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Texas ELAR 8-12
| Question | Answer |
|---|---|
| Promote students ability to analyze traits and motivation of characters in the novel students are reading | students write a letter from one character to another in which they describe characters feelings and an important point in the novel will most effectively integrate writing with reading to address the goal. |
| ELL student who's scientific vocabulary is limited should receive explicit instruction on key vocabulary before and after student reads text. | In addition to this strategy small group activities can help improve student vocabulary through involvement of discussion and hands on experience related to scientific concepts students are studying. |
| High school student with writing difficulties who is able to participate well in pre-writing activities such as group brainstorming & semantic mapping becomes anxious during initial stage of writing and complains of writers block. | having student journal, free write and quick write in preparation for more formal writing. |
| In the sentence: Each of the prototypes were flawed | error in agreement |
| Major change in English language occurred during the 16th and 17th centuries | extensive borrowing of Latin and Greek words into English |
| Performing semantic mapping activities before and after assigned reading | is the rationale for this is organizing reading material in new ways highlight connections among ideas and enhance students short term and long term recall of the material |
| Using the word identification strategy structural anologist would be effective | in helping students determine the meaning of the word bibliophile. |
| 10th grade English instruction to improve student comprehension of nonfiction text by helping students recognize common text structures such as comparison,contrast, and cause and effect | teaching students to look for signal words often associated with different text structures |
| 8th grade student with reading difficulties having trouble distinguishing between main, idea,supporting details and nonfiction texts | to address this need provide student with graphic organizers to guide note taking and discussion of nonfiction text |
| Students having difficulty retaining information from content specific textbooks | encourage student to preview text to anticipate its content and recall related knowledge |
| High school English teacher distributes copies of challenging nonfiction texts & students read passage silently then jot down questions and comments. Students share and discuss comments | promotes helping student apply metacognitive skills to monitor comprehension |
| Renaissance Poetic View | emphasis on earthy and senuous |
| Gothic Novel | mode of literacy combines elements of both horror and romance English author Horace Walpete 1764 novel Castle of Ontranto. Pleasing sort of terror an extension of romantic literacy pleasures that were relatively new in 1764 |
| Gothic Novel | Melodrama parody including self parody were other long standing gothic features |
| Chivarlic Romance | style of heroic pros and verse narrative that was popular in the aristocratic circles of high medieval and early modern Europe |
| Sentimental Comedy | 18th century England reaffirmed middle class morality. Virtuous characters rewarded and wicked punished. |
| Picaresque Novel | satric prose fiction originating in Spain and depicting realistic often humorous detail of adventures of a roguish hero or low social degree by living by his or her wits in a corrupt society |
| Before Reading Beowulf about a mythical warrior hero | have students write definition of heroism prepares students by stimulating student engagement with an important theme in a work they are about to read |
| Instruction to address the writing needs of student who has difficulty constructing unified paragraphs | first focus on developing topic sentence |
| Student often discouraged by time consuming processes of revision | benefits from word processing equipment |
| Computer application to help students improve their skill in revising written work | editing tools of word processing program |
| Best facilitate student writing during drafting and revising stage tell them | if you need to find a better way to express ideas there is nothing wrong with making changes or starting over |
| Cliche | overused idea or expression |
| Improve writing skills | devote an emphasis to student writing bc devoting substantial amounts of time to writing practice helps develop writing skills |
| When adapting a written essay to oral presentations | use shorter less complex sentences and reinforce main ideas through repitition |
| Watching a film with sound off and stopping periodically to discuss what students have seen | promotes critical viewing skills by helping students interpret and evaluate visual images and film by focusing attention on visual affects |
| Small groups produce videos of mock news casting and in preparation teacher leads class discussion about excerpts from nationally televised programs | asking why students believe newscasters are generally shown in well known buildings promotes students understanding of visual media because student consider how visual images can be used to highlight ideas and influence viewers perceptions |
| To assess ability to make connections between visual images and verbal texts | each student pairs a favorite poem with a photo or other visual image and then writes a brief rationale for the pairing |
| Effectively promote learning through interactions among reading writing speaking listening and viewings | conduct additional research on the subject using print and computer resources and then work together on an oral and visual presentation |
| When advising students about visual aids for oral representation | use visual aids to help highlight and clarify important ideas in your oral presentation |
| Having students write about themselves as a character in the story they read | enables students to use writing as a vehicle for personal exploration and self expression |
| To help students understand and appreciate the role dialogue in fiction | pairs of students read short story, compose dialogue for two of the characters and then read dialogue and discuss it with class |
| High school English class activity best illustrates mutually reinforcing role of expressive and receptive language arts | students regularly respond to their reading by writing in their journals and participating in group discussion of the texts |
| Readers theater activity in which groups of students rewrite story for oral performance and reread narration sections of script in unison while individuals will expressively parts of story's characters after several rehearsals class performs. | promotes students reading fluency develop students literary response by integrating speaking, listening, writing and viewing |
| 9th grade ELL whose family recently moved to US demonstrates strong reading comprehension in English but has difficulty comprehending assigned article about Great Depression in 1930s | place student in small group with other ELL to discuss ideas presented in the assigned passage |
| Developing semantic map or other graphic organizer after reading | benefits struggling readers by reinforcing important words and ideas |
| "If you need some help,"he said "Give me a call." | suggest student needs a review of the rules of capitalization. |
| Historical influence of romance language such as Latin and French on English Language | best exemplified by the vocabulary use in formal or academic English |
| To incorporate structural analysis into instruction to strengthen student comprehension of assigned texts | students should work in pairs to research Greek and Latin roots of the word and share findings in whole class discussion. |
| Students look up a root word in the dictionary and then work in groups to create a list of words containing the root | promotes student reading and writing development primarily by how knowledge of words etymology can help reveal the meaning and spelling of a word |
| 8th grade students in pairs select a novel to read silently and begin a dialogue journal about their reading,take writing comments and questions in journal and responding to partners written remarks about novel. Partners gather periodically to discuss. | promotes development of students language arts skills through active engagement in reading,writing, listening, and speaking |
| Student who pronounces hyperbole as hi pur bol | oral vocabulary does not include the word |
| Student who has difficulty understanding words and actions of literary characters whose age, cultures, or backgrounds differ from those of students. Encourage students to imagine themselves in a place of such characters | students create and discuss diary entries that are written from the point of view of diverse literary characters |
| English teacher and social studies teacher collaborate American History Unit in which students completed a related novel. Students are confused about events in novel and how they relate to historical events | to clarify student understanding of connections work in small groups two prepare two skits one dramatizing an episode from novel and the other dramatize event from unit |
| 9th grader with reading difficulties has adequate decoding but unmotivated to read independently and complains that reading is boring. Teacher has students fill out a reading interest inventory and helps find text that interest him | next engage the student in a literature circle or other reading group of classmates who share common interests with the student |
| Students copy all the bold face headings prior to reading a section and convert each heading to a question. After reading each pair of students writes answers to questions they develop | promotes development of reading comprehension skills by establishing a purpose for reading |
| Help students apply knowledge of organizational patterns that structure informational text | students working with partners to create graphic organizer to describe a section from an informational text |
| (Prereading Activity)Teacher makes list of statements about key concepts in section of texts with some true and some false. Small groups read and discuss statements and record predictions by writing true or false next to each statement | promotes students comprehension by motivating students to learn by stimulating curiosity and activating prior knowledge about information contained in assigned reading |
| Student struggling with research project bc it takes too long to read information but has appropriate reading rate for his level | assess students ability to use skimming and scanning techniques to locate information in the text |
| Preparing formal outline of information in an expository text | promotes student comprehension of text by highlighting relationships between main ideas and supporting details in the text |
| Students work in small groups prior to reading a text to complete an anticipation guide and then review it after reading the text | highlights and eliminates misconceptions that may interfere with students understanding of the texts |
| Pivotal to rise of modernism in both British and American literature | World War One |
| Literary Criticism | includes critical methods that are characterized by diverse assumption about text and reading |
| (1760) The piercing chill I feel | |
| My dead wife's comb in our bedroom under my heel | clearly reflects haiku tradition in its use of sensory image to convey immediate impression |
| 9th grade teacher should consider in selecting a work of young adult fiction for students to read and discuss | whether the text is meaningful and relevant to the students backgrounds and interest |
| After reading a novel aloud to students teacher instructs them to alter the tone such as from sad to angry by substituting adjectives and other words in the passage | to further promote students understanding and appreciation students work in small group to rewrite other passages to create different tones then share their results as a class |
| 10th grade students read novel that was numbered chapters with no titles and then brainstorm to create titles for chapters. Justify choice. | promotes literary analysis skills by giving students practice in identifying main ideas |
| Promote students literary response skills by encouraging students to engage more actively with literary texts | students journal entries when reading new literary text and refer to the entries in literature discussions |
| After reading a Victorian novel with a complicated plot | reinforce understanding by having students meet in small groups to diagram and discuss the main plot and sub plots of the novel |
| Reinforce and extend student understanding and appreciation of literary allusion | Students experiment with creating literary allusions in their own creative writing or when writing in their journals |
| Promote understanding and appreciation of poetic affects of rhyme and meter in medieval poetry | students listen to an audio tape of a scholar reading aloud a medieval poem they have studied and then discuss poems rhyme and meter |
| To encourage students to develop selection criteria for independent reading of poetry | students create own poetry anthologies of favorite poems and then discuss why they chose those poems |
| onomatopeia | Buzz Bam |
| In high school English class promote effective peer group conferencing during writers workshop | having groups focus on a particular aspect of their writing each time they meet to review one another's work |
| Student revising initial draft to improve logical organization | use cut, copy, and paste to reorder sections of the text |
| 11th grade student over uses simple declarative sentences interfering with paragraph flow | provide opportunity for student to practice writing sentences that subordinate ideas and combine sentence elements |
| Help students understand the importance of proofreading and spelling even after using word processing and spell checker | teacher could use "My neighbor gave me lots of good advise about gardening" bc advice should be used but since advise is a word it wont detect that |
| Combine the following into a single sentence: I moved to Glenville 20 yrs ago. At that time Glenville had only one restaurant. Now the town has 30 restaurants. These restaurants offer many types of food. | When I moved to Glenville 20 years ago the town had only one restaurant but now Glenville has 30 restaurants that offer many different types of food. |
| High school student shows pattern of repeated errors in same written language conventions such as same misspelling or punctuation errors so teacher plans mini lesson to review written conventions | also address students writing needs by having student identify patterns of recurring errors and review these patterns whenever he finalizes pieces of writing |
| Benefit of student using checklist when writing and adding to that list throughout the year | promotes active engagement in improving own writing |
| Students create portfolio of written work throughout the semester and teacher wants to encourage students to assess own writing development by reflecting on materials collected | students review and evaluate samples in their folders and then write a brief introduction for their folders describing their growth and goals as a writer |
| 8th grade students preparing to write a short essay begin by listing that interest them and free write for five minutes then select topic and decide whether their purpose for writing is to entertain,inform, or persuade | next they decide who the audience will be and what aspects of the topic will be most interesting to this audience |
| Increase student awareness of tone in their own writing teacher guides students to consider nature of topic,level of formality,own attitude toward topic, and attitude of intended audience | when students assess their tone they should evaluate the connotation or specific association of words and phrases used in writing |
| Teacher wants to help students write an essay comparing and contrasting two protagonist from two different stories | first student should create a venn diagram to help analyze similarities and differences between the two characters. |
| Cover letter of resume | should match emphasize match between persons skills and needs of the employer |
| Student struggling with organizing thoughts in a persuasive essay | should be assisted in creating a graphic that organizes the main ideas for this essay |
| Students have been learning to improve listening comprehension by taking effective notes during class lectures and oral presentations | to follow up effectively reinforcing student comprehension and recollection of information recorded in their notes they should review notes after lecture filling in gaps and highlighting important information to clarify notes for later review |
| Students have researched self selected topics and are reporting findings in oral presentations | engage audience by selecting interesting facts and using concise familiar language |
| Informally assess student ability to interpret visual images such as magazine ads | ask why they think creator of advertisement chose this background for photograph |
| Significant characteristics of the internet | structural organization requires user participation and interaction |
| Students create visual essay (art,photo,video) with limited number of carefully selected words to convey view point in partners | in addition individual students write a paragraph explaining specific views they are attempting to communicate in the visual essay |
| Identify bias in TV advertising | first consider who is sponsoring the ad |
| Goals: Strengthen student comprehension skills by encouraging students to connect elements in two literary texts promote development of students literary response skills through focus oral language activities | address both goals students work with a partner to prepare a skit in which character from one story has a meaningful conversation with character from another story |
| 12th grade teacher plans to explore ethical issues related to creations and dissemination of media images | prompt students to consider how visual media can be used to deceive viewers ask "what kind of ethical problems could result from practice of using technology to manipulate photographic images". |
| After students collect and analyze images of men and women in popular magazines students share images and teacher leads class discussion about standard of ideal physical beauty implied by these images | students can be guided to explore ethical concerns related to the topic by having students consider whether these standards of physical beauty conveyed by the media have any potentially harmful consequences |
| Passive Voice | verb form or voice in which grammatical subject receives verb action. EX: A good time was had by all. |
| Active Voice | Verb form or voice in which the subject of the sentence performs or causes the action expressed. |
| Reinforce student understanding of thesis statement by helping student recognize | thesis statements identify main topic and make an important statement about the topic |
| To evaluate effectiveness of working thesis statement | ask yourself does the working thesis statement limit the focus sufficiently to create a manageable writing task. |
| Prepare students to complete reader profile | teacher should use an overhead to fill in reader herself as she discusses it with the class |
| Main purpose of reader profile | increase teacher and student awareness of student's individual reading strategies |
| Activity: Pairs of students are given informational text to read &discuss partners alternate reading aloud short sections of text while other listens after reader finishes section listener poses questions to discuss then listener summarizes main ideas | oral language activity promotes student reading proficiency by increasing student engagement with text and fostering reading comprehension |
| Strengthen student speaking skills | students explain to their partner what they learned from reading and discussing the text |
| Promote reading comprehension of all students including ELL by helping them interpret passages of detailed scientific description | Guide students to focus on key terms and concepts |
| ELL who frequently look up words in dictionary yet still have difficulty understanding some texts | should be taught a range of strategies for comprehending texts |
| Subordinate or Dependent Clause | group of words that has both subject and verb but cannot stand alone as a sentence |
| Independent Clause | group of words made up of subject and predicate can stand alone |
Created by:
brucedsullivan
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