Students are expected to learn several English language arts competencies in the third grading period, including interpreting information from tables and charts, identifying participles and key words, recognizing sensory images and figurative language, writing notices using narration, scanning for specific information, determining an author's purpose, recognizing parallel structure and cohesive devices, identifying correct bibliographic entries, and distinguishing connotative word meanings. The document lists the competencies and ends by thanking and blessing the students.
In real life, language skills never occur in isolation. *in conversations, we listen and speak. *When filling in a form we read and write, *When taking notes, we listen and write. *often the use of one skills leads on naturally to another. * we see a film, and we talk about it later.
How can you integrate skills in a lesson? *As in real life, skills are integrated with one activity leading with one activity on to another
Aims to provide an easy-to-approach, solid foundation writing course for young English learners.
-Book 1 focuses on the letter level, and building confidence to start writing words in English.
-Book 2 emphasizes correct spelling skills and the placement of words within a sentence.
-Book 3 moves on to producing independent sentences, with a greater awareness of English grammar patterns.
This presentation is an introduction to reading skills based on our book the "Study and Thinking Skills Towards English Proficiency for College Students. Hope this can help :)
In real life, language skills never occur in isolation. *in conversations, we listen and speak. *When filling in a form we read and write, *When taking notes, we listen and write. *often the use of one skills leads on naturally to another. * we see a film, and we talk about it later.
How can you integrate skills in a lesson? *As in real life, skills are integrated with one activity leading with one activity on to another
Aims to provide an easy-to-approach, solid foundation writing course for young English learners.
-Book 1 focuses on the letter level, and building confidence to start writing words in English.
-Book 2 emphasizes correct spelling skills and the placement of words within a sentence.
-Book 3 moves on to producing independent sentences, with a greater awareness of English grammar patterns.
This presentation is an introduction to reading skills based on our book the "Study and Thinking Skills Towards English Proficiency for College Students. Hope this can help :)
A presentation about reading development stages. With comparison with international reading standards with learning outcome of national curriculum of Urdu in Pakistan
Cascading Workshop of CIE English 1123- Professional Development for TeachersSara Niazi
This presentation is to cascade the entire content learnt at the professional development workshop held in Islamabad in the year 2016, conducted by the Principal Examiner at Cambridge, Helen Reed Bidder.
3 critical areas in governance as a journey: nurturing a fledging board, raising a board’s performance when it is stalled, lifting strategy into a board’s agenda.
A presentation about reading development stages. With comparison with international reading standards with learning outcome of national curriculum of Urdu in Pakistan
Cascading Workshop of CIE English 1123- Professional Development for TeachersSara Niazi
This presentation is to cascade the entire content learnt at the professional development workshop held in Islamabad in the year 2016, conducted by the Principal Examiner at Cambridge, Helen Reed Bidder.
3 critical areas in governance as a journey: nurturing a fledging board, raising a board’s performance when it is stalled, lifting strategy into a board’s agenda.
Mississippi College and Career Readiness Standards fIlonaThornburg83
Mississippi College and Career Readiness Standards for
English Language Arts Scaffolding Document
Third Grade
College- and Career-Readiness Standards for English Language Arts
Page 2 of 99-September 2016
Third Grade
CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
RL.3.1
Ask and answer questions
to demonstrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Readers ask questions before,
during, and after reading.
Readers answer questions
(who, what, when, where,
why, and how) about specific
details from the text.
Authors of literature include
characters, a setting, and
major events.
Readers visualize key
elements within the text.
A student should understand
(Conceptual Understanding)
Readers are always
questioning the text as they
read, including beyond the
text (inferential questions).
Readers listen to their inner
conversation as they read.
Asking and answering
questions about the text
prompts the reader to
examine what information
they lack or what parts of the
text are confusing.
Read closely in order to cite
information from the text in
order to ask and answer
questions.
A student should be able to do
(Evidence of Knowledge)
Provide oral and written
explanations that show
understanding of a text,
using examples from the text
to justify response/thinking.
Reference details and/or
examples in a text when
explaining the basis for the
answers.
Read a text and answer
questions about the text.
Read a text and ask
questions about the text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
questioning/question, ask, answer, text, summarize, text evidence, explicitly stated
College- and Career-Readiness Standards for English Language Arts
Page 3 of 99-September 2016
Third Grade
CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
RL.3.2
Recount stories, including
fables, folktales, and myths
from diverse cultures;
determine the central
message, lesson, or moral
and explain how it is
conveyed through key
details in the text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Readers understand
characteristics of stories,
fables, folktales, and myths.
Readers determine the
central message, moral, or
lesson of a story.
Readers know the difference
between a central idea and
key details in a story.
Readers know the
characteristics of an effective
retelling/recounting of
events from a story.
A student should understand
(Conceptual Understanding)
Authors of litera ...
![[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)