May 8, by Natasha Quinonez Any writer can tell you that learning the craft is more than enough of a challenge. Teaching that craft to others can be that much more difficult. There are also some tips on how to use this model in your classroom.
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.
Reading instruction that enhances ELL's 61 writing traits organization to 61 writing traits organization unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading.
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.
However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. 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 understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding.
Students are expected to explain the role of irony, sarcasm, and paradox in literary works. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.
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. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes: Students understand the function of and use the conventions of academic language when speaking and writing.
Students will continue to apply earlier standards with greater complexity. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.Korie Robertson is known for her role on A&E’s hit reality television series Duck leslutinsduphoenix.com mother of six is known for her domestic and international philanthropic work and serves on the board of Help One Now, an organization dedicated to ending extreme poverty and caring for orphans worldwide.
This reference list was compiled by Robert Hare for personal use.
Most, but not all, of the articles listed on these pages discuss or evaluate the PCL-R, the PCL:SV, the PCL:YV, and other Hare leslutinsduphoenix.com to available abstracts, and when available, links to the full text on the Journal web sites are provided (search for [full text] on the page below).
6 + 1 Traits of Writing Acronym V.I.P. C.O.W.S. Voice Ideas Presentation Conventions Organization Word Choice Sentence Fluency 1. What is the Six plus One Traits of Writing? The Six plus one Trait is a way of teaching, modeling, and assessing the instruction of writing.
The Six Traits of writing are Voice, Ideas, Writing Activities for. § Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, High School, Beginning with School Year This is a list of things about Isaac: Positive traits: Protective of his foster sister, (see negative traits also) Has a set of morals which he adheres to unless it’s absolutely necessary to ignore them (eg, he would never hit a girl unless she had a gun to someone’s head and was going to pull the trigger).
Written Chinese (Chinese: 中文; pinyin: zhōngwén) comprises Chinese characters used to represent the Chinese leslutinsduphoenix.come characters do not constitute an alphabet or a compact leslutinsduphoenix.com, the writing system is roughly logosyllabic; that is, a character generally represents one syllable of spoken Chinese and may be a word on its own or a part of a polysyllabic word.