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Grade Appropriate General Resources
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This site includes a series of author interviews--just snippets that can be used in introducing a new books, etc., a plethora of articles on helping children become good readers--based on research. This is an excellent site for new ideas. |
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Resources Applicable to District Standards
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Select Standard |
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Reading Habits |
Frequency/Variety of Reading & Literature § Reads 25 books or book equivalents a year and regularly participates in discussions § Reads 4 books or book equivalents by the same author, topic or genre, traditional and contemporary literature (fiction & non fiction), textbooks, magazines, newspapers, on-line materials § Reads a minimum of three different literary forms and five different authors § Reads independently and fluently daily and self corrects using a range of comprehension strategies |
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Getting the Meaning |
General Comprehension Strategies § Makes predictions, well developed connections, draw conclusions and inferences based on text, schema, related topics or information § Infers, draw conclusions, make predictions and hypothesizes based on implicit information § Identifies the forms and characteristics of fiction and non fiction (i.e. newspapers, magazines, books, atlases) and uses features to obtain information § Identifies social context of text, author’s purpose and stance and evaluate writer’s strategies and craft § Determines importance and synthesizes information acquired through schema, text, and related topics Comprehension of Narrative § Critiques the credibility of characters § Draws texts together to identify and compare themes and ideas conveyed through plot, setting and characterization § Visualizes and determines tone from word choice and figurative language § Finds evidence in text to support own conclusion and includes supporting citations Comprehension of Expository § Identifies details and sequences in informational texts § Finds evidence in text to support own conclusions and includes accurate and supporting citations § Summarizes and extends information § Determines the adequacy of evidence for a conclusion, including persuasion and fallacious reasoning § Connects main ideas from different sources Vocabulary Development: Focus on interpreting figurative language § Learns new words daily from reading § Uses word strategies, origins, and context to infer word meanings (i.e. shades of, multiple, unknown words) § Identifies synonyms, antonyms, and homophones § Explains the effects of key literary devices in a variety of fiction and nonfiction texts (i.e. symbolism, imagery, metaphor) |
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This web page has been created to meet the needs of Multnomah County middle and high school students researching current social issues from multiple perspectives. |
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Listening, Speaking & Viewing Standard 6.1
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§ Delivers narrative presentations with a purpose, audience, notes and from memory that show individuality § Selects a focus and organizational structure, establishes a point of view, and supports opinions with detailed evidence § Participates in one-on-one conferences with teacher: responds, clarifies, and paraphrases § Participates in group meetings: takes turns, solicits comments, responds and generates questions, supports opinions, group decision making § Responds to TV, radio, film (i.e. awareness of media, role of media, judge media) |
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Writing Habits |
Frequency and Variety of Writing § Write daily, generating his/her own topics § Revisits and refines his/her writing § Analyzes and revises work to clarify or make more effective in communicating intended message or thought § Rearranges words, sentences, paragraphs; adds, deletes and clarifies; sharpens focus; reconsiders organizational structure |
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Writing Purposes and Resulting Genres |
Narrative: Biography § Creates an engaging, multi-paragraph piece with a focus on purpose, plot, setting, and point of view § Identifies topic sentence, supporting sentences, extraneous material § Uses a range of narrative strategies and language to paint a visual image in reader’s mind Expository: Response to Literature § Creates engaging multi-paragraph essay with focus on purpose, topic, and relevant questions § Develops an interpretation which exhibits careful reading, understanding and insight § Develops and justifies the interpretation through sustained use of examples, anecdotes, and textual evidence Expository: Informative Essays § Creates engaging multi-paragraph essay with focus on purpose, topic and relevant questions § Organizes essay around several clear ideas, premises, or images, uses technology for research and composition, concludes with a detailed summary Expository: Persuasive Essays § Creates engaging multi-paragraph essay with focus on purpose, topic and relevant questions § States a clear position in support of a proposition or proposal § Offers persuasive evidence for the validity of the description, proposed solutions, etc |
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These online lessons explain what a biography should be and walk writers through questioning, learning, synthesis, and story-telling. The site includes embedded links to relevant Internet resources and tips for effective writing |
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Language Use and Conventions |
Style and Syntax § Demonstrates understanding and control of the rules of written and oral work, structure and features of language appropriate to purpose, audience and context Sentence Structure, Grammar, Punctuation and Capitalization § Uses simple, compound and complex sentence structures and edits for awkward construction, fragments, and run-ons, in their writing § Identifies correct subject verb agreement, past and future tense, pronoun case and comparison of adjectives § Uses apostrophe, comma with conjunction or items in a series and quotation marks in dialogue correctly Spelling § Identifies misspelling of words in the context of sentences Penmanship § Writes legibly with correct margins and spacing |
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Updated September 19, 2007