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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 four books or book equivalents by the same author, topic or genre § Reads a minimum of three different literary forms and five different authors § Reads independently and fluently daily 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, makes predictions and hypothesizes from implicit information § Explains qualities of different genre (i.e. warranties, contracts, product information, etc.) § Identifies social context of text, author’s purpose and evaluates writer’s strategies and craft § Determines importance in text and synthesizes information acquired through schema, text, and related topics Comprehension of Narrative § Articulates relationship among purpose and characteristics of poetry and prose § Examines dialogues, monologues, and soliloquies for character traits § Identifies structural elements and events that advance the plot § Understands internal conflict § Identifies tone and mood in a passage based on setting, literary characters, and writer’s style § Identifies and compares universal themes and ideas § Analyzes a work of literature, showing how it reflects the heritage, traditions, attitudes and beliefs of its author § Finds differences, similarities, consistencies and logic between texts and summarizes both § Finds and analyzes evidence in text to support own conclusion and arguments; includes accurate and supporting citations Comprehension of Expository § Understands and explains the use of complex mechanical devices by following technical directions to solve problems § Locates information from a thesaurus, library catalog, atlas, index, and dictionary § Finds and analyzes evidence to support own conclusion including supporting citations § Elaborates on and extends a main idea with new information or a different perspective and shows how ideas in a text would change under different circumstances § Analyzes text with proposition-support model § Analyzes arguments and positions and produces evidence offered in support of them Vocabulary Development § Learns new words daily from reading § Identifies idioms, analogies, metaphors, and similes in prose and poetry § Usse strategies, knowledge of Greek, Latin, and Anglo-Saxon roots and affixes, and contexts to figure out the meaning of new content words § Identifies synonyms and words with multiple meanings, clarifies meaning through definitions, examples, restatements, or contrasts |
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Listening, Speaking & Viewing Standard 8.1
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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 and Processes |
Frequency and Variety of Writing § Writes daily, generating own topics and routinely refines writing to clarify message or thought § Writes purposefully, reflects the intended audience efficiently and with a controlling impression and well-supported conclusion § Rearranges words, sentences, paragraphs; adds, deletes and clarifies; sharpens focus § Reconsiders organizational structure using a specific structure to achieve balance with effective transitions, parallel structure, and similar writing techniques § Identifies topic and supporting sentences as well as extraneous materials § Supports a thesis and conclusion supporting judgments with textual references, other works, other authors, or to personal knowledge § Identifies topics; asks and evaluates questions, develops ideas leading to inquiry, investigation and research |
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Writing Purposes and Resulting Genres |
Narrative: Biography § Creates engaging, multi-paragraph piece with a focus on a clear, coherent incident, event, or situation by using well‑chosen details § Employs narrative and descriptive strategies in relaying a clear incident Expository: Response to Literature/Expository § Creates an engaging, multi-paragraph essay with focus on interpretation from close reading, understanding and insight § Supports judgment with references to other texts and authors and reveals the significance of, or writer's attitude about the subject Expository: Persuasive Essay § Creates engaging multi-paragraph essay with focus on purpose, topic and relevant questions § Writes clear position and supports with detailed evidence, examples, and reasoning, differentiating between evidence and opinion § Anticipates and addresses reader’s concerns and counter‑arguments Expository: Technical Documents § Creates a document that explains a complex operation identifying the sequence of activities needed to create the product, service, or system § Uses formatting techniques (e.g., heading, differing fonts) to aid comprehension Expository: Research Reports § Creates engaging multi-paragraph report with focus on purpose, topic and relevant questions from planned multi-step information researches of primary and secondary sources, charts, maps, graphs § Defines a thesis and uses a variety of sources of information with an effective balance between researched information and original ideas, uses technology for research and composition § Records important ideas, concepts, and direct quotations by paraphrasing |
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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, run-ons, misplaced modifiers and redundancy in writing § Identifies correct subject verb agreement, present perfect tense, pronoun agreement, double negative and adverbs § Uses apostrophes, colons with lists, commas with appositives, commas in introductions, quotation marks, and semicolons correctly Spelling § Identifies misspellings of words in the context of sentences Penmanship § Writes legibly with correct margins and spacing |
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Updated January 9, 2007