Writing Standards 2010 - Miami-Dade County Public Schoolslanguageartsreading.dadeschools.net/pdf/RCmeetings/...sentence combining. Pets Are Fun. My pet is a puppy. His. name is Spot

Division of Language Arts/Reading

READING COACH

November 2010

Participant Packet

Table of Content

Power Point – Reading

Power Point – Writing

Reading Handouts:

- New FCAT Content Focus

- Fall Interim Item Analysis

o Grade 3

o Grade 4

o Grade 5

Writing Handouts:

- Anchor Set

- Calibration Set

Reading Coach Meeting

Division of Language Arts/Reading

November 2010

Monitor student progress of the Next Generation Sunshine State Standards (NGSSS) and the Sunshine State Standards (SSS).

Provide valid and reliable information regarding content mastery and/or instructional focus.

Utilize the data to make meaningful and timely curricular decisions.

Progress reporting tool for School Improvement Plans.

Purpose of InterimsPurpose of Interims

2

3

Collaborative debriefings (administration, department heads, and classroom teachers): should take place in a timely manner to identify strengths and weaknesses in order to effectively target instruction.

Classroom debriefings (classroom teacher with students): provide students with the opportunity to review their responses and teachers with teachable moments toidentify and address concepts not initially understood.

4

Provide students with their test and answer sheet.

Discuss any items you found to be problematic for the class as a whole.

Listen to students’ comments and reactions.

Make notes of any deficient or problematic areasduring this process.

Help teachers analyze grade level trends & specific classroom trends

Interpreting Proficiency Levelsfor the NGSSS, 2010-11

For the Interims…

The Edusoft

default levels are preset:

Proficient set at 70%

Non-Proficient set at 69% and below

6

So let’s get this straight…

ProficientSatisfactory Progress

70-100%

HighlightGREEN

Limited Progress 50-69%

HighlightYELLOW

Non-ProficientInsufficient Progress

0-49%

HighlightPINK

Biddlemyer

Elementary School

Biddlemyer

Elementary School

Biddlemyer

Elementary School

Biddlemyer

Elementary School

Biddlemyer

Elementary School

Biddelmyer

Elementary School

Grade: ____ Trends:

Levels Benchmarks

% of Students at

each Benchmark

Proficient/Satisfactory(70%-100%)

Limited Progress(50%-69%)

Non-Proficient/Insufficient

(0-49%)

Ms. Z

Bibblemyer

Elem. School

Ms. Z

Biddlemyer

Elem. School

Ms. Z

Biddlemyer

Elem. School

Mr./Mrs. _________ Classroom Trends:

Levels Benchmarks

% of Students at

each Benchmark

Proficient/Satisfactory(70%-100%)

Limited Progress(50%-69%)

Non-Proficient/Insufficient

(0-49%)

Small Group Instruction:

FCAT WRITING for Reading Coaches

November, 2010Curriculum & Instruction

Language Arts/Reading

How comfortable are YOU

in the

STATE’S CHAIR?

OBJECTIVES

AS A RESULT OF COMPLETING THIS SESSION, PARTICIPANTS WILL BE ABLE TO:

Analyze the new 2007 Next Generation Sunshine State Standards to understand the writing process and writing applications strands;Understand the state’s expectations of expository and narrative genres for FCAT Writing;Utilize the rubric to assist in the writing instruction;Select the appropriate strategy for revising and editing that will lead to higher student performance.

TOP 10 WAYS TO AFFECT WRITING

WHAT SHOULD THE WRITING ENVIRONMENT LOOK LIKE?

Student seating arranged for ease of collaboration, peer response, revision,and editingStudent folders with student writing, word lists,planners, possible topics, etc

Classroom environment should bevisually stimulating:

Categorized lists: similes, vivid verbs, transitions, other words for. . ., etc.Student friendly rubricsEditor checklistsPosters of a variety of plannersCurrent student writing

Developmental Stages Of Writing

Characteristics Instructional Focus ExampleEmergent Writers:understands writing communicates ideasuses pictures to communicate ideasscribbles, letter‐like symbols, or random letters adding writingto picturesdoes not connect letters and soundspretends to read the textdoes not understand writing is permanent in meaning

oral language development: vocabulary and storytellingtelling stories with pictures and words letter and soundsknowing and using the language of writers

Early Writers:writes more than one detail on a topicchooses topics that are generally related to experiencehas many concepts about print e.g. directionalitymay not understand spaces around wordsconnects letters to soundshas a small repertoire of high‐frequency words

generating several details on a topicreadable phonetic spellings representing every sound

in a wordconventional spelling of high‐frequency wordsconcept of “word boundaries”revision by “adding on”should be moved from writing words to sentences to

groups of sentences

Developing Writers:writes many details on a topiccan write about topic beyond personal experiencebegins to experiment with description and word choiceuses mostly simple and complex sentencesspells many words conventionally or uses phonetic spellinguses punctuation

organizing information and detailsplanning – beginning, middle, endexpanding descriptive languagewriting with personality and voicespelling patterns and strategiessentence combining

Pets Are FunMy pet is a puppy. Hisname is Spot. He is white

with brown and black spots. He sleeps on my bed. He islittle and soft. He comes

to he when I call him. Spot.

Fluent Writers:creates writing that has a flow and sounds fluentwrites about imaginative ideas beyond personal experienceprewrites using a variety of organizational and planning toolsaccesses a variety of text forms for different purposesuses descriptive language and complex sentencesdemonstrates a writer’s voice appropriate to purpose and

audience.has age appropriate mastery of conventions

increasing control of conventionsincreasing sophistication of vocabulary andsentencesprecise word choice energized by powerful

verbsfigurative languagevariety in text forms, audience, perspectiveindependent revision and editingattention to writer's craft

Mrs. Stern was the meanest

teacher in the world. She never

let her students go on field trips

or watch videos. Worst of all,

while the rest of the school had

parties,

we sat and worked.

Work, work, work! That’s all we

ever did. She was also boring

and wore the same

jet black

dress everyday. She was worse

than a dragon. A dragon is

probably better.

7

PROCESSPROCESS FIRST, THEN ELEMENTSELEMENTS, THEN MODESMODES.

SO WHAT ARE YOU SUPPOSED TO TEACH?

KEY ELEMENTS OF WRITING

What to teach!Fluency/IdeasOrganizationAwareness of Audience, VoicePrecise Word ChoiceSentence Fluency/Sentence VarietyConventions

Process Elements ModesPrewriting

Drafting

Revising

Editing

Publishing

FocusFluency/Ideas

OrganizationBeginning/Middle/EndTransitional Devices

SupportSupporting IdeasPrecise word ChoiceVoice

ConventionsSentence VarietyMechanics/Punctuation

Narrative

Expository

Persuasive

CHARACTERISTICS OF: PERSONAL NARRATIVE

PERSONAL EXPOSITORY

PERSUASIVE

12

Tells a personal story

Focused on one event that appears to be significant to the writer

Can be fictional

Needs to include the elements of a story (characters, setting, plot, movement through time and change)

Uses sensory details

Uses feelings

Is reflective

Explains why, how or whatFocused on one topic that is significant to the writer (personal or class thematic unit)

Includes clusters of information that explain and supportMay include comparing factsMay include a mini-story that supports the topicUses sensory details

Is reflective

States an opinion or position

Gives reasons why with facts and details about the topic that prove their opinion/position

Includes telling who said so

Support by using a number

Makes the reader want to be on their side

Uses feelingsIs reflective

Format of the 30 Minute Writing BlockFRAMEWORK FORMAT ACTIVITY

Opening Activity/ Lesson Stimulus

5 Minutes

Teacher Directed/Whole Group Explicit Instruction

Introduction to Mentor Text and Targeted Writing Element/Minilesson

Teacher explicit demonstration through writing aloud AND/OR shared writing

During Activity 20 MinutesApplication

Teacher Directed/Whole Group Instruction OR Small Group Instruction

Teacher Modeling, Guided Writing, or Review of Key Learning Objective/Targeted Writing Element

Teacher and class may examine writer’s craft using mentor text, student generated writing, or teacher created example; OR compose a piece of writing collaboratively through shared writing

Independent Practice OR Teacher Guided/ Small Group Practice

Students transfer & apply knowledge gained to a new piece of writing OR As students write the teacher further guides through minilessons & conferencing

Student writes alone OR Student writes and teacher guides in the form of mini-lessons, choosing craft lessons that relate to the students’

needs

Lesson Review/ Closure5 Minutes

Whole Group Teacher facilitates closing activity and assigns follow-up

Students share with each other AND/OR with class

Walk-By or Stop & Go

Conferences

Stop & StayConferences

FOUR COMPONENTS OF A WRITING LESSON

WRITING ALOUD

I’ll Show You

SHARED

WRITING

You Help Me

GUIDED

WRITING

I’ll Help You

INDEPENDENT

WRITING

Now You Do It

Yourself

Teacher

demonstration in

mini‐lessons:

Teacher has all the

responsibility for the

writing

Class participation in

mini‐lessons:

The teacher has the

most responsibility

for the writing and

the children

contribute as they are

able

At‐the‐elbow

conferences: The

child has the most


writing and the

teacher provides

support as needed.

Independent writing:

The child has all the


writing

“State of the Class”You as a teacher need to beaware of the needs of your students to decide what your future minilessons will be!

17

Teacher Responsibility Student Responsibility

GIVING A MINI-LESSON MARVELOUS MINILESSONS P. 22-24

1. Give the lesson a catchy name.2. Keep it brief.3. Focus on 1

key learning concept.

4. Let the student know

up front what they will belearning.

5. Start by connecting the lesson

with what they alreadyknow or are already doing.

6. Be explicit

and direct.7. Expect students to be accountable

for their

learning.8. Plan mini-lessons

based on what your students

need to know.9. Once is never enough!

Focus includes planning for writing by grouping related ideas and identifying the purpose for writing and refers to how clearly a central idea (topic), theme, or unifying point is presented and maintained.Organization refers to the structure or plan of development and the relationship of one point to another to provide a logical progression of ideas. It also refers to the use of transitional devices to signal both the relationship of the supporting ideas to the central idea, theme, or unifying point and the connections between and among sentences.Support refers to the quality of details used to explain, clarify, or define. The quality of the support depends on word choice, specificity, depth, relevance, and thoroughness. It may be developed through the use of additional details, anecdotes, illustrations, and examples that further clarify meaning.Conventions refer to punctuation, capitalization, spelling, usage, and sentence structure/variety.

So What Is The Accountability For Writing Instruction?

Bare - simple listing or events or reason"I like to go to school because it is fun.“Extension - information that begins to clarify meaning"I like to go to school because it is fun when the teacher allows us to do experiments with frogs.“Layered - use of a series of informational statements that collectively help to clarify meaning. “I like to go to school because it is fun when the teacher allows us to do experiments with frogs. We learned what kinds of foods frogs like to eat by offering them flies, worms, and seeds. We observed the frogs during the morning and afternoon to determine when they were more active. We also compared frogs to other amphibians to see what characteristics they share.”Elaboration – use of additional details, anecdotes, illustrations, and examples that further clarify meaning. Information that answers the question, " What do you mean?”“I like to go to school because it is fun when the teacher allows us to do experiments with frogs instead of just reading about frogs in books. Experiments allow us to have the fun of discovering for ourselves how far and fast frogs can jump and what kinds of food frogs like to eat.”The elaboration could also provide a detailed description of the experiments.

1 2 3 4 5 6

FOCUS

may only minimally

address topic, may lose

focus with unrelated

ideas

is slightly related to

topic, may offer little

relevant information

is generally focused

but may include

extraneous or loosely

related information


but may include


related information

writing is focused writing is focused on the

topic

ORGANIZATION

does not exhibit

organizational pattern;

few, if any transitional

devices

little evidence of

organizational pattern

or use of transitional

devices


is attempted, although

transitional device are

used, lapses may occur

but may lack sense of

completeness of

wholeness


is evident, although

some lapses may

occur,

demonstrates a sense

of completeness or

wholeness.

has organizational

pattern; although

lapse may occur;


of completeness or

wholeness


provides for a logical

progression of ideas;

(beginning, middle,

conclusion & transitional

devices); sense of

completeness

SUPPORT

little, if any supporting

ideas; may consist of lists

or clichés

limited or immature

word choice

development of

support may be

inadequate or illogical

with few supporting

ideas or examples

word choice is limited

or immature

some support is

included;

development lacks

specifics and details;

adequate word choice

but limited,

predictable and

sometimes vague

some supporting ideas

may contain specific

and details although

development is

uneven; adequate

word choice

adequate

development of

supporting ideas or

examples; word choice

is adequate but may

lack precision

ample development of

supporting ideas , mature

command of language;

precision in word choice

CONVENTIONS

frequent errors in

sentence structure and

usage may impede

communication, common

words may be misspelled,

simple sentence

construction

errors may occur in

basic conventions

including simple

sentence structure,

mechanics, usage, and

punctuation; common

words are spelled

correctly

attempts to use

variation in sentence

structure, although

many are simple;

conventions and

usage are generally

followed.

commonly used words

are spelled correctly

attempt to use


structure, though

many are simple;

conventions are

generally followed

(mechanics, usage,

punctuation, spelling)

various sentence

structures used;

sentences complete,

few fragments may

occur; conventions

generally followed

(mechanics, usage,


various sentence structure;

sentences complete (except

for purposeful fragments);

subject/verb agreement &

noun/verb forms are

generally correct.

Adequate Word

Choice

Just The Right

Shade Of Meaning

Fourth Grade RubricFourth Grade Rubric

Examination of Criteria by Score PointExamination of Criteria by Score Point

Every idea developed, extended, elaborated

U: Unscorable. The writing is unscorable because it is unrelated to the assigned topic or cannot be read.•U-A Blank Response•U-B Off-topic•U-C Illegible, Incomprehensible or Insufficient•U-D Foreign Language

1 2 3 4 5 6

FOCUS

may only minimally

address topic, may lose

focus with unrelated

ideas

is slightly related to

topic, may offer little

relevant information


but may include


related information


but may include


related information

writing is focused writing is focused on the

topic

ORGANIZATION

does not exhibit

organizational pattern;

few, if any transitional

devices

little evidence of


or use of transitional

devices


is attempted, although

transitional device are

used, lapses may occur

but may lack sense of

completeness of

wholeness


is evident, although

some lapses may

occur,


of completeness or

wholeness.

has organizational

pattern; although

lapse may occur;


of completeness or

wholeness


provides for a logical

progression of ideas;

(beginning, middle,

conclusion & transitional

devices); sense of

completeness

SUPPORT

little, if any supporting

ideas; may consist of lists

or clichés

limited or immature

word choice

development of

support may be

inadequate or illogical

with few supporting

ideas or examples

word choice is limited

or immature

some support is

included;

development lacks

specifics and details;

adequate word choice

but limited,

predictable and

sometimes vague

some supporting ideas

may contain specific

and details although

development is

uneven; adequate

word choice

adequate

development of

supporting ideas or

examples; word choice

is adequate but may

lack precision

ample development of

supporting ideas , mature

command of language;

precision in word choice

CONVENTIONS

frequent errors in

sentence structure and

usage may impede

communication, common

words may be misspelled,

simple sentence

construction

errors may occur in

basic conventions

including simple

sentence structure,

mechanics, usage, and

punctuation; common

words are spelled

correctly

attempts to use


structure, although

many are simple;

conventions and

usage are generally

followed.

commonly used words

are spelled correctly

attempt to use


structure, though

many are simple;

conventions are

generally followed

(mechanics, usage,


various sentence

structures used;

sentences complete,

few fragments may

occur; conventions

generally followed

(mechanics, usage,


various sentence structure;

sentences complete (except

for purposeful fragments);

subject/verb agreement &

noun/verb forms are

generally correct.

Fourth Grade RubricFourth Grade Rubric

Examination of Criteria by Score PointExamination of Criteria by Score Point

INTERPRETATIONS IN A NUTSHELL

The words in the prompt may be broadly defined.It may be fact or fantasy.The student may present information as “factual” even if the information is not based on fact.The story may include or be limited to the time period before, during, or after the event(s).Singular words in prompt changed to plural in response? ABSOLUTELY SCORABLE!“Atypical” or non-traditional ideas? SCORABLE if related to the topic

ALLOWABLE INTERPRETATIONS CONTINUED. . .

The writer may cite one or more things that happened during the event(s) suggested by the prompt. The writer may write about all the things that happened or may write about one aspect.The writer may tell about the + or –

aspects

of the time/event, the consequences of the time/event, and /or reactions to the time/event.Description and exposition “work”

if it is part

of a story line.The response can be in various formats including a letter.The main character in the story may be the student or someone else.

Scorer Bias-

the scorer’s perception of a student’s response.

1.Reaction to writing criteria for other assessments.

2.Appearance of response3. Knowledge of topic.4. Reaction to style.5. Reaction to content.6.Transference in scoring-Is your scoring prejudices by previous papers you have scored.7. Well-being of scorer.

Great job

as always!

Comments from the Field about FCAT Writing:

They score too easy.They score easier than they used to.Just copy the prompt to get a 1.I don’t know what they want!They grab people off the streets to score the papers!

Just Kidding!

When bankers trainto identify counterfeitmoney, they studyauthentic bills. For it isknowing intimately thegenuine, that one is ableto identify the false.

Deanna Eaton

The truth about FCAT Writing:

A committee of Florida educators meet to establish the rangefinders for each prompt using the field tested papers

BUTnot before studying the calibration set from the first year of Florida Writes!

The scorers then study AUTHENTIC rangefinders so that they can easily identify the characteristics of each score point.

SO LET

S TRAIN WITH THE CALIBRATION SETState Prompt: EXPOSITORY

Your class will have a classroom pet.

Think about one pet that would be a good pet for your classroom.

Write to explain why you think this pet would be good for your classroom.

Qualifying Set: Expository

# My Score

ConsensusScore

Comments

1

2

3

4

5

6

7

1

2

4

U

3

5

6

Your Turn!

PREVIOUS EXPOSITORY PROMPTS _____________________________________________________________________________________________________________________________________________

Now write about something that is special and explain why it is special to you.Write, to explain to the reader, why this one thing is important to you.Explain to your reader why you like to do this special thing.Write to explain why this one place is your favorite.

Write to tell about something you do outside for fun and explain what makes it fun.Write to tell about the favorite thing you like to do after school and explain why you like to do it.Write to explain why you enjoy playing a particular game.

Write to explain why that one time of year is your favorite. Write to explain why a certain day is your favorite day of the week.

Write to tell about the person you like and explain why you like this person.

Write to explain why you choose a particular person to be the teacher for a day.Write to explain why this person is special to you.

“State of the Your Class”

You as a teacher need to beaware of the needs of your students to decide what your future minilessons will be!

38

Teacher Responsibility Student Responsibility

CREATING A WRITER'S TOOLBOX

Students need to be able to bring the tools of revision to their writing the way a carpenter comes equipped for the job with a toolbox full of tools.

Georgia Heard, The Revision ToolboxMINI-LESSONS

Our Writer’s Toolbox

ConventionsSupport

Organization

Focus

Collecting a handful of mentor books and keeping them as a resource for students, is really like gathering a multitude of teachers in the room rather than just having one teacher.

Georgia Heard

The

Power of Mentor Text…

Cover -to-Cover

•What do I see?•What feelings do I notice?•I think that…

•Read the story

What do I see? What feelings do I notice?

I think that… Words from the story…

Using Author’s Craft to develop an

Instant Print Rich EnvironmentAll effective writing employs literary devices to create images, even in informational texts.

Teachers should take advantage of the descriptive “Book Language” in all genres and have students collect it to display around the room. Then there is a natural transfer into their writing.

Students should constantly be looking for:Vivid VerbsTransitional DevicesPrecise Word Choice/AdjectivesAlliterationPersonificationAnadiplosis

Descriptive PhrasesSimiles/MetaphorsWords That Show

MovementOnomatopoeiaIdioms

Animal WordsCharacter Traits

Descriptions

Comparisons

Verbs

ContractionsWould you change this box?

+ (Alex) - (Mom)Save it from Stinky ‘s dog

LurchWon’t happen

Cute & quiet Tarantula is quiet, too & uglier than Godzilla

Never have to see it; in cage next to trophy

Will grow 6 feet long; not enough space in your whole room

Takes 15 years to grow; Will be married

No girl will marry you

Lonely; Need a friend NOW! Can be brother I never had

You have a brother

Brother only burps & poops Are you ready? Remember the class fish

Learned my lesson; Iguanas don’t like spaghetti

Trial basis; How would you care for it?

Feed every day, water, clean cage

2-week trial; have to clean better than your room

Will clean better; pay for lettuce; BEGS

Look on your dresser

WRITE A LETTER TO EXPLAIN TO YOUR TEACHER WHY SHE/HE SHOULD CHOOSE YOUR CHOICE FOR THE CLASSROOM PET…

I think we should get a hamster as a classroom pet because…

Why?

It is time to generate ideas , plan and draft!

WRITING FLOATS ON A SEA OF TALK…

Sharing is not only motivating but it helpsstudents develop a sense of audience.

It’s important for students to get lots of practice just talking through narrative or expository pieces.

Listening to other writers is just as important as sharing as students sharing their own.

“Beg, borrow, or steal”

good ideas.

Strategies to Use: Examples:

What do you want?

People who are on your side

Give your BEST reasons

What you will do if you get it If I get ________, then

I will______________.Tell them why you should have it NOW!

Grabber -Beginning -Introduce us to your choice for classroom pet.Describe the pet.(sensory details, character traits)

Explain one reason it is special.

Explain another reason it is special. What might having this pet in the classroom mean to you?

Ending – What’s the most important thing I want my reader to know about this pet?

3

2

4

1

YOUR TURN TO PLAN…

Crystallize your ideas

Complete the plan using a planner for your essay.

Remember to use words & phrases only.

Word Bankfor pets

Attributes of good pets

Feeling words

Melissa Forney

EVERYONE NEEDS TO BE HEARD! EVEN BEFORE THEY WRITE!

P

= PraiseI like the way you…I heard you say…

Q

= QuestionWhat did you mean when you said…What happened before…or after…

S

= SuggestShow me how you felt when…Maybe move this part/ sentence to…

ComplimentsSome Positive Things to Do or Say

•Your reader will like the way you have…•Your reader can picture…•This piece is easy for me to read.•How did you learn that?•I do the same thing…•Tell me again what happened. Did you put it downthat way?•What else do you want your reader to know?•How did you select the topic?•I see you have included some words from the wordwalls.

•I see you used…

Writing Elements

Writing Elements Evident in Student

Writing

Instructional Implications

(Needs)

Grade Level Resources/ Strategies

Focus Ideas

Organization Transitions Beginning Middle End

Support Ideas Voice Word choice Elaboration Dialogue Comparisons Incidents

Conventions Sentence Fluency Purposeful Fragments *Conventions

Our Writer’s Toolbox

ConventionsSupport

Organization

Focus

Listen to This: Writing Features to Listen forWhat is the function of the writing?

What is the organizational structure?

BEGINNINGHook:Introduction:

MIDDLE:Supporting Details:Narrative Example

(incident):Concrete Examples:

LIVELY WRITING Writer talks to you,

engages you:Active voice:Figurative Language:(e.g. alliteration, simile,

personification…)

TRANSITIONSTime TransitionsTransitional Technique

ENDING

Adapted from: Freeman, M.S. (1997) Listen to this: Developing an ear for expository. Gainesville, FL: Maupin House.

REVISION: THE OVERLOOKED STEP IN THE WRITING PROCESS

Revision is a way of:seeing and re-seeing words training our eyes and ears to what good writing sounds likelearning and practicing strategies that will make a difference in writing

Ultimately, the point of learning about revision is to learn how to help our writing match more accurately what’s in our hearts.

THE POWER OF CONFERENCING

Conferences are not a part of the writing process, however, they are very much a part of the writer’s workshop.

Some of the most effective conferences occur when a teacher stops to speak with a student to ask “How’s it going?” or “What are you planning to do next?”

A conference is a one-on-one discussion between a student and a teacher, or between peers.

The purpose of a conference is to help the student regroup, solve writing problems, plan for the next step, and sometimes, see his or her writing from a slightly different perspective.

58

CONFERRING WITH STUDENT WRITERSThis list will help you in thinking about what to do and say in your teacher-student conferences.

•

Begin a conference with an open-ended question that invites a student to talk about his writing work (“What are you doing as a writer today?”)

•

Look at the student’s writing to help you gain a deeper understanding of what the student is doing.

•

While speaking with the student, assess how well the student’s writing is going.

•

Based on the conference, make a decision about what to teach the student to help him/her be a better writer.

59

CONFERENCE CHARTStudent Name Date Comments

60

CONFERRING WITH STUDENT WRITERSDuring some conferences, you may talk with a student about a

technique he/she is already using, but sometimes you’ll decide to teach a new strategy or technique.

Give the student some feedback about how well he’s doing with his writing.

Teach by giving an explanation, looking at a piece of literaturetogether, or referring back to a mini-lesson.

During the conference, you may have the student talk through what he/she is going to do in his writing after the conference.

End the conference by letting the student know you expect him to follow through with what you’ve just talked about.

Write notes on what you taught in the conference and what you learned about the student.

When bankers trainto identify counterfeitmoney, they studyauthentic bills. For it isknowing intimately thegenuine, that one is ableto identify the false.

Deanna Eaton

SENTENCE STALKING AND IMITATINGTarantula are quiet too, but I wouldn’t want one as a pet. By the way, that iguana is uglier than Godzilla.Snakes are quiet too, but I wouldn’t want one as a class pet. By the way, that hamster is scruffier than a dirty dust mop.___ are ___ too, but I wouldn’t want one as a _____. By the way, that ___ is ____ than ______ .

EXPOSITORY WRITING THE OPENING PARAGRAPH SERVES TWO PURPOSES:

Hooks: the first line of a piece has to lure an audience to read on.

QuestionExclamationNoise (onomatopoeia)Description of SettingTalk directly to the readerRiddleIdiom AnecdoteDefinitionQuotationExaggeration (hyperbole) Alliterative phrase

Beginning paragraph has to reveal the topic. It may:

Give background information Tell how the author feels about the subjectTell why the topic is of importance to the reader.

BEGINNINGS VS. HOOKSA Beginning should be short and to the point.It should let the reader know your purpose

for writing.Mr. Suarez is the world’s coolest math

teacher, hands down.A Hook is an opening sentence that immediately captures the reader’s attention.He’s tall, he does magic tricks with numbers.

He is the best thing that ever happened at Sawgrass Elementary.

Mr. Suarez is the world’s

coolest math teacher, hands down.

ENDINGS –

THE FINAL WORDAn ending is a powerful thing –

it leaves the

reader with the last thought of the piece. So often, children forget how powerful these words can be.

It shows the reader that the author has control of his writing!

ENDINGS THAT WORK!1.

Circle back to the hook.-

repeat the form of the hook.

2.

Make a comparison.3.

Use a universal word:, . . . .

all , everyone, every day, each of us, everything, every time, everybody, always, the world

4.

The last step or directions in process.5.

Invite the reader to learn more: reference where.6.

Offer the reader advice.7.

Make a prediction.

Reading takes you places you’d never go ……. Reading brings you friends you’d never know!

The difference between the almost-right word and the right word is the difference between the lightning bug and the lightning.

Mark Twain

Words Of Wisdom From A Master. . .

larvae, aphids,

isomorphism,

photosynthesis

polygon, peninsula,

cholesterol

Low frequency

Limited to specific domains (Content area studies)

Tier Three

coincidence, absurd, fortunate,

maintain, performed

Have powerful

impact on verbal

functional and

comprehension

Found across a

variety of domains

Tier Two

baby, clock, happy,

jump, hop, slide, girl,

boy, dog

Basic WordsRarely require

instructional attention

Tier One

Word Choice: Teaching Tiered Words

WORD CHOICE: TIER WORDS

Go back to your planner and put Tier 2 Words into your Word Bank that are appropriate for your topic

Are these words you could see your students using?

SENSORY DETAILSSound Sight Taste Touch Smell

THE SOUND OF GOOD WRITING

Writing like speaking, has voice in the sense that both are language going out from a person. . . In written voice punctuation, sentence structure and word selection do most of the work to give the writing its sound, its voice. And the sound of that voice that goes out, whether it’s crafted through air waves or with ink, is a learned

thing.

Katie Wood Ray Wondrous Words

KIND OF EMOTION OR REACTION IN THE READER THROUGH VOICE…

Voice is accomplished through precise word choice…choice that is identified with the writer, the situation, and the purpose

Lets the reader know the mood, the tone

Lets the reader be “in the moment” with the writer

A MINILESSON: SHOW DON’T TELLGuided Writing

LessonWalk into your classroom

and yell, “I can’t believe it! This isn’t fair!”

Wave

your arms about and pace across the room with your eyes squinted.

In a normal voice ask students how they thought you were feeling when you came into the room? How did they know?

Record their responses on a chart

What did you see?

SHOW DON’T TELLMr. R marched into the classroom with a stormy look on his face. He waved his arms and shouted, “You won’t believe what just happened!”

Someone

had just run into his car in the parking lot.

SHOW NOT TELL:

Telling SentenceIt was an unusual cat.

Showing SentenceWith yellow eyes glowing red, long, black fur that stood on end, a mouth full of sharp pointed teeth that emitted a yowl like a tiger, I knew that the small animal before me was no ordinary cat.

Shared Writing

ANOTHER WAY TO SHOW DON’T TELLMy room is very messy.What makes the room a

mess?•Dirty socks•Yesterday’s clothes•Unmade bed•Snickers wrappers under the covers and on the floor•Dried-up PBJ crust stuck to the blanket•Crumbled-up homework assignments all over the room

Dirty socks are hanging over the sides of the trash can. Yesterday’s clothes are in a trail from the door to the unmade bed. Snicker wrappers peak out of the covers and on the floor. A PBJ crust is stuck onto the blanket and invites ants to march around and munch. Lost homework papers crunch under my feet as I walk across the floor…

Example of Guided Writing

YOUR TURN –

TRY IT INDEPENDENTLY…

Telling SentenceI know how to take care of it.

Show me!

Show, Not Tell is the precursor to Magnified Moments…

Magnified Moment is a complete series of Show, Not Tells…

Sensory wordsDescriptive and Figurative Language

Elaborating ideas:

MAGNIFIED MOMENTSFirst Sentence:

When I was 7 years old, I got my first bike.

Magnified Moment:When I was 7 years old, I got my first bike. I had been begging for it for at least two years. All I heard was wait until your birthday. Wait! Wait! Wait! I didn’t think that day would ever come. Finally my day arrived and so did my Ready Rider!

YOUR TURN!Each table will select a 1,2,3, or 4 paper to analyze and decide the instructional implications!Come to consensus at your table about what the paper needs to improve. Note the order of where you would begin as a teacher or coach.Plan a model lesson for the most deficient area.Present your lesson to the group.

We can’t wait to see it!

REFERENCES:Anderson, Jeff. 2005. Mechanically Inclined. Portland, Maine:

Stenhouse Publishers.

Calkins, Lucy. 2005. Units of Study for Intermediate Writing: A Yearlong Curriculum. Portsmouth, NH: Heinemann.

Freeman, Marcia S. 1999. Building a Writing Community . Gainesville, FL: Maupin House

Forney, Melissa. 2008. Writing Superstars.

Miami-Dade County Public Schools. Florida WritingAssessment: A Practice Book for Grades K-5.

Proven Instructional Practices for High-Quality Writing.

Rog, Lori J. 2007. Marvelous Minilessons for Teaching Beginning Writing, K-3. Newark, DE: International Reading Association.

Making the Grade with the Next Generation Sunshine State Standards! FCAT 2.0 Grades 3-5

Benchmark New Content Focus Instructional Support Materials

Category 1: Vocabulary LA.3-5.1.6.3 Context Clues Context Clues Context Clue Chart

LA.3-5.1.6.7 Base Words and Affixes Base Words Prefixes/Suffixes Roots (5th grade only)

Common Morpheme Chart Spectrum of a Word

LA.3-5.1.6.8 Antonyms, Synonyms, Homographs, Homophones

Antonyms Synonyms

Concept of definition map Word Arrays,

LA.3-5.1.6.9 Multiple Meanings in Context *Includes LA.3-5.1.6.6 Shades of Meaning

Multiple Meanings Analyze Words in Text Shades of meaning

Word Arrays, Tiered Vocabulary

Category 2: Reading Application LA.3-5.1.7.2 Identify Author’s Purpose in text and how Author’s Perspective influences text

Author’s Purpose Author’s Perspective

Author’s Purpose Chart

LA.3-5.1.7.3 Main Idea, Relevant Supporting Details, Strongly Implied Message, Inference, Chronological Order

Main idea/message (stated or implied) Relevant Details Chronological order *Conclusions/Inferences

Two Column Notes: Main Idea/ Details Conclusion/Support Main Idea Table, Gist, Summary Pyramid, Time Line, Sequence Chain Power Notes QAR’s

LA.3-5.1.7.4 Cause and Effect Relationships Cause and Effect Two Column Notes, Cause/Effect Chain

LA.3-5.1.7.5 Identify text structure and explain how it impacts meaning in text.

Text Structure Organizational Patterns (e.g., compare/contrast, cause/effect, sequence of events)

Informational Text Structure Chart One Sentence Summarizers Pattern Puzzles

LA.3-5 1.7.6 The student will identify themes or topics across a variety of fiction or nonfiction

*Theme *Topics (Grade 3 within one text; only, Grades 4-5 within/ across texts)

Theme Definition, Common Themes in Literature

LA.3-5.1.7.7 Compare/Contrast Elements, Topics, Settings, Characters, Problems in Single or Multiple Texts

Compare (similarities: Grade 3 within one text; Grades 4-5 within/across texts)

Contrast (differences: Grade 3 within one text; Grades 4-5 within/across texts)

Venn Diagram, One Sentence Summarizers, Content Frame

Category 3:Literary Analysis/ Fiction/Nonfiction LA.3-5.2.1.2 Elements Of Story Structure-Character, Character Development, Setting, Plot, Problem/Solution

Character Development Character Point Of View Setting Plot Development Problem/Resolution

Story Map, Narrative Arch, Author’s Toolbox for Bringing a Character to Life Somebody/Wanted/But/So Split Open Mind, Turning Point Graphic, Character Chart, Events and Reactions Chart

LA.3-5.2.1.7 Identify and explain the use of descriptive, idiomatic, and figurative language to describe people, feelings, and objects

*Descriptive Language (e.g. mood, imagery) *Figurative Language (e.g. simile, metaphor, personification)

Mood Words, Tools Authors Use: Literary Devices and Figurative Language,

LA.3-5.2.2.1 Explain and identify the purpose of text features (In Literary Texts)

Text features (e.g., charts , headings, charts , graphs, diagrams, illustrations ,captions, maps, titles, subtitles, keys/legends, stanzas)

Text Feature Chart,

Category 4 : Informational Text/Research Process LA.3-5.6.1.1 Read and organize informational text and text features to perform a task

Locate, Interpret, Organize Information Text Features (e.g., titles, subtitles, headings text boxes, subheadings, charts, graphs, diagrams, illustrations, captions, maps, key/legends)

Texts with ample charts, graphs, pictures, or bullets

LA.5.6.2.2 Determine the Validity and Reliability of information in text

*Determine the Validity and Reliability Of Information (within/across texts)

Conclusion Support -Two Column Notes Texts such as editorials, scientific articles or current events

Curriculum & Instruction Division of Language Arts/Reading, 2010 Adapted from FCAT 2.0 Reading Item Specifications, Grades 3-5, FLDOE 2010

NGSSS Interim Assessment Test – Form A Item Analysis Grade 3

# Content Focus Genre Question Stem

MDCPS – Division of Language Arts/Reading, Fall 2010

Vocabulary 5 Context Clues Literary The word ____means the water was _____ 8 Context Clues Literary Read the sentence, What does the word ___ mean? 13 Context Clues Informational What does ____mean in the sentence above? 39 Context Clues Literary What does the word ____ mean? 46 Context Clues Literary The word _____ means 6 Base Words Literary Which word has the SAME base word as ___________ 29 Base Words Literary Which word has the SAME base word as ______? 60 Base Words Literary Which word from the story has the base word that means _____? 61 Base Words Literary Which word has the SAME base word as _____? 17 Affix Informational If _(base word) means ______ what does base (word +suffix) mean? 9 Synonyms Literary Which word has almost the SAME meaning as _______ 45 Synonyms Literary Which word means the SAME as _____? 19 Antonyms Informational Which words from the article have the most OPPOSITE meaning? 47 Antonyms Literary Which words from the story are the most OPPOSITE in meaning? 27 Multiple Meaning Literary Which sentences uses the word ____ in the SAME way as it is used in the sentence

above? 28 Multiple Meaning Literary What does the word ___ mean in the sentence? 40 Multiple Meaning Literary Which meaning of the word ____ is the SAME as the one used in the

sentence above? 53 Multiple Meaning Informational What is the definition of ____ as it is used in the sentence?

Author’s Purpose/Perspective 20 Author’s Purpose Informational What is the author’s MAIN purpose for writing this article? 24 Author’s Purpose Literary The MAIN purpose of this story is to ___________. 32 Author’s Purpose Poem The author PROBABLY wrote ________ to ________. 33 Author’s Purpose Poem At the beginning of the poem, the author wants the reader to think that




Main Idea, Relevant Supporting Details, Strongly Implied Message, Inference, & Chronological Order 10 Main Idea Literary In the story, what is the main idea? 34 Main Idea Poem Which is the BEST new title for the poem? 51 Main Idea Informational The first part of the article tells readers about ________. 58 Relevant Supporting Details Literary In the beginning of the story, the _________. 59 Chronological Order Literary What happened BEFORE ________.

Cause & Effect 7 Cause Literary What makes ____decide to ______? 36 Cause Poem How is _______ able to ________? 48 Cause Literary Why do _____ plan to _______. 54 Effect Informational Which sentence tells the effect of_____ on ______?

Text Structure/Organizational Patterns 1 Text Structure Literary How does the author MOSTLY present the information in the story? 12 Text Structure Informational How does the author MOSTLY present the information in the article? 37 Text Structure Literary How does the author tell the story? 44 Text Structure Literary How does the author MOSTLY describe ______? 52 Text Structure Informational How does the author MOSTLY present the information in the article?

Theme/Topic 11 Topic Informational Which phrase BEST describes the topic of the article? 26 Topic Literary Which topic is covered in the story? 57 Topic Informational Which topic is covered in the article? 41 Theme Literary What is the theme of the story? 49 Theme Literary What is the theme of the story?

Compare/Contrast 3 Compare Literary In the story ____ and ______ are ALIKE because both _______. 14 Compare Informational How are ______ and _______ ALIKE? 16 Contrast Informational How are _________ DIFFERENT from ________? 42 Contrast Literary How is ______ DIFFERENT from ______?




Elements of Story Structure 2 Plot Development Literary At the beginning of the tale, how does ____ survive _____? 4 Plot Development Literary What happens when _____ does ______? 35 Plot Development Poem Which line gives the reader a surprise and changes the meaning of the

poem? 38 Plot Development Literary How is _______ able to ______________. 43 Plot Development Literary What happens when ____? 25 Character

Development Literary How do ______’s feelings change?

Descriptive, Idiomatic & Figurative Language 22 Descriptive Language Poem The author MOST LIKELY uses the words ____ to show that the ____ is? 23 Descriptive Language Poem The author uses the word ____ to help show that ___________. 62 Figurative Language Literary Which sentence contains an example of a simile? *64 Figurative Language Literary *What is the symbol for ______ in the story?

TEXT FEATURES in Literary Text 21 Text Features Poem What does the picture help readers understand about _____? 30 Text Features Literary What is the MAIN purpose for the drawing that is included in the story? 31 Text Features Literary Most of the _____ on ____ are arranged ______. 63 Text Features Literary The caption for the picture is based on ______.

TEXT FEATURES in Informational Text 15 Text Features Informational Look at the chart, ______ that are MOST different in size are ______. 18 Text Features Informational What is the MOST LIKELY reason the author included a chart at the top of

the article? 50 Text Features Informational What does the title of the article _____ tell? 55 Text Features Informational The ______ on the FIRST drawing shows _______. 56 Text Features Informational What is the purpose of _____ used in the article? *In SSS but NOT TESTED on FCAT




Vocabulary 10 Context Clues Poem Read these lines from poem. What does the word ______ mean? 20 Context Clues Article Read these sentences from the article. What does the word ______ mean? 31 Context Clues Article Read this sentence from the article. What does the word _______ mean? 42 Context Clues Literary Read these sentences from thepassage. What does the word __________ mean? 62 Context Clues Poem Read the line. What is the meaning of the word _______? 3 Base Words Literary Which word has the SAME base word as___________? 57 Base Words Literary Read this sentence from the _________. Which word has the SAME base word as__________? 50 Affix Literary Read this sentence from thepassage. If (word___) is ________, what does (word+ affix) mean? 4 Synonyms Literary Which word means the SAME as ___________? 11 Antonyms Poem Which words from the ________ mean the OPPOSITE of each other? 21 Antonyms Article Read this sentence. Which word is the OPPOSITE of __________? 32 Antonyms Article Read this sentence from the article. Which word means the OPPOSITE of the word ______? 37 Antonyms Article Read this sentence from the article. Which word means nearly the OPPOSITE of the word _____? 12 Multiple Meanings Poem Read these lines from the poem. Which sentence uses the word _____ the same way it is used above? 23 Multiple Meanings Article Read this sentence from the article. Which sentence uses the word _______ the SAME way it is used in

the sentence above? 34 Multiple Meanings Article Read the sentence from “____________”. In which sentence does the word _________ have the same

meaning as in the sentence above? 35 Multiple Meanings Article Read the sentence from “____________”. In which sentence does the word _________ have the same

meaning as in the sentence above? 43 Multiple Meanings Literary Read this sentence from the passage. Which sentence uses the word _______ the SAME way it is used in

the sentence above? Author’s Purpose/Perspective

1 Author’s Purpose Literary What is the MAIN purpose of the (genre)?18 Author’s Purpose Article Why did the author write the article “___________________”? 40 Author’s Purpose Literary Why did the author write “___________________”?




Main Idea, Relevant Supporting Details, Implied Message, Inferences, Chronological Order 19 Main Idea Article Which sentence BEST tells what the article is about? 29 Main Idea Article The title “____________” gives the reader a clue that the _______ in this article _________. 46 Main Idea Article Which statement describes why __________ experiences _________________? 38 Details Article According to the article “_________”, _________ were once ________to __________. 13 Inference Poem Read the lines from the poem. Based on these lines, what might people wonder about______? 9 Chronological Order Poem What happens at the beginning of the poem?

Cause & Effect 2 Cause Literary __________agrees to ___________when_________. 30 Cause Article Why is the ____________________________? 44 Cause Article Why did _____________________________? 45 Cause Article The ________________ talked to ____________________because_______________.

Text Structure/Organizational Patterns 8 Text Structure Poem How does the author organize the ideas in the poem? 28 Text Structure Article The author MOSTLY organizes the article by _____________. 41 Text Structure Article How does the author MAINLY present the information in the ___________? 55 Text Structure Literary How did the author MAINLY organize the events in the_____________?

Theme/Topic 5 Theme Literary Which is the BEST theme of the ____________? 14 Theme Poem What is the theme of the poem? 25 Topic Article Which topic is covered in the ___________? 39 Topic Articles Which topic is covered in BOTH ____________? 47 Topic Literary Which topic is covered in the _____________?

Compare/Contrast 15 Compare Poem In the poem how are _________________ALIKE? 16 Compare (characters) Poem The ____________and _______________ are BOTH _____________. 26 Compare Article How are __________ and __________ ALIKE? 6 Contrast Literary How does _____________change at the end of the ___________? 24 Contrast Article Which sentence describes the DIFFERENCES between ___________ and _____________?




Elements of Story Structure 7 Character Point of View Literary ___________’s actions show that she________________. 49 Problem/Resolution Literary What is one conflict in the _________________? 53 Character Development Literary How does ___________feel towards ____________ at the end of the passage? 58 Character Point of View Literary Which sentence from the story shows that (how the character feels)? 59 Character Development Literary Read the sentence from the ______. The words ___________ tell the reader that __________.

Descriptive, Idiomatic & Figurative Language 51 Figurative Language Literary Read the sentence. The sentence is an example of _____________________.*52 Figurative Language Literary *What does the title MOSTLY symbolize? 56 Figurative Language Literary The author uses the words “________________” in the story title to ________________. 61 Figurative Language Poem Which element of poetry does the author use in mentioning_______________? 63 Figurative Language Poem Read the line. Which element of poetry does the speaker use in the line?

TEXT FEATURES in Literary Text 17 Text Features Poem Which stanza from the poem would provide the BEST caption for____________?

48 Text Features Literary What information does the drawing provide? 54 Text Features Literary Which sentence from the ___________ would provide the BEST caption for the picture? 60 Text Features Literary What information does the caption below the picture provide? 64 Text Features Poem What does the drawing show the reader? TEXT FEATURES in Informational Text 22 Locate/Organize/Interpret Article In the ___________________, what is ________________ doing to _______________? 27 Locate/Organize/Interpret Article Based on the caption under ______________, the reader can tell ______________. 33 Locate/Organize/Interpret Article Based on the photograph and the article “__________”, a ________ can be best describes as_________. 36 Locate/Organize/Interpret Article Based on the photograph and the article “____________”, a ________ is good for__________. * In SSS but NOT TESTED on FCAT

NGSSS Interim Assessment Test ‐Form A Item Analysis‐Grade5 # Content Focus Genre Question Stem

Vocabulary 1 Context Clues Literary What does the word ________ mean? 2 Context Clues (Synonyms) Literary What word means the SAME as ___________? 25 Context Clues Literary Read the following sentence from the story.

The word ________ MOST LIKELY means _____________________. 33 Context Clues Article Read the following sentence from the story.

The word ________ means _____________________. 40 Context Clues Poem Read these lines from the poem.

What does the word ___ mean in the lines above? 59 Greek/Latin Roots Literary Which word from the passage is based on the Latin meaning _______? 26 Affixes (Suffix) Literary Read the following sentence from the story.

If _ (base word)_ means______, what does (base word + suffix) mean? 50 Affixes (Prefix) Literary Read the sentence.

What does the Latin prefix __________ mean in the word (prefix+base word)? 51 Affixes (Suffix) Literary Read the sentence.

Which word in the sentence uses a suffix meaning _____ or _____? 10 Synonyms Article Which is the BEST meaning of the word __________ as used in the article? 11 Synonyms Article Which word is a synonym for _________? 41 Synonyms Poem Read these lines from the poem. Which word means almost the SAME as _____? 60 Synonyms Literary Read the sentence from the passage. Which word means the same as _______? 52 Multiple Meanings Literary Read the sentence.

Which word uses the word ________ the SAME way it is used in the sentence above? 61 Multiple Meanings Literary Read the sentences from the passage.

Which word uses the word ________ the SAME way it is used in the sentences above? 27 Analyze Words in Text Literary Read the following sentence from the passage. What feeling does the word ______ create?

Author’s Purpose/Perspective 3 Author’s Perspective Literary With which statement about the (character ) would the author MOST likely agree? 4 Author’s Purpose Literary The author of this passage is trying to persuade readers to _________________. 17 Author's Purpose Literary/Nonfiction What is the purpose of this article? 34 Author's Purpose Article Why did the author write _______? 43 Author's Purpose Poem Why did the poet write ________?

Main Idea/Detail 25 Main Idea Poem Which would be the BEST new title for the poem? 12 Relevant Supporting Details Article Based on the information in the article, _________spend(s) MOST of the time ___________. 13 Relevant Supporting Details Article How do _________ catch ________? 18 Relevant Supporting Details Literary/Nonfiction Who helped ___________________?



Cause & Effect 19 Effect Literary/Nonfiction What event had the strongest effect on _______? 28 Cause Literary Which sentence from the story explains why ________________? 35 Cause Article Why must ___ be ____ before _______? 32

Cause Literary Why do the _________________________________________? 44 Cause Poem Why can _____position ________ on _______?

Text Structure/Organizational Patterns 5 Text Structure Literary How does the author help the reader BETTER understand the events in the passage? 14 Text Structure Article How does the author organize the information in the article? 36 Text Structure Article The author mostly organizes information by_____________. 45 Text Structure Poem The information in the poem is organized by_________.

Theme/Topic 6 Theme Literary What is the BEST lesson that can be learned from the passage? 20 Theme Literary/ Nonfiction What is a positive result of _____________ in _______? 29 Theme Literary What is a positive result of ______'s choice in the passage? 46 Theme Poem What is the MAIN theme of the poem? 62 Theme Literary In the passage, what is the MOST important lesson the turtle learns?

Compare/Contrast

7 Comparison of Characters Literary How are the narrator and the ______ similar? 11 Compare Article How are ___________ and ____________ ALIKE? 14 Contrast Article How are __________ DIFFERENT from __________? 21 Contrast Literary/Nonfiction Based on the article, what is different about _______ in different countries? 30 Contrast Literary Unlike ___________, _______ is ___________. 47 Comparison of Characters Poem How is the speaker of the poem like _______? 53 Comparison of Characters Literary What is the difference between _____ and _____?

Elements of Story Structure 8 Plot Development Literary Which statement BEST tells about the main action of the story?

30 Resolution Literary What happens when _____________ says _________________?

31 Character Point Of View Literary Based on the story, the reader can tell that __________?

54 Problem Literary How does _________ solve his/her problem?

63 Character Development Literary Which sentence from the passage shows that _____ feels _____ for ____?



Descriptive, Idiomatic & Figurative Language

48 Figurative Language Poem Why is the speaker of the poem a/an _______?

56 Descriptive Language Literary Which sentence from the passage contains the BEST example of descriptive language?

57 Figurative Language Literary Which sentence from the passage contains an example of a simile?

58 Descriptive Language Literary Which excerpt BEST reinforces the ____ mood at the end of the passage?

TEXT FEATURES in Literary Text 9 Text Features Literary The purpose of the illustration in the passage is to show readers __________.

23 Text Features Literary/Nonfiction The section titled ________ is MOST important to the article because it _______.

32 Text Features Literary The illustration Is important to the passage because it shows _________.

49 Text Features Poem How is the illustration in the poem MOST helpful to the reader?

55 Text Features Literary The illustration is important to the passage because it shows ___.

64 Text Features Literary The illustration is important to the passage because it shows readers_________________.

TEXT FEATURE in Informational Text 15 Text Features Article What The drawing is important to the article because it _______? 22 Locate, Organize, Interpret Literary/Nonfiction Based on the article and graphic organizer, what is the end result of __?

37 Text Features Article The third illustration best shows how ________.

38 Text Features Article The illustration Is important to the article because they show readers _______. Validity & Reliability

16 Validity & Reliability Article Which of these is MOST effective in convincing reader the information in the article can be trusted ___________________.

24 Validity & Reliability Literary/Nonfiction The information in this article could BEST be used for _______. 39 Validity & Reliability Article The information in this article would be MOST helpful to someone who is _______.


Documents

Writing Standards 2010 - Miami-Dade County Public Schoolslanguageartsreading.dadeschools.net/pdf/RCmeetings/...sentence combining. Pets Are Fun. My pet is a puppy. His. name is Spot