maintain student interest and tap into their own knowledge and experiences with fiction.
This document contains details of 5 English lessons for Module 3. Lesson 1 includes activities on identifying sensory images in a song, analyzing a short story, identifying pronoun cases, performing a eulogy, and discussing Mother Nature. Lesson 2 covers distinguishing important points, analyzing a story's tone and purpose, critiquing a selection using pronouns, and writing a speech. Lesson 3 objectives are pointing out nature's feminine side, defining words, explaining how elements build a poem's theme. The activities provide guidance, references, and tasks to help students meet the learning targets.
This document outlines the goals and content of a literature course. The two major goals are to analyze literary elements like setting, conflict, and symbolism across American short stories and novels, and to apply techniques of analysis, criticism, and evaluation in critical essays. The course will examine stories from different cultures, including seven short stories and a novel by Toni Morrison. Literary elements like setting, character, plot, theme, and figurative language will be analyzed for each work. Students will complete weekly reading responses and discussion board posts to engage with the material.
Essay 750 words count, double-spaced and MLA format. The short cullenrjzsme
Essay: 750 words count, double-spaced and MLA format. The short story “Bloodchild” will be attached.
Instruction for Paper 1:
What is the significance of the literary element (plot, setting, characterization/character, diction, theme) you have chosen as the focus for your paper? You will develop a paper that answers this question and demonstrates the following outcomes for writing and literature:
Analyze literature for a purpose
Distinguish digital or print materials through annotation to demonstrate reading and summary skills
Identify a literary element--such as plot, setting, character, diction, or theme--in a short story
Identify one to three examples in the story that support the thesis
Write a thesis that clearly states your interpretation of the "meaning" (significance) the story based upon evidence related to the literary element you have selected to examine in the story
Write clear topic sentences for paragraphs that let the reader know what each paragraph of the body of the paper will discuss
Write paragraphs that explain how the examples from the story support the thesis
Arrange a paper by presenting paragraphs in a coherent, purposeful manner
Write sentences in standard American English that clearly express ideas
Demonstrate the MLA style of formatting in the layout of a paper
Demonstrate the MLA style of formatting by documenting material from the story within the paper and on a Works Cited page
Explain in a clear and logical fashion what you have learned about your writing
*Hints:
Remember that your reader has read the story and is familiar with it; extensive summary is not useful. Rather, explain and analyze how "meaning" is derived from the story by the author's implementation of a literary element. Note that the paper is to be about the story, not the author, so repeated references to the author are unnecessary and ill advised.
*Special Hint about Plot:
Be aware that a paper analyzing a piece of literature is NOT a plot summary. Summary, if you must have it, should provide only details necessary to identify parts of the story required to develop the paper, no longer than three to four sentences.
Select one from the literary elements listed below:
Plot
- the arrangement of ideas and/or incidents that make up a story
Foreshadowing
- When the writer clues the reader in to something that will eventually occur in the story; it may be explicit (obvious) or implied (disguised).
Suspense
- The tension that the author uses to create a feeling of discomfort about the unknown
Conflict
- Struggle between opposing forces.
Exposition
- Background information regarding the setting, characters, plot.
Rising Action
- The process the story follows as it builds to its main conflict
Crisis
- A significant turning point in the story that determines how it must end
Resolution/Denouement
- The way the story turns out.
Character
-
representation of a person, place, or ...
The document discusses what a literary analysis is and how to conduct one. It explains that a literary analysis attempts to answer questions about a text by viewing it through different lenses, such as cultural, linguistic, psychoanalytical, feminist, or Marxist lenses. It provides examples of questions one could ask about classic stories like Snow White viewed through different interpretive lenses. The document also provides tips for identifying patterns and connections in a text and how to synthesize ideas and form a thesis statement for a literary analysis.
This document provides a summary of teaching fiction and its elements. It discusses plot structure, characterization, conflict, theme, and other literary elements. It also defines various genres of fiction like fairy tales, realistic fiction, historical fiction, mystery, fantasy, and science fiction. Specific elements of each genre are outlined. The document aims to help teachers effectively teach fiction to students through understanding these concepts.
This lesson provides historical context for the 1930s setting of To Kill a Mockingbird. Students will take a vocabulary quiz and reading quiz. They will then learn about the Jim Crow era through a Springboard excerpt and group discussion. The lesson aims to explain the racism and poverty prevalent in the 1930s to understand the novel.
This document contains the agenda and discussion questions for an EWRT 2 class on A Game of Thrones. The agenda includes analyzing characters, introducing the first essay assignment, discussing rhetorical strategies like analogy, and reviewing vocabulary. Students are asked to choose a character to analyze for their essay and provide an in-class writing using analogy to describe their character. For homework, students must read through page 400 of A Game of Thrones, submit their analogy writing, and describe their chosen character including physical traits and a short scene involving that character. They are also instructed to study for a vocabulary exam in the next class.
This document provides guidance on how to write a successful literary analysis paper. It discusses developing an argumentative thesis statement that makes an original interpretation of the text. It also outlines how to structure the paper with an introduction that presents the thesis and a body that supports it with evidence from the text. The conclusion should reiterate the key points without simply restating them. Character analysis, literary elements, rhetorical devices, and establishing a controlling idea for each paragraph are also covered.
- The document outlines a lesson plan for teaching advanced English language learners about literature.
- It includes objectives, procedures, teaching materials, and an evaluation. The procedures involve matching ways of reading, defining literature and genres, scanning a text about A Midsummer Night's Dream, and a post-reading discovery activity.
- Students will learn about literature and practice reading skills like scanning and skimming through group activities, discussions, and an online cloze exercise evaluation.
This document outlines the scheme of work and learning activities for a Year 8 English checkpoint course titled "Myself and Others". The course covers skills like speaking, debating, reading comprehension, writing for different purposes, and recognizing text styles.
Over the term, students will participate in activities to discuss friendship, leisure time, technology and travel. They will analyze poems, write descriptions and stories, conduct a survey, and participate in a debate. The goal is to improve students' communication skills and ability to understand implicit meanings. Resources provided include vocabulary words, sample texts and letter formats to support the learning outcomes.
Description of how the concepts of the theory or model fit to the .docxcarolinef5
Description of how the concepts of the theory or model fit to the mission and philosophy of the institution
15%
Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission. Provides examples of how the theory or model fit to the philosophy and mission of the institution.
Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission.
No examples of how the theory or model fit to the philosophy and mission of the institution are described.
Fit of the theory or model to the mission and philosophy of the institution is described but lacks clarity in description.
Fit of the theory or model to the mission and philosophy of the institution is described but is not logical.
Does not include a slide on the fit of theory or model to the institution’s philosophy and mission.
I am responsible for slides 7-8 on the power point presentation! The above requirements are based on Watson’s theory. Use the posted reading material to complete the power point. APA format please
TEACHING AND LEARNING TO STANDARDS
Reading and Literature – A Glossary of Literary Terms
1
A GLOSSARY OF LITERARY TERMS
LITERARY DEVICES
Alliteration: The repetition of initial consonant
sounds used especially in poetry to emphasize
and link words as well as to create pleasing,
musical sounds. Example—the fair breeze blew,
the white foam flew.
Allusion: A reference to a well-known person,
place, event, literary work, or work of art to
enrich the reading experience by
adding meaning.
Characterization: Techniques a writer uses to
create and develop a character by what:
• he/she does or says,
• other characters say about him/her, or how
they react to him/her
• the author reveals directly or through a
narrator.
Dialect: Speech that reflects pronunciation,
vocabulary, and grammar typical of a
geographical region.
Flashback: Interruption of the chronological
(time) order to present something that occurred
before the beginning of the story.
Figurative Language: Language that has meaning
beyond the literal meaning; also known as
“figures of speech.”
• Simile: comparison of two things using the
words “like” or “as,” e.g. “Her smile was as
cold as ice.”
• Metaphor comparison of two things
essentially different but with some
commonalities; does not use “like” or “as,”
e.g. “Her smile was ice.”
• Hyperbole: a purposeful exaggeration for
emphasis or humor.
• Personification: human qualities attributed
to an animal, object, or idea, e.g. “The
wind exhaled.”
Free Verse: Poetry that does not conform to a
regular meter or rhyme scheme. Poets who write
in free verse try to reproduce the natural rhythms
of spoken language.
Foreshadowing: Important hints that an author
drops to prepare the reader for what is to come,
and help the reader anticipate the outcome.
Imagery: Words or phrases that appeal to the
reader’s sens.
Description of how the concepts of the theory or model fit to the .docxdonaldp2
Description of how the concepts of the theory or model fit to the mission and philosophy of the institution
15%
Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission. Provides examples of how the theory or model fit to the philosophy and mission of the institution.
Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission.
No examples of how the theory or model fit to the philosophy and mission of the institution are described.
Fit of the theory or model to the mission and philosophy of the institution is described but lacks clarity in description.
Fit of the theory or model to the mission and philosophy of the institution is described but is not logical.
Does not include a slide on the fit of theory or model to the institution’s philosophy and mission.
I am responsible for slides 7-8 on the power point presentation! The above requirements are based on Watson’s theory. Use the posted reading material to complete the power point. APA format please
TEACHING AND LEARNING TO STANDARDS
Reading and Literature – A Glossary of Literary Terms
1
A GLOSSARY OF LITERARY TERMS
LITERARY DEVICES
Alliteration: The repetition of initial consonant
sounds used especially in poetry to emphasize
and link words as well as to create pleasing,
musical sounds. Example—the fair breeze blew,
the white foam flew.
Allusion: A reference to a well-known person,
place, event, literary work, or work of art to
enrich the reading experience by
adding meaning.
Characterization: Techniques a writer uses to
create and develop a character by what:
• he/she does or says,
• other characters say about him/her, or how
they react to him/her
• the author reveals directly or through a
narrator.
Dialect: Speech that reflects pronunciation,
vocabulary, and grammar typical of a
geographical region.
Flashback: Interruption of the chronological
(time) order to present something that occurred
before the beginning of the story.
Figurative Language: Language that has meaning
beyond the literal meaning; also known as
“figures of speech.”
• Simile: comparison of two things using the
words “like” or “as,” e.g. “Her smile was as
cold as ice.”
• Metaphor comparison of two things
essentially different but with some
commonalities; does not use “like” or “as,”
e.g. “Her smile was ice.”
• Hyperbole: a purposeful exaggeration for
emphasis or humor.
• Personification: human qualities attributed
to an animal, object, or idea, e.g. “The
wind exhaled.”
Free Verse: Poetry that does not conform to a
regular meter or rhyme scheme. Poets who write
in free verse try to reproduce the natural rhythms
of spoken language.
Foreshadowing: Important hints that an author
drops to prepare the reader for what is to come,
and help the reader anticipate the outcome.
Imagery: Words or phrases that appeal to the
reader’s sens.
Writing using appropriate language content and styleMussaOmary3
This document discusses different types of compositions and provides guidance on writing them effectively. It covers 4 main types: narrative, expository, descriptive, and argumentative/persuasive compositions. For each type, it outlines their purpose and basic elements or considerations when writing them, such as including plot, characters, setting for narratives, and providing evidence to support opinions for persuasive compositions. The document also discusses literary devices that can be used to make writing more creative and engaging.
A visual literacy unit for students in years 7 and 8lpanozza
This document outlines a visual literacy unit for students in years 7 and 8 that teaches skills in analyzing and creating visual texts. The unit explores various visual genres like photographs, comics, picture books, television advertising and films. Students learn frameworks for "reading" different visual texts by considering elements like objects, settings, color, body language and more. Activities include analyzing photographs, sequencing comic panels, writing stories to accompany picture books and more. The goal is for students to critically analyze socio-cultural contexts and production of visual information.
The document discusses scholarly etiquette and proper citation styles. It explains that scholarly etiquette includes courtesy in class discussions, using a formal writing style even in informal technologies, and giving credit to other researchers through citations and bibliographies. It then provides examples of citations formatted in MLA style, including citations for books, book chapters, journal articles, and websites. It also discusses using bibliographic information like volume and issue numbers to locate cited sources.
Art of literature eng 262 karlis paper # 1 pAASTHA76
This document provides instructions for a paper assignment on juxtaposing two short stories. Students must choose one of four paper topics, analyze two stories based on that topic, and write a 5-6 page paper comparing and contrasting the stories. The document outlines the format requirements, includes sample paper topics and analysis questions, and provides general writing guidelines.
Document Interpretation Tutorial
Document Interpretation: Ultimate Skill of the HistorianPrimary Sources
Primary sources are generally first-hand accounts or records. They may have been written or created during the time period under investigation, or perhaps were written by someone who lived during that time period. Most crucially, they have not been interpreted by anyone else, though they may offer interpretations of the events they describe. Below are four examples of primary sources: a political cartoon, a page of correspondence, the title page of Thomas Paine's Common Sense, and a wartime poster encouraging women workers. As you can imagine, however, there are many more types of primary sources.
Countless items can be used by historians as primary sources. Almost anything you can imagine could be used as a primary source in some type of historical research. A fun exercise to help you understand the immensity of available primary sources is to look around the room you're in and ask yourself, "what would historians view or study one hundred years from now to understand the way we live and what we think today?"
The list below includes only a few of the types of primary sources utilized by historians. How many more can you add to the list?
letters • diaries • autobiographies • plays • novels • short stories • poems
scholarly journals • newspapers • popular magazines
official memoranda • government documents • census data
religious tracts • song lyrics
photographs • cartoons • posters • paintings • murals
films • television shows • performing arts recordings • email • musical recordings
clothing • political campaign signs • pottery • religious icons • tools • furniture
Secondary Sources
Secondary sources analyze, interpret, or comment upon primary sources. A secondary source says something about a primary sources, often illustrating patterns of recurring themes.
Perhaps the best example of a secondary source is your textbook. Open it to any chapter and read a couple of paragraphs and you will find that the authors have conducted extensive research utilizing primary sources. They have likely consulted other secondary sources as well. They have then written those paragraphs to explain what they have learned and how they understand the people and ideas of the past. The authors have interpreted the sources for you.
The list below includes some of the primary sources we’ve already identified accompanies by secondary sources which might, analyze, interpret, or comment upon them.
Primary Source
Secondary Sources
Abraham Lincoln’s personal letters
a biography of Abraham Lincoln
A popular magazine from 1910
an article about print advertising in the early twentieth century
The 1860 U.S. Federal Census
a PowerPoint presentation concerning U.S. population distribution before the Civil War
The lyrics “We Shall Overcome”
a book examining the Civil Rights movement of the 1960s
Grant Woods’ American Gothic
an essay on American art and artists
An episode of I.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Curr 488 snapshot report
1.
2. Grade Level
For this assignment, we decided to focus on third grade.
Some characteristics of third graders include:
8-9 years old
Intellectual
Learn best through active, concrete experiences
Enjoy collecting, organizing, and classifying objects and information
Imaginative play in form of skits, plays, and puppet shows
Like groups and group activities
May reverse printed letters (b and d)
Interested in different types of reading (fiction, non-fiction, magazines, “how-
to” project books, information, etc.)
Enjoy planning and building
Increasing vocabulary
When something is suggested, they may say, “That‟s dumb.” or “I don‟t want to
do that.”
May show resistance to some suggestions
Like to explain ideas, but they may exaggerate
Basic skills begin to be mastered/Begin to feel a sense of competence with
skills
Tend to be negative (e.g. “This is boring,” “I can‟t do this,” etc.)
3. Standards
New York State:
Standard 2: Students will read, write, listen, and
speak for literary response and expression.
Standard 3: Students will read, write, listen, and
speak for critical analysis and evaluation.
Standard 4: Students will read, write, listen, and
speak for social interaction.
4. Standards
Common Core:
RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
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.
RL.3.3: Describe characters in a story (e.g. their traits, motivation, or feelings) and explain how
their actions contribute to the sequence of events.
RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using
terms such as chapter, scene, and stanza; describe how each successive part builds on earlier
sections.
RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters.
RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the
main idea.
RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text
to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
SL.3.2: Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace.
SL.3.6: Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.
5. Reading Expectations
Select literature on the basis of personal needs and interests from a
variety of genres and by different authors
Engage in purposeful oral reading in small and large groups
Relate the setting, plot, and characters in literature to own lives, with
assistance
Explain the difference between fact and fiction
Use previous reading and life experiences to understand and compare
literature
Make predictions, draw conclusions, and make inferences about
events and characters
Identify cultural influences in texts and performances, with assistance
Use specific evidence from stories to describe characters, their
actions, and their motivations; relate sequences of events
6. Reading Expectations-2
Use knowledge of story structure, story elements, and key vocabulary
to interpret stories
Summarize main ideas and supporting details from imaginative texts,
both orally and in writing
Evaluate the content by identifying
The author‟s purpose
Important and unimportant details
Whether events, actions, characters, and/or settings are realistic
Statements of fact and opinion
Compare and contrast characters, plot, and setting in literary works,
with assistance
Analyze information on the basis of new or prior knowledge and/or
personal experience
Respect the age, gender, social position, and cultural traditions of the
writer
Recognize the types of language (e.g. informal vocabulary and jargon)
that is appropriate to social communication
7. Reading Expectations-3
Use a variety of structures to organize
and categorize text information.
Cause and Effect
Comparing and Contrasting
Information
Sequencing
Comparing Story Elements
Fact and Opinion
Directions
Time Sequence
Engage in or lead discussion about
grade-level texts by integrating multiple
strategies.
Ask Questions
Clarify Misunderstandings
Support Point of View
Summarize Information
Use genre features to aid comprehension.
Folk Tales
Legends
Fables
Biographies
Poetry
Plays
Stories
Use knowledge of the structure of
imaginative text to identify and interpret plot,
character, point of view (first and third person)
Demonstrate comprehension of grade-level
text through creative responses.
Writing
Drama
Oral Presentation
Use text information to support point of view.
8. Types of Texts
Used
Stories:
Gannett, Ruth Stiles. My Father’s
Dragon
Averill, Esther. The Fire Cat
Steig, Wiliam. Amos & Boris
Shulevitz, Uri. The Treasure
Cameron, Ann. The Stories Julian
Tells
MacLachlan, Patricia. Sarah, Plain
and Tall
Rylant, Cynthia. Henry and Mudge:
The First Book of Adventures
Stevens, Janet. Tops and Bottoms
LaMarche, Jim. The Raft
Rylant, Cynthia. The Lighthouse
Family: The Storm
Osborne, Mary Pope. The One-
Eyed Giant (Book One of Tales from
the Odyssey)
Silverman, Erica. Cowgirl Kate and
Cocoa
Poetry:
Dickinson, Emily. “Autumn.”
Rossetti, Christina. “Who Has Seen
the Wind?”
Millay, Edna St. Vincent. “Afternoon
on a Hill.”
Frost, Robert. “Stopping by Woods
on a Snowy Evening.”
Field, Rachel. “Something Told the
Wild Geese.”
Hughes, Langston. “Grandpa’s
Stories.”
Jarrell, Randall. “A Bat Is Born.”
Giovanni, Nikki. “Knoxville,
Tennessee.”
Merriam, Eve. “Weather.”
Soto, Gary. “Eating While Reading.”
9. Types of Texts
Used
Read-Aloud Stories:
Kipling, Rudyard. “How the Camel
Got His Hump.”
Thurber, James. The Thirteen
Clocks
White, E. B. Charlotte’s Web
Selden, George. The Cricket in
Times Square
Babbitt, Natalie. The Search for
Delicious
Curtis, Christopher Paul. Bud, Not
Buddy
Say, Allen. The Sign Painter
Read-Aloud Poetry:
Lear, Edward. “The Jumblies.”
Browning, Robert. The Pied Piper
of Hamelin
Johnson, Georgia Douglas. “Your
World.”
Eliot, T. S. “The Song of the
Jellicles.”
Fleischman, Paul. “Fireflies.”
10. Types of Texts Used
Informational Texts:
Aliki. A Medieval Feast
Gibbons, Gail. From Seed to Plant
Milton, Joyce. Bats: Creatures of the
Night
Beeler, Selby. Throw Your Tooth on the
Roof:
Tooth Traditions Around the World
Leonard, Heather. Art Around the World
Ruffin, Frances E. Martin Luther King
and the March on Washington
St. George, Judith. So You Want to Be
President?
Einspruch, Andrew. Crittercam
Kudlinski, Kathleen V. Boy, Were We
Wrong About Dinosaurs
Davies, Nicola. Bat Loves the Night
Floca, Brian. Moonshot: The Flight of
Apollo 11
Thomson, Sarah L. Where Do Polar
Bears Live?
Read-Aloud Informational Texts:
Freedman, Russell. Lincoln: A
Photobiography
Coles, Robert. The Story of Ruby
Bridges
Wick, Walter. A Drop of Water: A Book of
Science and Wonder
Smith, David J. If the World Were a
Village:
A Book about the World’s People
Aliki. Ah, Music!
Mark, Jan. The Museum Book:
A Guide to Strange and Wonderful
Collections
D’Aluisio, Faith. What the World Eats
Arnosky, Jim. Wild Tracks! A Guide to
Nature’s Footprints
Deedy, Carmen Agra. 14 Cows for
America
11. Examples of Text Questions and
Responses
Before (example questions)
What did the author/illustrator do to get you interested in the book? (All)
“The title makes me think about a time I went to the beach and built a
sandcastle. I had a lot of fun, so I am excited to read about it in the book.”
What do you know about where and when the story takes place? (Fiction)
“I see a beach in the pictures, so I know that the story takes place on a
beach by some water. It looks like it is during the day because I see the sun
shining. It is probably summer because I go to the beach during the
summer with my family.”
What have you discovered about the main character(s) so far? (Fiction)
Do you have any hunches about what might happen next? (Fiction)
What do you want to learn from this book? (Non-Fiction)
Standards: RI.3.7: Use information gained from illustrations (e.g., maps,
photographs) and the words in a text to demonstrate understanding of the text
(e.g., where, when, why, and how key events occur).
12. Examples of Text Questions and
Responses
During (example questions)
What happened in the story that surprised you? (Fiction)
“I thought the character was a boy the whole time because it was about a
bully in school, but it ended up being a girl!”
If you could speak to one of the characters in your book, what might you say
to them? (Fiction)
“I would like to ask the boy what his favorite baseball team is because he
says he likes baseball in the book.”
In what ways has the main character changed since the beginning of the
book? Why? (Fiction)
What is the main problem in the story? (Fiction)
Does the author include opinion and fact statements into the book? Find
examples of each. (Non-Fiction)
Standards:
RL.3.1: Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
RL.3.3: Describe characters in a story (e.g. their traits, motivation, or feelings)
and explain how their actions contribute to the sequence of events.
13. Examples of Text Questions and
Responses
After (example questions)
Is the title a good choice for this book? Why or why not? What would be another
good title? Why? (All)
“I think the title, „Charlotte‟s Web,‟ is a good one because Charlotte is the
main character and she writes messages in her web. It could also be called
„Charlotte and Wilbur‟ because Wilbur is another important character in the
book.”
Did the story end the way you expected it to? Why or why not? (Fiction)
“I did not think Charlotte would die at the end of the book, so that surprised
me. She was so important so I did not think the author would have that happen.”
What can you imagine will happen to the character(s) after the story ended? Why
do you think so? (Fiction)
Did the book leave you with unanswered questions? What are these? (All)
If you could talk to the author, what would you say and ask? (All)
Standards: RL.3.1: Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
RL.3.3: Describe characters in a story (e.g. their traits, motivation, or feelings) and explain
how their actions contribute to the sequence of events.
RL.3.6: Distinguish their own point of view from that of the narrator or those of the
characters.
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
14. Examples of Text Questions and
Responses
Another form of response is making text-to-self,
text-to-text, and text-to-world connections.
Examples of responses/worksheets
Text-to-Self
Possible Questions:
What does this story remind you of?
Can you relate to the characters in the story?
Does anything in this story remind you of anything in your own life?
A third grader might respond to “Love that Dog” by Sharon Creech by saying
how he had a dog that he loved but passed away. He may also write his own
poem about his dog to go along with the book.
Standards:
RL.3.6: Distinguish their own point of view from that of the narrator or those of
the characters.
Standard 3: Students will read, write, listen, and speak for critical analysis and
evaluation.
17. Examples of Text Questions and
Responses
Text-to-Text
Possible Questions:
What does this remind you of in another book you have read?
How is this text similar to other things you have read?
How is this text different from other things you have read?
A third grader might compare and contrast the original “Three Little Pigs” to
“The True Story of the Three Little Pigs” using a Venn diagram or other
worksheet.
Standards:
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.
Standard 3: Students will read, write, listen, and speak for critical analysis and
evaluation
20. Examples of Text Questions and
Responses
Text-to-World
Possible Questions:
What does this remind you of in the real world?
How are events in this story similar to things that happen in the real
world?
How are events in this story different from things that happen in the real
world?
A third grader might compare the book, “Earthquake (The Magic School Bus to
the Rescue),” by Joanna Cole, to the disaster in Haiti (or any other earthquake
they are familiar with), applying it to the events that occur in the book.
Standards:
RL.3.6: Distinguish their own point of view from that of the narrator or those of
the characters.
Standard 3: Students will read, write, listen, and speak for critical analysis and
evaluation.
21.
22. Examples of Text Questions and
Responses
There are many different forms of Reader
Response you can use in a 3rd grade classroom.
We included some general examples teachers can
use for any text. Some other examples might
include: reader‟s theater, reading response blogs,
reading tweets (students have to respond to the
book in 30 words or less), reader response tic-tac-
toe (students have several choices of ways to
respond to the text, they choose which activity to
complete), and there are many other options you
can use. Take some time to explore everything that
is out there!
23. Analysis
From our findings we have realized how much reader response has to offer in the third
grade. There are endless ways to present this educational tool, and we were only able to really
scratch the surface of it. Overall we feel that reader response in third grade is a great resource
for teachers to use. From our own experiences we have realized how much students vary in
their learning styles, and reader response offers a variety of ways to reach each student and
his or her unique needs. By making text-to-self, text-to-text, and text-to-world connections,
students are able to pull on their background knowledge and personal experiences to gain
meaning and understanding on a deeper level than they would without making any comparisons
or connections. Also, by asking questions and obtaining responses from students before,
during, and after reading, students are able to remain connected and inquisitive in all aspects
of the reading process. They are constantly thinking, asking questions, and analyzing what they
are reading, instead of just simply filling out a worksheet, for example, post-reading.
Spiegel (1998) discusses the importance of making meaning from reading, and there are
several modes of doing this. Discussion is one of the ways the author mentions in order to gain
understanding and interpret what has been read. Spiegel (1998) also emphasizes the
importance of personal connections to the text. She notes that each student will have different
responses and opinions, and each one should be valued and accepted, as this helps make
meaning and understanding.
The Common Core State Standards (CCSS) emphasize the use of multiple literacies and
texts. It is important for teachers to introduce these various forms to students in order to make
them well rounded, as well as bring them to discover their own strengths and weaknesses
within the different text forms. The expectations of third grade reader response require
students to dig deeper, going beyond what is directly in front of them and bringing them to work
in a variety of ways, including group and independently, to reach conclusions and prepare for
more advanced ways of thinking.
24. ReferencesCommon Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects. (2013). Appendix b: Text exemplars and sample performance
tasks. Retrieved from http://www.corestandards.org/assets/Appendix_B.pdf.
GCISD. (2002). Developmental characteristics of third graders. Retrieved
fromhttp://www.glendale.k12.wi.us/3_char.aspx.
International Reading Association. (2013). Making connections . Retrieved from
http://www.readwritethink.org/professional-development/strategy-guides/making-connections-
30659.html.
New York State Education Department. (2005). English language arts core curriculum: Grade 3.
Retrieved from http://www.p12.nysed.gov/ciai/ela/elacore.htm.
New York State P-12 Common Core Learning Standards for English Language Arts & Literacy.
(2013).Standards for english language arts & literacy in history/social studies, science, and technical
subjects. Retrieved
fromhttp://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning_st
andards_ela.pdf.
Oswego City School District. (2011). Elementary test prep ela3. Retrieved from
http://www.studyzone.org/testprep/ela3.cfm.
Scholastic Inc. (2013). Five minute reading responses. Retrieved from
http://www.scholastic.com/teachers/top-teaching/2013/02/five-minute-reading-responses.
Zimmerman, A. (2013). Third grade reading response questions. Retrieved from
http://www.alyciazimmerman.com/uploads/3/0/7/3/3073052/reading_response_questions.pdf.