1. The document provides an overview of the New Jersey Assessment of Skills and Knowledge (NJ ASK) standardized test administered to students in grades 6-8. It assesses skills in reading, writing, interpreting text, and analyzing/critiquing text through multiple choice and open-ended questions.
2. The test includes both narrative and everyday text passages between 500-1000 words and covers a variety of skills like identifying main ideas and details, making inferences, and understanding literary elements.
3. The document reviews sample questions and scoring rubrics to help teachers prepare students for the format and requirements of the NJ ASK exam. It emphasizes having students practice skills like citing evidence from passages to support their answers.
This document provides information about the New Jersey Assessment of Skills and Knowledge (NJ ASK) standardized test administered to students in grades 6-8. It outlines the test format and content, including the types of reading passages, questions, and writing prompts. The test assesses skills in four content areas: writing, reading, working with text (interpreting text), and analyzing/critiquing text. It provides examples of different types of questions students may encounter in each content area and skills targeted. Sample reading passages and questions are also included to illustrate the format and level of thinking required.
The document provides an overview of the New Jersey Assessment of Skills and Knowledge (NJ ASK) standardized test administered to students in grades 3-5. It details the test format and content, including that it assesses skills in four clusters through various reading passages and questions. It is comprised of multiple choice and open-ended questions targeting skills like comprehending themes, details, and text structure. Passages can be narratives or everyday texts. Questions evaluate either working with text or analyzing/critiquing text. Sample test questions are also presented and described to demonstrate how they are used to model and analyze different skills for students.
The document describes a story called "The Sly Fox". It includes comprehension questions about the characters (a fox and wolf), setting (a forest), and plot points. The fox tricks the wolf into falling down a well by saying it is now too thin and not delicious after having babies. Students are asked to role play or illustrate scenes from the story and answer questions about key details like characters and what the fox did to avoid being eaten.
Giorgia, Jacob, Maddy and Matthew were assigned a group web quest to complete fairy tale worksheets. The worksheets focused on literary terms like irony, satire and parody used in fractured fairy tales. They also addressed stereotypes commonly found in fairy tales. For their fractured fairy tale, the group wrote a modern retelling of Cinderella where she lives with the Three Little Pigs. In the story, the prince is actually a wolf wrongly accused by the pigs. At the ball, the pigs confront Cinderella and prince, learning the truth about the wolf. The pigs are arrested and Cinderella accepts the wolf's marriage proposal, living happily ever after.
This document provides a review of sentence structure and types, including simple, compound, and complex sentences. It includes examples and activities for students to practice identifying and writing different sentence types. Students are asked to self-quiz by labeling sample sentences as simple, compound, or complex. The document also discusses the differences between independent and dependent clauses.
The document outlines a demonstration plan for an English lesson in Grade 3. It involves reading aloud and discussing the story "The Pot That Danced". The objectives are for students to enjoy the story, note details, and respond through engagement activities like identifying antonyms. The lesson plan details the activities over two days, which include reading the story, asking comprehension questions, acting out scenes, and a game to identify antonyms.
This document discusses planning lessons and materials for teaching novels and short stories. It provides examples of tasks for students, such as having them imagine a story based on brief paragraphs and then revealing it is from James Joyce's "Eveline." The document examines characteristics of short stories like plot sequence and narration. It also considers problems students may have, such as understanding language, plot and narrator perspective. Finally, it discusses planning lessons with activities to address difficulties and help students comprehend short stories.
The summary provides the essential information from the document in 3 sentences:
The document is a story planner worksheet for a student named Alice. It includes Alice planning a fractured fairy tale that combines Snow White and the Gingerbread Man. Alice outlines the main characters, point of view, and major plot events of the story which involves the gingerbread man meeting Snow White in the forest while running away. Snow White uses her magic to help the gingerbread man remember his love for his mother and return to her.
This document provides information about the New Jersey Assessment of Skills and Knowledge (NJ ASK) standardized test administered to students in grades 6-8. It outlines the test format and content, including the types of reading passages, questions, and writing prompts. The test assesses skills in four content areas: writing, reading, working with text (interpreting text), and analyzing/critiquing text. It provides examples of different types of questions students may encounter in each content area and skills targeted. Sample reading passages and questions are also included to illustrate the format and level of thinking required.
The document provides an overview of the New Jersey Assessment of Skills and Knowledge (NJ ASK) standardized test administered to students in grades 3-5. It details the test format and content, including that it assesses skills in four clusters through various reading passages and questions. It is comprised of multiple choice and open-ended questions targeting skills like comprehending themes, details, and text structure. Passages can be narratives or everyday texts. Questions evaluate either working with text or analyzing/critiquing text. Sample test questions are also presented and described to demonstrate how they are used to model and analyze different skills for students.
The document describes a story called "The Sly Fox". It includes comprehension questions about the characters (a fox and wolf), setting (a forest), and plot points. The fox tricks the wolf into falling down a well by saying it is now too thin and not delicious after having babies. Students are asked to role play or illustrate scenes from the story and answer questions about key details like characters and what the fox did to avoid being eaten.
Giorgia, Jacob, Maddy and Matthew were assigned a group web quest to complete fairy tale worksheets. The worksheets focused on literary terms like irony, satire and parody used in fractured fairy tales. They also addressed stereotypes commonly found in fairy tales. For their fractured fairy tale, the group wrote a modern retelling of Cinderella where she lives with the Three Little Pigs. In the story, the prince is actually a wolf wrongly accused by the pigs. At the ball, the pigs confront Cinderella and prince, learning the truth about the wolf. The pigs are arrested and Cinderella accepts the wolf's marriage proposal, living happily ever after.
This document provides a review of sentence structure and types, including simple, compound, and complex sentences. It includes examples and activities for students to practice identifying and writing different sentence types. Students are asked to self-quiz by labeling sample sentences as simple, compound, or complex. The document also discusses the differences between independent and dependent clauses.
The document outlines a demonstration plan for an English lesson in Grade 3. It involves reading aloud and discussing the story "The Pot That Danced". The objectives are for students to enjoy the story, note details, and respond through engagement activities like identifying antonyms. The lesson plan details the activities over two days, which include reading the story, asking comprehension questions, acting out scenes, and a game to identify antonyms.
This document discusses planning lessons and materials for teaching novels and short stories. It provides examples of tasks for students, such as having them imagine a story based on brief paragraphs and then revealing it is from James Joyce's "Eveline." The document examines characteristics of short stories like plot sequence and narration. It also considers problems students may have, such as understanding language, plot and narrator perspective. Finally, it discusses planning lessons with activities to address difficulties and help students comprehend short stories.
The summary provides the essential information from the document in 3 sentences:
The document is a story planner worksheet for a student named Alice. It includes Alice planning a fractured fairy tale that combines Snow White and the Gingerbread Man. Alice outlines the main characters, point of view, and major plot events of the story which involves the gingerbread man meeting Snow White in the forest while running away. Snow White uses her magic to help the gingerbread man remember his love for his mother and return to her.
This document provides content for an English chapter, including listening, speaking, reading and writing activities. The listening section includes expressions of regret, plans/intentions, predicting/speculating. Speaking covers using these expressions and doing a book review. Reading involves review texts and advertisements. Writing includes a review text and creating pamphlets/advertisements. Several dialogues are provided to practice the target language functions. Questions assess comprehension of the dialogues and teach the associated vocabulary and expressions.
This document provides an overview of the key language skills covered in Chapter 4 - listening, speaking, reading, and writing.
For listening, it focuses on expressions for persuading, encouraging, criticizing, and deterring others, as well as listening to narrative monologues. Speaking practices using these same types of expressions and performing narrative monologues. Reading involves narrative texts and short announcements. Writing includes a narrative text and a short announcement. Sample dialogues and activities are provided to practice these skills.
This document provides guidelines for students at Western Springs College to structure reading logs analyzing texts they have read as part of their Year 10 English personal reading requirement. It outlines five criteria (purpose/audience, ideas, language features, structure, and characterization) that students' analyses will be assessed against at different achievement levels from "Not Achieved" to "Achieved with Excellence." It provides an exemplar reading log response following the specified structure and addressing each of the outlined criteria to demonstrate the requirements.
Strategies for writing effective personal narrativejodiwilcox
The document provides strategies for writing effective personal narratives in 5 sentences or less. It recommends generating ideas from memorable experiences and focusing on sensory details. Choosing descriptive details that paint a picture for the reader. It also suggests including actions, dialogue, thoughts and feelings to engage the reader and help them experience the story. The document concludes by advising students to rewrite and edit their story and celebrate their work as writers.
Mrs. Kidd's class has a book project option due each 9-week grading period where students choose from 15 project options related to an independently read novel. Projects include creating character models, t-shirts, songs, paintings, travel brochures, puppet shows, and more. Students must present their project to the class in 2 minutes and get approval for custom project ideas by week 3. The project is worth at least 100 points and will be graded on creativity, effort, and specifics of the chosen option.
The document provides teaching materials for the short story "The Landlady" by Roald Dahl. It includes a summary of the story, in which a young man named Billy needs lodging and stays at an odd landlady's boarding house, and clues are given about what may have happened to previous guests. It also includes discussion questions about characters, events, vocabulary and themes in the story to help students analyze how the author builds suspense and implies the landlady may be dangerous.
The document outlines literature lesson plans for Years 4, 5, and 6. Each lesson plan includes the title of the story, page numbers, objectives, and steps for pre-reading, while-reading, and post-reading activities. The objectives focus on enhancing thinking skills, providing high interest reading, and improving English language proficiency. Activities include discussing the cover, predicting the story, role playing, information transfer, and cloze tests.
This document provides an overview of the lessons and activities for a quarter 1 English course focused on searching for knowledge about African and Asian traditions and values. The introduction asks students to consider traveling to learn about neighbors in Africa and Asia. Lesson 1 begins students' knowledge quest by having them identify prosodic features in stories and texts, develop strategies for unknown words, and gather information from various sources about traditions and values of selected Afro-Asian countries. The document maps out the lessons and assessments for the quarter aimed at helping students understand their identity as Asians through learning about other cultures.
The document provides assessment criteria and tasks for a creative writing competition running from September 2016 to May 2017. It outlines the scoring rubrics for content, language, form, and creativity. There are 10 different writing tasks provided, including poems, letters, recipes, advertisements, descriptions, reviews, reports, dialogues, limericks, and stories. Guiding questions, word limits, and other constraints are provided for each task. The document notes there were a total of 140 students participating in the activity.
The document contains a lesson plan for a 10th grade English class. The lesson plan is for a unit on narrative texts and focuses on reading comprehension. The lesson objectives are for students to be able to read short narrative texts and understand their meaning to interact in social life. The plan outlines warm-up, pre-reading, reading and post-reading activities. It includes teaching aids such as a short narrative passage. Student activities involve working individually, in pairs and groups to understand the text.
The document provides lesson plans for reading several children's books aloud to a kindergarten class. The lessons include reading the books, asking questions about the stories, making predictions, discussing illustrations, and relating concepts to personal experiences. Key books mentioned are Move!, What Do You Do With a Tail Like This?, Seven Blind Mice, Don't Let the Pigeon Drive the Bus!, and Harvey Potter's Balloon Farm. The lessons aim to engage students and connect the stories to science and language arts standards.
The document provides an overview of a workshop on reading strategies for students learning English as a foreign language. It discusses seven key reading strategies (making connections, asking questions, determining importance, inferring, visualizing, synthesizing, and using fix-up strategies). It also includes an activity where students read excerpts from The Scarlet Letter and answer comprehension questions.
This document provides the learning module for English 8, Module 2 on embracing heritage. The module contains 3 lessons that trace students' roots through literary texts from Thailand and Egypt. Lesson 1 focuses on short stories from Thailand, including "Makato and the Cowrie Shell" and texts about Bangkok, as well as a story from Egypt called "The Two Brothers." The objectives are to analyze elements of short stories like characters and themes, discuss cultural appreciation, and improve vocabulary. A variety of individual and group activities are outlined to meet the objectives, such as close reading, note-taking, discussion, and writing assignments.
The document contains an interactive read-aloud lesson plan for teaching 5th grade students the comprehension strategy of inferring using the book Jumanji. The plan includes: introducing the strategy, introducing the book, stopping points during reading to model inferring, discussion questions, and a concluding question. The teacher reflects that the lesson went well but it may have been better with more students. She learned some students were already familiar with inferring while others picked it up quickly. The teacher would have liked more students to practice with.
The document provides guidance for teachers on working with short stories. It includes definitions and elements of short stories like theme, setting, plot, point of view and characters. It also outlines stages for working with texts, including before, during and after reading. Finally, it suggests various activities revolving around different elements of stories like synopsis, characters, setting, events and messages.
The document provides directions for a bibliography assignment and interactive read aloud lesson plan. Students are asked to select 5 picture books, one from each of 5 genres. They must write a bibliography entry and book review for each book. Students then choose one book to develop a lesson plan focusing on a comprehension strategy like asking questions. The document provides a template for the lesson plan, which includes introducing background knowledge, modeling the strategy during reading, and teaching vocabulary. Students conclude with a reflection on what they learned.
This document provides guidance on teaching students how to draw conclusions from texts. It explains that drawing conclusions involves using prior knowledge and details from the text to make inferences. The document recommends explaining the process as like solving a mystery and focusing on important facts. It also includes vocabulary words, discussion questions, and an assessment related to drawing conclusions from the story "The Three Little Pigs."
The document is a prayer thanking God for the school as a safe place to learn and build friendships, and for the teachers and friends that help students learn. It also contains a lesson plan on analyzing the basic elements of a short story using the story "Sinigang" as an example, including setting, characters, plot, conflict, theme and point of view. The objectives are for students to understand and appreciate short stories and 21st century Philippine literature.
Apowerpoint presentation for classroom observation in English 6ShiellaMarieAdalla
The document describes an English class observation on March 6, 2024. The teacher led activities that involved recalling famous stories, identifying story elements, and discussing the moral lessons of stories. Students engaged in discussions about stories such as Snow White, Hansel and Gretel, The Three Little Pigs, The Lion and the Mouse, and The Ant and the Grasshopper. They also analyzed the elements like characters, setting, plot, and theme in sample stories. The importance of learning values from stories was emphasized.
This document provides content for an English chapter, including listening, speaking, reading and writing activities. The listening section includes expressions of regret, plans/intentions, predicting/speculating. Speaking covers using these expressions and doing a book review. Reading involves review texts and advertisements. Writing includes a review text and creating pamphlets/advertisements. Several dialogues are provided to practice the target language functions. Questions assess comprehension of the dialogues and teach the associated vocabulary and expressions.
This document provides an overview of the key language skills covered in Chapter 4 - listening, speaking, reading, and writing.
For listening, it focuses on expressions for persuading, encouraging, criticizing, and deterring others, as well as listening to narrative monologues. Speaking practices using these same types of expressions and performing narrative monologues. Reading involves narrative texts and short announcements. Writing includes a narrative text and a short announcement. Sample dialogues and activities are provided to practice these skills.
This document provides guidelines for students at Western Springs College to structure reading logs analyzing texts they have read as part of their Year 10 English personal reading requirement. It outlines five criteria (purpose/audience, ideas, language features, structure, and characterization) that students' analyses will be assessed against at different achievement levels from "Not Achieved" to "Achieved with Excellence." It provides an exemplar reading log response following the specified structure and addressing each of the outlined criteria to demonstrate the requirements.
Strategies for writing effective personal narrativejodiwilcox
The document provides strategies for writing effective personal narratives in 5 sentences or less. It recommends generating ideas from memorable experiences and focusing on sensory details. Choosing descriptive details that paint a picture for the reader. It also suggests including actions, dialogue, thoughts and feelings to engage the reader and help them experience the story. The document concludes by advising students to rewrite and edit their story and celebrate their work as writers.
Mrs. Kidd's class has a book project option due each 9-week grading period where students choose from 15 project options related to an independently read novel. Projects include creating character models, t-shirts, songs, paintings, travel brochures, puppet shows, and more. Students must present their project to the class in 2 minutes and get approval for custom project ideas by week 3. The project is worth at least 100 points and will be graded on creativity, effort, and specifics of the chosen option.
The document provides teaching materials for the short story "The Landlady" by Roald Dahl. It includes a summary of the story, in which a young man named Billy needs lodging and stays at an odd landlady's boarding house, and clues are given about what may have happened to previous guests. It also includes discussion questions about characters, events, vocabulary and themes in the story to help students analyze how the author builds suspense and implies the landlady may be dangerous.
The document outlines literature lesson plans for Years 4, 5, and 6. Each lesson plan includes the title of the story, page numbers, objectives, and steps for pre-reading, while-reading, and post-reading activities. The objectives focus on enhancing thinking skills, providing high interest reading, and improving English language proficiency. Activities include discussing the cover, predicting the story, role playing, information transfer, and cloze tests.
This document provides an overview of the lessons and activities for a quarter 1 English course focused on searching for knowledge about African and Asian traditions and values. The introduction asks students to consider traveling to learn about neighbors in Africa and Asia. Lesson 1 begins students' knowledge quest by having them identify prosodic features in stories and texts, develop strategies for unknown words, and gather information from various sources about traditions and values of selected Afro-Asian countries. The document maps out the lessons and assessments for the quarter aimed at helping students understand their identity as Asians through learning about other cultures.
The document provides assessment criteria and tasks for a creative writing competition running from September 2016 to May 2017. It outlines the scoring rubrics for content, language, form, and creativity. There are 10 different writing tasks provided, including poems, letters, recipes, advertisements, descriptions, reviews, reports, dialogues, limericks, and stories. Guiding questions, word limits, and other constraints are provided for each task. The document notes there were a total of 140 students participating in the activity.
The document contains a lesson plan for a 10th grade English class. The lesson plan is for a unit on narrative texts and focuses on reading comprehension. The lesson objectives are for students to be able to read short narrative texts and understand their meaning to interact in social life. The plan outlines warm-up, pre-reading, reading and post-reading activities. It includes teaching aids such as a short narrative passage. Student activities involve working individually, in pairs and groups to understand the text.
The document provides lesson plans for reading several children's books aloud to a kindergarten class. The lessons include reading the books, asking questions about the stories, making predictions, discussing illustrations, and relating concepts to personal experiences. Key books mentioned are Move!, What Do You Do With a Tail Like This?, Seven Blind Mice, Don't Let the Pigeon Drive the Bus!, and Harvey Potter's Balloon Farm. The lessons aim to engage students and connect the stories to science and language arts standards.
The document provides an overview of a workshop on reading strategies for students learning English as a foreign language. It discusses seven key reading strategies (making connections, asking questions, determining importance, inferring, visualizing, synthesizing, and using fix-up strategies). It also includes an activity where students read excerpts from The Scarlet Letter and answer comprehension questions.
This document provides the learning module for English 8, Module 2 on embracing heritage. The module contains 3 lessons that trace students' roots through literary texts from Thailand and Egypt. Lesson 1 focuses on short stories from Thailand, including "Makato and the Cowrie Shell" and texts about Bangkok, as well as a story from Egypt called "The Two Brothers." The objectives are to analyze elements of short stories like characters and themes, discuss cultural appreciation, and improve vocabulary. A variety of individual and group activities are outlined to meet the objectives, such as close reading, note-taking, discussion, and writing assignments.
The document contains an interactive read-aloud lesson plan for teaching 5th grade students the comprehension strategy of inferring using the book Jumanji. The plan includes: introducing the strategy, introducing the book, stopping points during reading to model inferring, discussion questions, and a concluding question. The teacher reflects that the lesson went well but it may have been better with more students. She learned some students were already familiar with inferring while others picked it up quickly. The teacher would have liked more students to practice with.
The document provides guidance for teachers on working with short stories. It includes definitions and elements of short stories like theme, setting, plot, point of view and characters. It also outlines stages for working with texts, including before, during and after reading. Finally, it suggests various activities revolving around different elements of stories like synopsis, characters, setting, events and messages.
The document provides directions for a bibliography assignment and interactive read aloud lesson plan. Students are asked to select 5 picture books, one from each of 5 genres. They must write a bibliography entry and book review for each book. Students then choose one book to develop a lesson plan focusing on a comprehension strategy like asking questions. The document provides a template for the lesson plan, which includes introducing background knowledge, modeling the strategy during reading, and teaching vocabulary. Students conclude with a reflection on what they learned.
This document provides guidance on teaching students how to draw conclusions from texts. It explains that drawing conclusions involves using prior knowledge and details from the text to make inferences. The document recommends explaining the process as like solving a mystery and focusing on important facts. It also includes vocabulary words, discussion questions, and an assessment related to drawing conclusions from the story "The Three Little Pigs."
The document is a prayer thanking God for the school as a safe place to learn and build friendships, and for the teachers and friends that help students learn. It also contains a lesson plan on analyzing the basic elements of a short story using the story "Sinigang" as an example, including setting, characters, plot, conflict, theme and point of view. The objectives are for students to understand and appreciate short stories and 21st century Philippine literature.
Apowerpoint presentation for classroom observation in English 6ShiellaMarieAdalla
The document describes an English class observation on March 6, 2024. The teacher led activities that involved recalling famous stories, identifying story elements, and discussing the moral lessons of stories. Students engaged in discussions about stories such as Snow White, Hansel and Gretel, The Three Little Pigs, The Lion and the Mouse, and The Ant and the Grasshopper. They also analyzed the elements like characters, setting, plot, and theme in sample stories. The importance of learning values from stories was emphasized.
The document provides guidance for students on drawing conclusions, answering open-ended questions, and writing tasks for the NJ ASK exam. It discusses drawing conclusions by using what you know and what you've read. It provides examples of conclusion drawing exercises. It also outlines how to approach open-ended questions and writing prompts, including restating the question, providing supports and extending your response. Various writing prompts and exercises are given as samples.
Detailed lesson plan (grand demo) without picLiezel Paras
The document contains a detailed lesson plan for a Grade 7 English class. The lesson plan discusses the story "The Crow and the Sparrow" and teaches the values of friendship and betrayal. It includes the following:
1. Objectives for students to identify characters, settings, and events in the story and determine the values emphasized through expressing ideas and opinions.
2. An outline of the story where a crow and sparrow make a bet on who can eat more peppers, but the crow cheats to win.
3. Comprehension questions about the characters, plot points, and themes that students will discuss and analyze.
This document provides an introduction to literary genres for learners. It discusses the key elements of genres, including character, plot, setting and story. Learners are guided through activities to identify genres, develop themes for stories, and write drafts using literary elements. The goal is for learners to understand genres and how to effectively incorporate elements like character and plot to develop themes in their own creative writing.
DAILY LESSON LOG ENGLISH GRADE 6 QUARTER 3lesterpenales1
This document contains a daily lesson log for an English class in Grade 6. It outlines the objectives, content, learning resources and procedures for a lesson on evaluating narratives based on how the author develops plot elements. Key points covered include defining the elements of plot, identifying different types of conflicts, practicing evaluating short stories using a rubric, and discussing applications of understanding plot.
Essay Topic For Ucla. Online assignment writing service.Cheryl Thompson
The document discusses the rising popularity of guitar playing and provides tips for beginners based on the author's 10 years of experience. It notes that guitar sales have hit record highs in the past 3 years as more people are inspired by guitar bands and the Guitar Hero video game franchise. It also shares that guitar has surpassed piano as the most commonly learned instrument in schools. The author aims to point beginners in the right direction as they start learning technique by highlighting some important aspects of playing that are often overlooked when first starting out.
This document provides a lesson plan for day 3 of genre study on realistic fiction. It includes a question of the day about talents to share in a talent show. It previews a read aloud of a poem by Robert Louis Stevenson called "A Good Play." It provides vocabulary and grammar instruction including syllable division, fluency, plot elements, fables, and context clues. Robust vocabulary words are defined. The document models comparing ideas in a paragraph and using possessive nouns.
ELEMENTS AND THEME OF A LITERARY TEXT
English 5 Q1 w 1-5
•
OBJECTIVE
•
Identify the elements of a literary text.
•
Infer the theme of the literary text.
BE POLITE
When someone gives you something
It’s good to say “Thank you”
Say “Thank you, thank you”
“Thank you very much”
Chorus:
Be polite, be polite
Have good manners and be polite
Be polite, be polite
Have good manners and be polite
When you want something
It’s better to say “Please”
Say “Please, please, please, please”
“Pretty, pretty please”
Repeat Chorus
When you want something
It’s good to wait your turn
Be patient, patient
And wait your turn
Repeat Chorus
When you do something by accident
It’s good to say “Sorry”
Say “Sorry, sorry”
“I’m very, very sorry”
Repeat Chorus
Unlocking of Difficult Words (using picture clues, context clues, and examples.
A.
crook
Say: “The crook is stole the lady’s bag.
“What do crooks steal? Why do they steal things?”
A.
argue
Say:“Don’t argue over who little things.”(show picture of two people arguing)
“Why do people argue?”
A.
deaf
Say:“The two girls are deaf.”(Show pictures of two deaf girls)
“Why do some people cannot hear?”
A.
crook
A.
Argue
A.
Deaf
A Letter Soup
By Pedro Pablo Sacristan
Once upon a time there was a very evil and
unpleasant crook who only ever thought about how to get
money. Seeing anyone happy bothered the crook
enormously. What he hated most was when people were
polite and courteous to each other, saying things like
please and thank you, and don't mention it. It annoyed
him even more if they were smiling when they said these
things.
The crook thought all those kinds of words were a
useless waste, and weren't good for anything. So what
he did was spend a lot of time inventing a machine
which could steal words. With this machine, he
planned to steal 'please', 'thank you', 'don't mention
it', and similar words people used to be polite. He
was convinced that no one would notice if those words
were to suddenly disappear. When he had stolen these
words, he intended to take them apart and sell the
letters to book publishers.
Afterhestarteduphismachine,peoplewouldopentheirmouths,intendingtosaykindandpolitethings,butnothingcameout.Allthosewordsendedupinsidethebigmachine.Justasthecrookhadhoped,inthebeginningnothinghappened.Itlookedlikepeoplereallydidn'tneedtobepoliteafterall.However,afterawhile,peoplestartedtofeelliketheywerealwaysinabadmood,doingeverythingreluctantly,andfeelinglikeeveryoneelsewasbeingforeverdemandingofthem.So,withinafewdays,everyonewasangryandarguingovertheslightestlittlething.
The crook was terribly happy with his success, but he didn't count on a couple of very special little girls. Those girls were deaf, and had to communicate using sign language. Now,becausethe machine couldn't steal gestures, these girls continued being kind and polite. Soon they realised what had been happening to everyone else, and they found out about the crook and his wicked plan.
Thegirlsfollowedhimtohishideoutonthetopofahillnexttothesea.Theretheyfoundthe
The document provides guidance for students on writing reading response journals. It explains that the purpose is not to summarize what was read but to think about and interpret it. It lists potential reading response questions and provides a rubric for grading responses. It also gives examples of student responses and provides feedback on making responses more specific and thoughtful by using details and explaining opinions. The document concludes by assigning homework on completing reading response activities.
012 Report Example Full1 Essay ~ Thatsnotus. how to write an essay report | Essay, Essay writing, Best essay writing .... Report writing essay sample from assignmentsupport.com essay writing. what is report and report writing. 009 Report Full1 How To Write Essay Format ~ Thatsnotus.
This document provides an overview of the key elements of narrative writing, including plot, characters, setting, style, conflict, theme, and point of view. It explains that a narrative tells a story using these elements to engage the reader. The narrative typically includes a beginning, middle, and end, with characters facing conflicts that get resolved by the climax. Descriptive elements like figurative language and sensory details help bring the narrative to life for the reader.
This document provides an overview of a Grade 3 English Language Arts class for the week. It includes objectives and activities for each day. On day 1, students introduce themselves and learn vocabulary words. On day 2, they define vocabulary words and write sentences using them. On day 3-4, students recall and retell stories using a language frame. On day 5, they discuss what they enjoy about reading and fill out a reading log. Activities include reviewing vocabulary, retelling stories in groups, analyzing book covers, and choosing stories from an online library to log. The goal is for students to practice introducing themselves, learn new vocabulary, recall and share stories, and expand their reading.
The document provides an overview and activities for the book "The Best Seat in Second Grade" by Katharine Kenah. It summarizes that the main character Sam takes his classroom hamster George on a field trip, and George escapes into a museum's hamster habitat. The activities include having students answer comprehension questions about the story and discuss causes and effects. A drawing and writing activity is also included where students draw George in his cage.
FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING TESOL Chile
Teaching students how to think critically is not easy. That's no secret. Here you will find the information that will help us to do this - teach students to think critically and creatively. We can do this...
Here is a revised script based on your feedback:
It is a sunny morning and the ugly duckling wakes up feeling lonely. All of his brothers and sisters are yellow and happy together, but he feels different.
He looks at his reflection in the pond and sees that his feathers are white. He feels sad that he does not fit in.
The ugly duckling wanders into the forest, hoping to find others like him. He meets a goose but the goose says "you do not belong here because you are white like snow."
Feeling sadder, the ugly duckling keeps searching. He finds a rabbit but the rabbit also says "you are too big to be a rabbit."
The ugly duck
The document outlines a demonstration plan for an English lesson in Grade 3. It involves reading aloud and discussing the story "The Pot That Danced". The objectives are for students to enjoy the story, note details, and respond through engagement activities such as identifying antonyms. The lesson plan details the activities, which include reading the story, asking comprehension questions, and having student teams act out scenes and discuss themes like honesty.
1) Jon Scieszka is an author and advocate for children's literacy who is known for collaborating with illustrator Lane Smith.
2) The passage discusses identifying an author's point of view, including looking at clues from the title, cover, and asking questions about what the author wants readers to believe.
3) A fun classroom activity involves making paper masks by coloring, cutting, and attaching elastic straps for students to wear.
The document provides biographical information about author Eve Bunting and summarizes her Thanksgiving story "How Many Days to America?". It describes Bunting moving to California and beginning her writing career. It then gives a brief overview of the plot of "How Many Days to America?", where a child and their family escape soldiers on their island and take a dangerous boat trip to celebrate Thanksgiving in America. The document also includes vocabulary words and discussion questions about the story.
This document provides a list of over 30 web resources for differentiated instruction strategies in grades 6-12. It includes links to resources on assessment, curriculum design, using technology to support diverse learners, and subject-specific strategies for reading, writing, math, and science. General resources listed provide examples of differentiated lessons, choice boards, and information on developing tiered activities.
This document provides information and strategies for differentiated instruction in grades 6-12. It defines differentiation as a teacher's response to learner needs by recognizing students' varying backgrounds and learning preferences. The document discusses why differentiation is important and lists key elements of differentiated instruction theory. It also provides many specific differentiation strategies teachers can use, such as flexible grouping, learning contracts, choice boards, and technology integration. The document aims to help teachers implement differentiated practices in their classrooms.
This document provides a list of over 30 web resources for differentiated instruction strategies in grades 6-12. It includes links to resources on assessment, curriculum design, using technology to support diverse learners, and subject-specific strategies for reading, writing, math, and science. General resources listed provide examples of differentiated lessons, choice boards, and information on developing tiered activities.
This document provides guidance for teachers on preparing students to complete writing tasks for standardized assessments in grades 6-8 in New Jersey. It outlines the types of prompts and scoring scales used, including persuasive, speculative, and explanatory writing prompts scored on a 1-6 point scale. It provides examples of prompts for each writing type at different grade levels and strategies for modeling the writing process for students, such as understanding purpose, audience, topic and form. It also gives guidance on organizing student responses, such as introducing quotes or topics, providing examples, and concluding with a summary.
This document provides examples of writing prompts for grades 3-5 that teachers can use to help students practice different types of writing. It includes prompts for speculative/narrative writing that ask students to continue or write a new story. Explanatory/expository prompts provide a topic for students to write an essay explaining or describing something. The document also suggests having students consider the purpose, audience, and form for each prompt to focus their writing. It provides sample student responses to some of the prompts and evaluates them based on organization, detail, syntax and errors.
This document discusses evaluating the accuracy of claims related to the Underground Railroad through examining primary sources. It provides examples of primary sources related to the Underground Railroad and discusses whether descriptions of the sources are fact or fiction. Key factors in evaluating claims include considering technology, chronology, bias, and common sense. The best way to validate a primary source is to find multiple primary sources and secondary sources to support or refute the claim.
This document provides information about NJ ASK standardized testing for grades 3-5. It outlines the testing schedule, with Language Arts Literacy tests on May 10th and 11th. It also defines "everyday text" as materials like magazines and newspapers that convey information through nonfiction writing around 700-1400 words. The document discusses common challenges students face with everyday texts, such as vocabulary, charts and diagrams, and informational text structures. It also reviews various patterns of text organization, including description, time order, comparison/contrast, cause/effect, and problem/solution. Sample passages are provided to illustrate each pattern.
This document provides information about reading everyday texts. It discusses the different types of everyday texts that students encounter, including essays, articles, editorials, letters, journals, biographies, autobiographies, speeches, books, how-to articles, recipes, directions, charts, graphs and tables. It notes some common challenges students face with everyday texts, such as lack of interest, experience or prior knowledge. It also discusses the main purposes and structures of everyday texts, including descriptive, enumerative, sequential, comparative, causal and timelines. The document provides examples of each text structure and suggests tools for creating timelines.
This document presents several reading comprehension strategies that can be used before, during, and after reading. Some strategies mentioned include KWL charts, think-pair-share, story maps, double-entry journals, and SQ3R (survey, question, read, recite, review). Many resources are provided that explain different strategies and how to implement them, such as websites with lesson plans and activities related to building reading skills. The document encourages reading aloud to students to help improve reading ability and comprehension.
The document discusses using data-driven instruction to improve teaching and learning. It explains that teachers can use formative and summative assessment data to implement targeted instructional interventions. While data-driven decision making requires more work, it allows educators to accurately identify problems, tailor instruction to student needs, and continually improve academic achievement.
The document provides guidance and sample prompts for a new type of writing task called speculative or text-based writing that will be included in the New Jersey Assessment of Skills and Knowledge (NJ ASK) for grades 5 through 8. The task will present students with a brief descriptive situation and ask them to respond with a fictional or actual narrative story. Ten sample prompts are provided that could be used at various grade levels. Scoring guidelines and rubrics are also summarized.
This document provides guidance and sample prompts for the explanatory writing task on the New Jersey Assessment of Skills and Knowledge (NJ ASK) for grades 6-8. It explains that explanatory writing will replace speculative writing and involves explaining a point of view on a provided quotation or topic using personal knowledge and examples. Nine sample prompts are presented covering various grades and topics. Scoring guidelines and resources for additional information are also referenced.
The document discusses various Web 2.0 tools that can be used in classrooms, including blogs, wikis, podcasts, and social networking/bookmarking. It provides examples of how teachers have integrated these tools into their curriculum to engage students and encourage collaboration. Real-world skills like problem-solving are developed through these interactive digital platforms.
The document provides information on effective interventions for struggling readers, including factors that interfere with comprehension, assessment strategies, and evidence-based comprehension techniques. It discusses how reading interventions can benefit students, teachers, schools and states by closing achievement gaps. It also outlines essential components of reading and recommends using multiple assessment tools to evaluate comprehension, and employing techniques like cooperative learning, comprehension monitoring and graphic organizers to improve students' understanding.
This document summarizes research on effective strategies for literacy and language arts. It finds that phonemic awareness, phonics, fluency, vocabulary, and reading comprehension instruction have the strongest evidence base. Explicit and systematic phonics instruction is most effective when carefully constructed and coupled with developing teachers' skills. Fluency improves with repeated oral reading with feedback. Vocabulary is best taught through multiple methods with repeated exposure. Comprehension benefits from question answering, summarization, and understanding text structure. As decoding skills increase, linguistic competency accounts for more reading ability. The document also notes that older readers need support engaging with complex ideas, even if they cannot read independently, and that writing instruction benefits from self-regulation strategies and tools for planning
Mobile devices like iPods can be used for 21st century learning by allowing students to access audio books, podcasts, and digital content anywhere and engage in collaborative projects. The document discusses how iPods provide tools for mobile learning and creating digital content. It provides many examples of educational apps and resources that can be used on iPods for subjects like literacy, numeracy, science, and social studies. Teachers can also have students create their own podcasts and multimedia content.
The document summarizes the Language Arts section of the HSPA exam administered to high school juniors in New Jersey. It is divided into two parts: writing and reading. The writing section consists of a 30-minute task responding to a photograph and a 60-minute persuasive writing prompt. The reading section involves multiple choice and open-response questions about both narrative and persuasive texts. The document provides guidance on how to structure responses for different question types.
The document provides a list of test prep activities and strategies for NJ ASK Grades 3-4. It includes pre-reading, during reading, and post reading strategies such as KWL charts, anticipation guides, think-pair-shares, concept maps, story maps, question-answer relationships, and summarizing techniques. Specific strategies are explained and examples of how they can be implemented in the classroom are provided.
This document provides an overview of a tool to help educators make data-driven decisions in social studies. It discusses using data to form goals and evaluate teacher performance. Sample data on student test scores and climate surveys are presented to demonstrate how to analyze different types of data and relate it back to curriculum, instruction, assessments and teacher evaluation. The purpose is to illustrate how a comprehensive analysis of multiple data sources can guide decision-making to promote student success.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
6. 6 Take a few minutes and share with a partner: What skills do you think your students need to master before they take NJ ASK? When you have identified a specific skill, please enter it in the chat area or type it below.
7. Overview of the New Jersey Assessment of Skills and Knowledge (NJ ASK) Assesses skills in 4 content clusters: • Writing • Reading • Working with Text [Interpreting Text] • Analyzing/Critiquing Text ASSESSMENT CLUSTER TASK 1. Writing: persuasive 2. Reading: narrative MC, OE 3. Writing: explain 4. Reading: everyday text MC, OE questions 7
8. Two text types: narrative and everyday multiple-choice and open-ended questions Students will: • recognize main idea and details • draw inferences and conclusions • recognize organizational structure of text • determine a purpose for reading • make predictions • identify and understand literary elements 8
9. Changes in NJ ASK LAL More reading passages More diverse content Shorter reading passage lengths New types of writing prompts More test items overall More score points overall 9
10. Text types/Strand Reading MC OE Writing Tasks Total Points Time Persuasive Prompt 1 12 45 Expository Prompt 1 625 Narrative Reading 2 20 4 36 80 AT* per passage 4-6 WT* per passage 4-6 Informational Text 2 162 2460 AT* per passage 3-5 WT* per passage 3-5 Total Items3662 Total Points by Item Type3624 1878 Total LAL Testing Time 2 days, 2 hrs. per day (with field test) NJ ASK 5-8 Language Arts Literacy *AT: Analyzing Text; WT: Working with Text 11
11. Working with Text Questions Recognizing a central idea or theme and supporting details- – Well, for me, the worst—and I mean the worst—was my dad on the Fourth of July. Now don’t get me wrong—my dad’s a great guy and a good father and I love him and all that. But how many fathers that you know are into bird calling. That’s right, bird calling. In public. I know this all sounds pretty weird, but it’s true. You see, there’s a big fair in our town on the Fourth of July—one of those fairs with rides and games and lots of food. And there’s this bird-calling contest too, with people up on a stage, imitating different kinds of birds in front of judges. What is the main idea? Supporting details? 11
12. When Sam says “The rest of my life as a normal kid depended on it” in paragraph 16, the author is using: A. an idiom. B. flashback. C. exaggeration. D. a comparison. What type of question is this? How do you know? 12
18. Analyzing Text Questions Questioning, Clarifying, Predicting- open-ended items As the article explains, Sybil Ludington was a real person. • How did Sybil’s actions affect the American Revolution? • How could this historic ride influence other people? Use specific information from the article and any additional insight to support your response. Forming opinions- open-ended items Tiger is surprised by Fox’s reaction to him. • Is Fox afraid of Tiger? Explain. • Do you think the other animals should fear Tiger? Why or why not? Use specific information from the story and any additional insight to support your response. 14
19. Narrative Text Written totell a story Establishes or develops a conflict Addresses themes of human existence Narrative 500 - 1,000 words in length strong thematic focus with: • a problem/conflict and resolution • a well-organized plot • well-developed characters • literary elements i.e. imagery and foreshadowing 15
20. Sample Questions Released by NJ What does Sam’s father do at the bird-calling contest that most embarrasses Sam? A. He makes funny faces. B. He waves to the crowd. C. He always wins first prize. D. He does the call incorrectly. The purpose of this story is to A. entertain readers with an amusing tale. B. teach readers about different types of birds. C. persuade readers to try bird calling as a hobby. D. inform readers of the different events at the fair. 16 What type of question is each? setting character plot author's purpose inference cause-effect vocabulary prediction
21. How would you model analyzing these questions for your students? In paragraph 14, the word indignation means A. fear. B. insult. C. happiness. D. admiration. Why do the animals walk right by Tiger when he is hunting? A. They do not see Tiger. B. They are not afraid of Tiger. C. They know Tiger will not eat them. D. Tiger tells them to play at that time. When the author writes that “Stories told of how difficult this creature was to catch, but Tiger welcomed the challenge,” he means that Tiger was A. uncertain if he could catch this new animal. B. pleased to have another animal act as king. C. eager to hunt an animal that is difficult to catch. D. interested in how to hunt by watching the other animals. Which theme best fits this story? A. Pride can lead to jealousy. B. Good things rarely last forever. C. New people bring fresh ideas with them. D. A strong mind is as valuable as a strong body. 17
22. In paragraph 20, what does Ida mean when she says, “I left that classroom and went into the story”? A. She went to the library and found another book to read. B. She forgot she was nervous and started to enjoy the story. C. She became tired of the story, so she made one up instead. D. She felt the room was too loud, so she went someplace quiet. What lesson does Ida learn in the chapter? A. Always help adults when they are feeling ill. B. Try new things, even when they are challenging. C. Always practice reading to yourself before you read to others. D. Keep trying to get things right, even when people laugh at you. 18
23. Which best describes how Inez feels about her father’s work after their trip to the salt mine? She has a greater respect for his work. She hopes to have the same kind of experience again. She thinks he should not keep his job. She decides it is not as appealing as she imagined. Which sentence best supports the idea that Inez is excited about her father’s surprise? She didn’t know what to expect, but she knew she would love being with her father. When she had agreed to go with her father on his newspaper assignment, she had pictured an adventure, not hard labor. She could taste the salt in her mouth, smell it in the air, and feel it on her skin. Apparently her father’s experience in the salt mine was different from hers. 19
24. Open Ended Questions 20 PointsCriteria 4 Clearly demonstrates understanding of the task, completes all requirements, and provides an insightful explanation/ opinion that links to or extends aspects of the text. 3 Demonstrates an understanding of the task, completes all requirements, and provides some explanation/ opinion using situations or ideas from the text as support. 2 May address all of the requirements, but demonstrates a partial understanding of the task, and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation. Demonstrates minimal understanding of the task, does not complete the requirements, and provides only a vague reference to or no use of the text. 0 Irrelevant or off- topic.
25. Near the end of the story, the author says, “Something smelled of trickery.”• As used in this story, what does this phrase mean?• Explain why Fox was able to outsmart Tiger.Use specific information from the story and any additional insight to support your response. The phrase “Something smelled of trickery” means that Tiger was able to tell a little that he was being fooled by Fox. There really wasn’t a smell, but he could feel something was happening. It’s kind of like when you know something isn’t right, but are not quite sure what it is. That’s the way Tiger felt. Tiger was just not smart enough to realize what Fox was doing. See, Fox was having Tiger follow him. He said to Tiger “Walk with me in the jungle.” When Tiger did this, the animals were all afraid of him. But Tiger thought they were doing that because Fox had told him that HE scared the animals. If he maybe had a moment longer, Tiger would have realized he was tricked. But it happened so fast, and he let Fox go. This is kind of like when I trick my younger brother into doing one of my chores. He just isn’t old enough yet to figure out how I do it. Sometimes we don’t always see what’s really going on around us, so we need to pay careful attention to how people act and why they act the way they do. 21 Score ___________
26. This 4-point response demonstrates that the student synthesized the passage and has a clear understanding of the task. The student uses relevant text to explain Fox’s deception (He said to Tiger “Walk with me in the jungle”) and provides appropriate insight and elaboration to draw a meaningful conclusion from Fox’s actions. (This is kind of like when I trick my younger brother into doing one of my chores. He just isn’t old enough yet to figure out how I do it. 22
27. The phrase “Something smelled of trickery” means that the Tiger could smell that the Fox was tricking him. Tiger could not believe that all the animals were afraid of Fox. He looked around in disbelief. But he did not know what was really happening. Fox was tricking him. Fox could trick him because he could be much smarter. 23 Score______________
28. The student provides an inaccurate answer to the meaning of the phrase “Something smelled of trickery.” (Tiger could smell that the Fox was tricking him.) The student answers the second part of the task (Fox could trick him because he could be much smarter) but provides no text support or elaboration. Without additional explanation and insight, this 2-point response demonstrates only a partial understanding of the task. 24
29. 25 This phrase means that Tiger could tell something was wrong. Could it be possible that this small doglike creature was truly King of the Animals? He could outsmart Tiger because he acted smarter than him. Score__________________
30. 26 The student provides a brief answer to the questions with no support. The student attempts to provide textual support, but the line is not developed in the student’s response and it does not relate to the task in a meaningful way. (Could it be possible that this small doglike creature was truly King of the Animals?) This 1-point response demonstrates a minimal understanding of the task.
31. Take 2 or 3 minutes to share with a partner one strategy you have used to work with open-ended questions. Leave a message in chat or typed below listing the strategy. 27
32. NJ Samples Think about how Sam changed on the last Fourth of July when his cousin Rob visited. • Explain how Sam’s attitude toward the bird-calling contest changed throughout that day. • Predict how Sam will react to the unique interests of others now. Use specific information from the story and any additional insight to support your response. The story is told completely from Sam’s point of view. Think about how the story would be different if it were told from Sam’s father’s point of view. • Why would Sam’s father agree to go to the restaurant instead of going to the bird-calling contest? Explain. • How would Sam’s father feel about Sam changing his mind? Explain. Use specific information from the story and any additional insight to support your response. 28 How would you teach students to address these questions?
33. 29 How would you teach students to address these questions? Near the end of the story, the author says, “Something smelled of trickery.” • As used in this story, what does this phrase mean? • Explain why Fox was able to outsmart Tiger. Use specific information from the story and any additional insight to support your response. Tiger is surprised by Fox’s reaction to him. • Is Fox afraid of Tiger? Explain. • Do you think the other animals should fear Tiger? Why or why not? Use specific information from the story and any additional insight to support your response.
34. RSSE Restate- put the question into your own words Support- provide an example or argument Support- provide another example or argument Extend- make connections(text-to-text, text-to-self, text-to-world) 30
35. In this story, Kia does not agree with her mother’s decision to let the bird go free. • Tell two reasons Kia’s mother gives for letting the bird go. • Do you agree with Kia’s mother’s decision? Explain why or why not. Use information from the story to support your response. Restate- In the story, Kia and her mother disagree about letting the bird go free. Support- Kia’s mother feels that the bird will die in captivity because it will miss its lifestyle and other birds. She also says that it is beautiful flying free so she lets the bird go. Support- Kia, on the other hand, wants to protect the bird as their family pet. She thinks she can provide food and shelter. She does not take the time to look at the other needs the bird has- company of his own kind and the opportunity to use its instincts in nature. Extend- I agree with Kia’s mother’s decision to let the bird go free because it has lived as a wild creature before it was injured. The bird needs to be in a natural habitat to thrive. Even though Kia feels she will love the bird sometimes it is necessary to do what is best for the person/pet you love. 31
36. Activities to Support Comprehension 32 Question-Answer Relationship Strategy - answer and compose literal questions (“Right There”), inferential questions (“Author & Me” or “Think & Search”), andcritical questions (“On My Own”) Create webs ofmajor ideas based on the text. Each student in each group adds to the web using a differentcolored marker, which enables the teacher to monitor each student’s thinking. After reading a novel, students identify someonereal or fictional that they would like to introduce to one character in the novel andwrite a brief explanation. Students identify literary characters who are most like themselves. They discuss the value of including realistic characters in novels. Students discuss the details of the setting in a novel. They analyze whichdetails contribute most to conveying the mood, the time period, and the location.
39. Resources The Department of Education offers four sources of information about the NJ ASK: • Web site: http://www.state.nj.us/education • Web site: http://www.ets.org/njask • Web site: http://www.njpep.org/assessment • Office of State Assessments 609-341-3456 Mailing address: New Jersey Department of Education P.O. Box 500 Trenton, New Jersey 08625-0500 http://www.neaq.org/scilearn/kids/babypeng.html http://www.doe.mass.edu/mcas/2009/release/ http://www.doe.virginia.gov/VDOE/Assessment/Release2008/index.html http://www.nj.gov/education/njpep/assessment/3_4/grade3_4.html http://ritter.tea.state.tx.us/student.assessment/resources/online/2009/taks_g04_read/4reading.htm 35