Narratives Reading‚ Writing and Oral Language Since this is a unit that is focused around The Hunger Games‚ the reading portion of the lessons is rather obvious‚ as students need to read and comprehend the book to be successful. They are also asked to read various articles and interpret texts in order to respond thoughtfully and appropriately to discussion and writing topics. Since the reading aspect of language was covered‚ I tried to focus on the importance of incorporating the remaining three
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and organizing them into paragraphs; Readiness Standard Revise drafts for coherence‚ organization‚ use of simple and compound sentences‚ and audience; Readiness Standard Edit drafts for grammar‚ mechanics‚ and spelling (using a teacher-developed rubric). Readiness Standard Writing/Expository (and Procedural) Texts. Students write expository (and procedural or work-related) texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to Create brief
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level. I tested my class on five “word wall words” each week. I gave specific spelling instruction to students to help them learn these sight words. I also developed reading comprehension and content area literacy by having students read a book about weather and answer different leveled questions. I promoted student independent reading each day by having students read silently for 30 minutes. The students are also required to read 120 minutes on their own each week and track it in a log and get it
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Reading Lisa Nix Walden University Dr. Amy Summer‚ Instructor EDUC - 6709G - 1: Literacy Development in an Academically Diverse Classroom May 25‚ 2014 Reading The use of formal and informal reading assessments provide important data that allow educators to identify at risk students (Tompkins‚ 2010). The data collected from the assessments address any factors that may prohibit the development of students’ reading and writing skills. In addition to the assessments‚ the more an educator can
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Name:___________________________________ Paragraph Title: ____________________________________ |CRITERIA |Excellent |Good |Average |Below Average | | |“A” |“B” |“C” |“D”
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| Student could have practiced more. Long pauses may interrupt flow of presentation. Student has to rely often on notes or backtrack to a missed point. | Had difficulty understanding presentation. Obviously not rehearsed. Too many long pauses or reading directly from notes. | Accuracy (grammar & syntax) | Practically no errors. Student shows an excellent command of grammar for his/her level.He/she uses basic and more –complex grammatical structures‚ generally accurately. | Sporadic errors. Student
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career that connects me back to The English Roses. I have found that in my years of reading and writing that‚ similar to the way that Binah faces criticism as she and
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field. With its emphasis on a socioliterate approach to reading and literacy‚ it nicely captures the prevailing view of academic literacy instruction. Its extremely skillful and well-developed balancing act between theory and practice allows it to appeal to a wide variety of readers. Pre- and in-service teachers‚ in particular‚ will benefit immensely.” Alan Hirvela‚ The Ohio State University “A compendium like this that addresses reading issues at a variety of levels and in a variety of ways
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Journal Writing |CATEGORY |1 |2 |3 |4 | |Introduction |No attempt was made to catch |First paragraph has a weak |A catchy beginning was |First paragraph has a “grabber”| | |the reader’s attention in the |“grabber”. |attempted but was confusing |or catchy beginning. | |
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4th grade Rubric for Scoring CDE.ca.gov |Score=4/4 | | | | |The writing |Clearly addresses all parts of writing task |Narrative writing |Provides a thoroughly developed sequence of significant | | | | |events to relate ideas‚ observations‚ and/or memories
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