Ged® Test Reasoning Through Language Arts (Rla) Review
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Dramatizing Poetry in the Second Language Classroom STEPHEN
English Teaching: Practice and Critique December, 2006, Volume 5, Number 3 http://education.waikato.ac.nz/research/files/etpc/2006v5n3art5.pdf pp. 127-136 Dramatizing poetry in the second language classroom STEPHEN ELTING American International School, Hong Kong ARTHUR FIRKINS Department of Linguistics, Macquarie University, Sydney ABSTRACT: Poetry performance is an approach to learning where students can use theatrical techniques to develop a response to the poem. This paper argues that ELL students can explore the aesthetic function of language and, more widely, develop confidence in using English as a communicative tool through the dramatization of poetry. We describe the process we have used to take a poem from the page to the stage and provide examples for ELL teachers to use this creative approach in their classrooms. KEYWORDS: Performance poetry, ELL (English Language learners), dramatizing poetry, verbal art, aesthetic function of language, drama and language learning, criticism and response. INTRODUCTION In order to reclaim the creative in the English classroom, educators should place verbal art at the heart of their English language programmes. Poetry is a rich language resource available to the English Language learner (ELL) and, as such, we argue that reading, interpreting and performing poetry should be a central pedagogical feature of the English programme. Poetry enables the exploration of sound, image and word association while extending the semantic resources available to students. However, current uses of poetry in the classroom more readily focus on eliciting oral or written responses to the poem from students. In contrast, although recognising that some rudimentary knowledge of the language and meaning of the poem is an important prerequisite for its understanding, we suggest that dramatizing the poem can also be a creative and interesting method through which ELL students can develop a response to the poem. -
Writing Standards in Action Project Uses High Quality Student Writing Samples to Illustrate What Performance to Grade Level Standards Looks Like—In Action
GRADE FRAMEWORK / CONTENT STANDARDS ADDRESSED: Massachusetts Curriculum Framework 5 for ELA and Literacy (2017) “What should good student writing at this grade level look like?” The answer lies in the writing itself. The Writing Standards in Action Project uses high quality student writing samples to illustrate what performance to grade level standards looks like—in action. Grade 5 English Language Arts Narrate (Personal Narrative) King-Da-Ka Massachusetts Department of Elementary and Secondary Education Writing Standards in Action Project www.doe.mass.edu/candi/wsa/ Page 1 SAMPLE A5-2 (Narrate—Personal Narrative) GRADE FRAMEWORK / CONTENT STANDARDS ADDRESSED: Background Information Massachusetts Curriculum Framework 5 for ELA and Literacy (2017) Writing Sample Title: STANDARDS-BASED COMMENTARY King-Da-Ka The student writing sample that follows includes standards-based commentary. Text Type and Purpose: Narrate The commentary found in this column describes how the writing meets the Grade level/Content area: Grade 5 English Language Arts standards in the Massachusetts Curriculum Type of Assignment: Personal narrative Framework for English Language Arts and Literacy (2017) and other content Standards Addressed: (W.5.3), (W.5.4), (W.5.5), frameworks when applicable. (L.5.1), (L.5.2), (L.5.3) See descriptions of these standards in the right column of the next page. Understanding the Standards-Based Commentary Other Content/Frameworks Addressed: 1. Grade-specific standards addressed are: Massachusetts Science and Technology/Engineering Curriculum Framework (2006) • Listed in the column to the right of the student work by strand, grade, and number Massachusetts History and Social Science (or number and letter, where applicable) Curriculum Framework (2003) • Marked by a colored block with a letter code, also in the column to the right of Highlights: the student work EXAMPLE: This sample of student work meets grade level standards. -
English Language Arts
Curriculum Guide English Language Arts Madison Public Schools Madison, Connecticut www.madison.k12.ct.us June, 2002 Table of Contents Foreword...................................................................................................................................1 Program Overview...................................................................................................................3 Program Components and Framework • Program Components and Framework .........................................................................4 • Classroom Environment Statement................................................................................6 • Grouping Guidelines......................................................................................................7 • English Language Arts Philosophy................................................................................8 • English Language Arts Goals, K-12..............................................................................9 Learner Outcomes (K - 12) Scope and Sequence • Student Outcomes and Assessments - Grades K – 3 ...................................................11 • Student Outcomes and Assessments - Grades 4 - 5.....................................................49 • Student Outcomes and Assessments - Grades 6 – 8 ....................................................89 • Student Outcomes and Assessments / Course Descriptions - Grades 9 - 12 .............135 • Program Support / Celebration Statement .................................................................315 -
Investigating the Relevance and Importance of English Language Arts Content Knowledge Areas for Beginning Elementary School Teachers
Research Memorandum ETS RM–16-08 Investigating the Relevance and Importance of English Language Arts Content Knowledge Areas for Beginning Elementary School Teachers Michelle P. Martin-Raugh Richard J. Tannenbaum Clyde M. Reese Jonathan H. Steinberg Geoffrey C. Phelps Jun Xu August 2016 ETS Research Memorandum Series EIGNOR EXECUTIVE EDITOR James Carlson Principal Psychometrician ASSOCIATE EDITORS Beata Beigman Klebanov Anastassia Loukina Senior Research Scientist Research Scientist Heather Buzick Donald Powers Research Scientist Managing Principal Research Scientist Brent Bridgeman Gautam Puhan Distinguished Presidential Appointee Principal Psychometrician Keelan Evanini John Sabatini Research Director Managing Principal Research Scientist Marna Golub-Smith Matthias von Davier Principal Psychometrician Senior Research Director Shelby Haberman Rebecca Zwick Distinguished Presidential Appointee Distinguished Presidential Appointee PRODUCTION EDITORS Kim Fryer Ayleen Gontz Manager, Editing Services Senior Editor Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Memorandum series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Memorandum series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers andT rustees of Educational Testing Service. -
English Language Arts Content Knowledge Area Essay
Lewis & Clark Graduate School of Education and Counseling Master of Arts in Teaching: Secondary Content Knowledge Essay: English Language Arts Applicant’s name: ________________________________ Major(s) and Degrees(s): _____________________________________________________ A degree in English or a related major from an accredited institution is accepted as evidence for sufficient foundational knowledge in your discipline for admission into our MAT English Language Arts program. Applicants with a degree in a related field need to provide additional information to ensure that sufficient foundation knowledge has been attained. In either case, our MAT program will build on and enhance the content knowledge you bring to the classroom. The Content Knowledge Essay is required of ALL English Language Arts applicants with or without a degree in English Language Arts. Below is a list of English Language Arts knowledge areas identified by Oregon licensure requirements and the National Council of Teachers of English regarding teacher candidate content knowledge. 1. Rate your level of experience on a scale of 1-5 (1 = little or no experience and 5 = highly experienced.) 2. Indicate under the “Evidence” column where and how you received this experience (coursework, employment, personal research). For all coursework, please list the course (i.e., Biology 101). Feel free to attach additional sheets if necessary or recreate this document in order to type your responses. ALL APPLICANTS Content Area Rating Evidence Knowledge of literature (broad range of literature and analysis/interpretation) Knowledge of writing processes (strategies and generating different forms of writing for a variety of audiences and purposes) Knowledge of reading processes (strategies and approaches to texts) Knowledge of oral and visual literacy (speaking and creating visual images for a variety of purposes and audiences) Knowledge of language (acquisition, English grammar/conventions, and linguistics) Please submit this form through the online application process. -
Appeal Letter
Appeal Letter Summary of the Timeline Appeal Addendum OSDE Supplemental Online Course Provider List Edgenuity Awards Revised ABLE Appeal Application Sample Edgenuity Student E-mail Notice Sample Performance Dashboard News Release Statewide Virtual Charter School Board Virtual Charter Application Rubric Witness List Letter of Support from Senator Ralph Shortey State Board of Education Notice of Hearing Statewide Virtual Charter School Board Memorandum of Decision SB 267 Virtual Charter Application Checklist Statewide Virtual Charter School Board Oklahoma State Department of Education Virtual Charter Application Checklist Virtual Charter Applicant Reviewed by Submission Date Public Presentation Date Review date Board Decision Date Item/Question Satisfactory Unsatisfactory Mission & Organizational Structure 1. Mission Statement 2. Description of Organizational structure 3. Description of governing body 4. Financial plan for first three (3) years of operation 5. Description of personnel with financial responsibility 6. Description of hiring policy 7. Name of applicant 8. Description of facility 9. Description of grades being served 10. Technology Capacity—How would you describe your “Learning Management System?” What are the limitations of your LMS, and how will this affect your enrollment capacity? In the event of outages or complications with your LMS, what are the protocols designed to address those issues? How will you inform students and families of those protocols? 11. System Accessibility—Do you anticipate any Service Level Agreements (SLA)? If so, how would you describe your SLAs for system accessibility? If not, how will you ensure system accessibility? How would you describe your methods for securing and monitoring access to sensitive and confidential information? 12. How would you describe your anticipated student-to-teacher ratios? Measurement & Accountability 13. -
Ela Best Standards
Table of Contents Table of Contents .......................................................................................................................................... 1 Introduction ................................................................................................................................................... 5 Standards Map ............................................................................................................................................ 10 Progression of Foundations Benchmarks .................................................................................................... 11 Spiraled Standards in a Vertical Progression .............................................................................................. 13 Kindergarten ........................................................................................................................................... 26 Foundational Skills ............................................................................................................................. 26 Reading ............................................................................................................................................... 27 Communication ................................................................................................................................... 29 Vocabulary .......................................................................................................................................... 32 Sample texts by -
Table File Items for January 26, 2015, Regular School Board Meeting
NORTHFIELD PUBLIC SCHOOLS Office of the Superintendent Memorandum TO: Board of Education FROM: L. Chris Richardson, Ph.D., Superintendent RE: Table File Items for January 26, 2015, Regular School Board Meeting VII. Superintendent’s Report B. Items for Consent Grouping 2. Personnel Items. a. Appointments * 7. Pam Hanson (Swanson), GenEd Educational Assistant at die High School for 6 hours/day beginning 01/28/2015; Step 1, $13.21/hour. 8. Katrina Warner, GenEd Educational Assistant/Sibcare at the NCRC/ECFE for up to 8 hours/week beginning 01/28/2015; Step 1, $13.21/hour. 9. Community Sendees Fall/Winter/Spring Recreation positions beginning 01/24/2015 — 05/31/2015:_Savannah Dimick, Basketball Supervisor beginning 02/07/2015 - 05/31/2015; $10/hour; Michael Kopp - Birthday Party Staff beginning 01/24/2015 — 05/31/2015; $8/hour. b. Increase/Decrease/Cliange in Assignment 11. David Kurth, Evening Engineer/Security at the Middle School, change to Custodial Engineer (Day Shift) at the Middle School beginning 02/02/2015. c. Resignations/Retirements 7. Katie Bauernfeind, Building Nurse at Prairie Creek, Arcadia and St. Dominic’s, resignation effective 01/20/2015. 8. Robert McCarthy, Special Education Teacher at the High School, resignation effective 01/26/2015. * Conditional offers of employment arc subject to successful completion of a criminal background check. Northfield Charter Schools Arcadia«* Data Sheet CI H A R TE R S C H O O L J Minnesofii ('ompi'cliciishc Assessments Arcadia Charter School Mission 2014 MCA Scores It is the mission of Arcadia Charter School to prepare our stu 2012 2013 2014 dents to transition intellectually, emotionally, and ethically to — 70.7%| 67.7% higher education and future employment. -
2. Do Plant Have to Eat? 3. Everything Gets Split up 4
A.1.10 16 MM FILMS 1. Did Someone Say Cold Blooded? 2. Do Plant Have to Eat? 3. Everything Gets Split Up 4. Some Place for Everything 5. Sunlight In Our Lives 6. What Goes Up In Smoke 7. Things With A Lot Of Pick-up 8. Up From The Valleys 9. What Good Are Electrons A.1.11 SLIDES 1. Eskaya 2. Humanities 3. Picasso Paintings 4. Voyager 1 Encounters Saturn 5. Abortion How It Is? 6. Christ in Prophecy 7. Christmas Is 8. Great Thanksgiving 9. Mysteries of the Rosary 10. Nasa Dios Ang Awa, Nasa Tao Ang Gawa 11. Qou Vadis 12. Religious Vocation 13. Thy Kingdome Come 14. Till Death Do Us Part 15. What Is Retreat? 16. Filing Secretary 17. Divine Word College Library 18. SVD 75 Years 19. God Helps people 20. Huwag Kang Papatay 21. Love (1 Corinthian) 22. Marriage 23. Reaching You 24. The Way 30 A.1.12 TRANSPARENCIES 1. Animal Structure Part 1 & 2 2. Human Structure Part 1 & 2 3. Plant Structure Part 1 & 2 4. Animal Resources 5. Our Plant Resources 6. Our Water Resources 7. Soil Resources 8. The LAND That 9. Problem of Air Pollution 10. Problem of Erosion 11. Problem of Noise Pollution 12. Problem of Water Pollution 13. Basic Writing 14. Chemical Bonding 15. Geologic Formation and Processes 16. Star Constellation Recognition 17. The Earth 18. The Moon 19. Weather 20. Filing for Secretary 21. Marketing 22. Financial Accounting 23. Clothing 24. Food A.1.13 CASSETTE TAPES Successful Achievement Program. Narrated by Gene McKay. -
Grade 6 English Language Arts/Literacy Narrative Writing Task
Partnership for Assessment of Readiness for College and Careers Grade 6 English Language Arts/Literacy Narrative Writing Task 2017 Released Items English Language Arts/Literacy 2017 Released Items: Grade 6 Narrative Writing Task The Narrative Writing Task focuses on one literary text. Students read the text, answer questions, and write a narrative response that is tied to and draws on the text. The 2017 blueprint for PARCC’s grade 6 Narrative Writing Task includes Evidence-Based Selected Response/Technology-Enhanced Constructed Response items as well as one Prose Constructed Response prompt. Included in this document: • Answer key and standards alignment • PDFs of each item with the associated text Additional related materials not included in this document: • Sample scored student responses with practice papers • PARCC Scoring Rubric for Prose Constructed Response Items • Guide to English Language Arts/Literacy Released Items: Understanding Scoring 2016 • PARCC English Language Arts/Literacy Assessment: General Scoring Rules for the 2016 Summative Assessment English Language Arts/Literacy PARCC Release Items Answer and Alignment Document ELA/Literacy: Grade 6 Text Type: NWT Passage(s): from Spy Cat Item Code Answer(s) Standards/Evidence Statement Alignment VF633103 Item Type: EBSR L 6.4.1 Part A: D RL 6.1.1 Part B: A RL 6.4.1 VF633108 Item Type: EBSR RL 6.1.1 Part A: C RL 6.6.1 Part B: A VH029994 Item Type: TECR RL 6.1.1 Part A: RL 6.3.2 Part B: VF633153 Item Type: EBSR RL 6.1.1 Part A: A RL 6.6.1 Part B: D VF633166 Item Type: PCR Refer to Grade 6 Scoring Rubric VF633112 Item Type: EBSR (additional item) RL 6.1.1 Part A: A RL 6.6.1 Part B: C English Language Arts/Literacy Today you will read the prologue to the story Spy Cat. -
Unit 4 Listen, My Children Poems for Fourth Graders Teacher Guide Core Knowledge Language Arts® Knowledge Core
Unit 4 Listen, My Children Poems for Fourth Graders Teacher Guide Core Knowledge Language Arts® Knowledge Core GRADE 4 GRADE Unit 4 Listen, My Children Poems for Fourth Graders Teacher Guide GRADE 4 Core Knowledge Language Arts® Listen, My ChildrenTeacher Guide was made possible with support from the Charles and Lynn Schusterman Family Foundation. We would also like to thank Dr. Emily Chiariello (http://www.chiariello-consulting.com/) and Dr. Ebony Thomas (http://scholar.gse.upenn.edu/thomas) for their review of this Teacher Guide and for their insights and recommendations for resources and revisions, which have greatly enhanced this Teacher Guide. We also thank Robin McClellan and the teachers and coaches of Sulllivan County. This OER unit is offered as a supplement to the core CKLA program developed by the Core Knowledge Foundation. The unit is not part of the current CKLA print program available for purchase from Amplify. However, as we gather more feedback on how this unit works in classrooms, Amplify and the Core Knowledge Foundation will consider how this unit may be incorporated into future iterations of the core CKLA program sold by Amplify. Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation (www.coreknowledge.org) made available through licensing under a Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License. -
Welcome, We Have Been Archiving This Data for Research and Preservation of These Early Discs. ALL MP3 Files Can Be Sent to You B
Welcome, To our MP3 archive section. These listings are recordings taken from early 78 & 45 rpm records. We have been archiving this data for research and preservation of these early discs. ALL MP3 files can be sent to you by email - $2.00 per song Scroll until you locate what you would like to have sent to you, via email. If you don't use Paypal you can send payment to us at: RECORDSMITH, 2803 IRISDALE AVE RICHMOND, VA 23228 Order by ARTIST & TITLE [email protected] S.O.S. Band - Finest, The 1983 S.O.S. Band - Just Be Good To Me 1984 S.O.S. Band - Just The Way You Like It 1980 S.O.S. Band - Take Your Time (Do It Right) 1983 S.O.S. Band - Tell Me If You Still Care 1999 S.O.S. Band with UWF All-Stars - Girls Night Out S.O.U.L. - On Top Of The World 1992 S.O.U.L. S.Y.S.T.E.M. with M. Visage - It's Gonna Be A Love. 1995 Saadiq, Raphael - Ask Of You 1999 Saadiq, Raphael with Q-Tip - Get Involved 1981 Sad Cafe - La-Di-Da 1979 Sad Cafe - Run Home Girl 1996 Sadat X - Hang 'Em High 1937 Saddle Tramps - Hot As I Am 1937 (Voc 3708) Saddler, Janice & Jammers - My Baby's Coming Home To Stay 1993 Sade - Kiss Of Life 1986 Sade - Never As Good As The First Time 1992 Sade - No Ordinary Love 1988 Sade - Paradise 1985 Sade - Smooth Operator 1985 Sade - Sweetest Taboo, The 1985 Sade - Your Love Is King Sadina - It Comes And Goes 1966 Sadler, Barry - A Team 1966 Sadler, Barry - Ballad Of The Green Berets 1960 Safaris - Girl With The Story In Her Eyes 1960 Safaris - Image Of A Girl 1963 Safaris - Kick Out 1988 Sa-Fire - Boy, I've Been Told 1989 Sa-Fire - Gonna Make it 1989 Sa-Fire - I Will Survive 1991 Sa-Fire - Made Up My Mind 1989 Sa-Fire - Thinking Of You 1983 Saga - Flyer, The 1982 Saga - On The Loose 1983 Saga - Wind Him Up 1994 Sagat - (Funk Dat) 1977 Sager, Carol Bayer - I'd Rather Leave While I'm In Love 1977 1981 Sager, Carol Bayer - Stronger Than Before 1977 Sager, Carol Bayer - You're Moving Out Today 1969 Sagittarius - In My Room 1967 Sagittarius - My World Fell Down 1969 Sagittarius (feat.