R–10–2
Students identify the meaning of unfamiliar vocabulary by…
R–10–2.1a Using strategies to unlock meaning (e.g., knowledge of word structure including prefixes/suffixes, common roots, or word origins; or context clues; or resources including dictionaries, glossaries, or thesauruses to determine definition, pronunciation, etymology, or usage of words; or prior knowledge)R–10–2.1b Using strategies to unlock meaning including base words, general and specialized print or electronic resources to determine definition, pronunciation, etymology, or usage of words; or prior knowledge R–10–3.2 Selecting appropriate words or explaining the use of words in context, including connotation or denotation, shades of meanings of words/nuances, or idioms; or use of content-specific vocabulary, words with multiple meanings, precise language, or technical vocabulary EXAMPLE: Students might be asked to explain the meaning of terminology appropriate to the content of the subject area as used in a text passage
these are accomplished through the use of your vocab journals while reading the novel and the essay by Azar Nafisi.
Reading skills assessed:
Analysis and interpretation of text - R–10–5.5 Explaining how the author’s purpose (e.g., to entertain, inform or persuade), message or theme (which may include universal themes) is supported within the text R–10–16 Generates a personal response to what is read through a variety of means…R–10–16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other books R–10–16.2 Providing relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) R–10–8Analyze and interpret informational text, citing evidence as appropriate by…
R–10–8.1 Explaining connections about information within a text, across texts, or to related ideas EXAMPLE: Students are asked to compare information presented in two textual excerpts. R–10–8.2 Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (State)EXAMPLE: How does the title of the article reflect the author’s perspective? R-10–8.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or explaining how purpose may affect the interpretation of the text; or using supporting evidence to form or evaluate opinions/judgments and assertions about central ideas that are relevant R–10–8 Analyze and interpret informational text, citing evidence as appropriate by…
R–10–8.4 Distinguishing fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across texts R–10–14.3 Reading multiple texts for depth of understanding an author, subject, theme, or genre
Writing Skills assessed:
W–10–11.4 Writing in a variety of genres W–10–2.3 Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas or themes W–10–3.2 Making inferences about the relationship(s) among content, events, characters, setting, theme, or author’s craft EXAMPLES: Making links to author’s choice of words, style, bias, literary techniques, or point of view; making links to characteristics of literary forms or genres W–10–3.3 Using specific details and references to text or relevant citations to support thesis, interpretations, or conclusions W–10–14 In reflective writing, students explore and share thoughts, observations, and impressions by…
W–10–14.1 Engaging the reader by establishing context (purpose) W–10–14.2 Analyzing a condition or situation of significance (e.g., reflecting on a personal learning or personal growth), or developing a commonplace, concrete occasion as the basis for the reflection W–10–14.3 Using an organizational structure that allows for a progression of ideas to develop W–10–14 In reflective writing, students explore and share thoughts, observations, and impressions by W-10–14.4 Using a range of elaboration techniques (i.e., questioning, comparing, connecting, interpreting, analyzing, or describing) to establish a focus W–10–14.5 Providing closure - leaving the reader with something to think about
WHEW!!!! - now that you are totally confused, write down some questions about all this by responding in this blog. Everyone must ask one question about the GSE's listed here to get a 100 on a homework grade! I want to have a conversation about these, a real conversation beyond just why do we have to read and understand these. Ask what one means or how we will accomplish it, or ask how something fits into our curriculum or our school-wide expectations. Remember those? It is all related! Read each others posts, too to see if you can answer any of them. So respond, respond, respond, people!!! I can't wait to read it.
