My dad gave me one dollar bill 'Cause I'm his smartest son, And I swapped it for two shiny quarters 'Cause two is more than one!
High School Statutory Authority: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing.
The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade.
In English I, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies.
Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation. ELL students should use the knowledge of their first language e.
Vocabulary needs to be taught in the context of connected discourse so that language is meaningful.
ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition.
It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. Students understand new vocabulary and use it when reading and writing.
Students are expected to: Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of diction and imagery e. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.
Students are expected to explain how dramatic conventions e. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding.
Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.
Students are expected to explain the role of irony, sarcasm, and paradox in literary works. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students understand how to glean and use information in procedural texts and documents.
Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
Students use elements of the writing process planning, drafting, revising, editing, and publishing to compose text. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.
Students are responsible for at least two forms of literary writing.Reading Assessment Database - List of All Assessments from the Database.
The essential cognitive elements of the reading process have been outlined in the Cognitive Framework of webkandii.com assist educators in organizing their assessment practices around the cognitive framework, we've created a way to easily search for published early reading assessments that specifically test skills and.
Turnitin provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback. Learn how technology tools can support struggling students and those with learning disabilities in acquiring background knowledge and vocabulary, improving their reading comprehension, and making connections between reading and writing.
Reading for Meaning is a research-based strategy that helps all readers build the skills that proficient readers use to make sense of challenging texts. Regular use of the strategy gives students the opportunity to practice and master the three phases of critical reading that lead to reading success.
- Go to top of page (index)- Educational Diagnostic tests Reading: Test of Early Reading Ability (TERA) Measures of the reading ability of young children age 3 years, 6 months - 8 years, 6 months (does not test the child's readiness for reading).
Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS appendix a | 2 reading.