Course Title:
Language Arts Lab 9/10/11
Room:
B 1.3
Course Description: The
major concept behind the Language Arts Lab program is to improve the reading,
writing, speaking, and listening skills of students who are not achieving at
grade level. To accomplish this goal during instructional activities,
emphasis will be placed on having students connect texts to prior knowledge;
understand text structure to analyze and respond to literature; and use
various text processing strategies to build a foundation for a text, make sense
of reading as it occurs, and to synthesize, apply, evaluate, or bridge understanding.
Additionally, students will increase skill and confidence in writing by using
the writing process, practicing timed writings, taking Cornell style notes on
literature, and by reflecting, discussing an evaluating writing assignments.
Increased confidence and ability to articulate and support ideas will be
promoted by engaging in both formal and informal presentations, and by learning
how to be active listeners. Narrative and informational texts will be
provided in various group settings using writing, inquiry, collaboration and
reading strategies in through content area texts, trade books matched
specifically to students’ instructional/Lexile levels, and supplementary
reference materials.
Course Goals/Objectives/Standards: Upon completion of the Language Lab course, students should be able to
use strategies to be more effective readers, more confident writers, more
articulate speakers and active listeners.
The following Language Arts
standards for grades 9 and 10 and 11 will be applied:
Grade 9
Strand:
E1
Reading
Reading is a process
that includes demonstrating comprehension and showing evidence of a warranted
and responsible interpretation of the text. “Comprehension” means getting the
gist of a text. It is most frequently illustrated by demonstrating an
understanding of the text as a whole; identifying complexities presented in the
structure of the text and extracting salient information from the text. In
providing evidence of a responsible interpretation, students may make
connections between parts of a text, among several texts, and between texts and
other experiences; make extensions and applications of a text; and examine
texts critically and evaluatively.
Standard:
E1a:
The student reads at least twenty-five books or book equivalents each year. The
quality and complexity of materials to be read is based on the lexile level of
grade nine (1000L-1200L). The materials should include traditional and
contemporary literature (both fiction and non-fiction) as well as magazines,
newspapers, textbooks, and on-line materials. Such reading should represent a
diverse collection of material from at least three different literary forms and
from at least five different writers.
Examples:
Examples of activities
through which students might produce evidence of reading twenty-five books
include:
• Maintain an annotated list of works read.
• Generate a reading log or journal.
• Participate in formal and informal book talks.
Standard:
E1b: The
student reads and comprehends at least four books (or book equivalents) about
one issue or subject, or four books by a single writer, or four books in one
genre, and produces evidence of reading that:
Components:
E1b.1: makes and supports warranted and responsible
assertions about the texts;
E1b.2:
supports assertions with elaborated and convincing evidence;
E1b.3:
draws the texts
together to compare and contrast themes, characters, and ideas;
E1b.4:
makes perceptive and well
developed connections;
E1b.5:
evaluates writing strategies
and elements of the author’s craft.
Examples:
Examples of activities
through which students might produce evidence of reading comprehension include:
• Write a saturation report (a report that recounts information on a
topic
• gathered by a student over a period of time.)
• Construct a review of two works by the same author.
• Produce a literary response paper.
• Produce a research report.
• Participate in formal or informal book talks; e.g. Socratic seminar and
literature circles.
• Create an annotated book list organized according to author, theme, or
genre.
Standard:
E1c:
The student reads and comprehends informational materials to develop
understanding and expertise and produces written or oral work that:
Components:
E1c.1: restates
or summarizes information;
E1c.2:
relates new
information to prior knowledge or experience;
E1c.3:
extends ideas;
E1c.4:
makes a connection to
related topics or information.
Examples:
Examples of activities
through which students might produce evidence of reading informational
materials include:
• Use information to support or enhance a project.
• Write a report of information that draws from multiple sources.
• Incorporate expert opinions into a speech or position paper.
• Use informational materials to reach a conclusion regarding a
controversial topic.
• Use information to support or enhance a project.
• Develop a portfolio of materials regarding a student’s hobby or
personal interest.
• Summarize key points and issues of an historical or artistic exhibit.
• Write a report that analyzes several historical records of a single
event and attempts to understand the reasons for the similarities and
differences.
Strand:
E2
Writing
Writing is a process
through which a writer shapes language to communicate effectively. Writing
often develops through a series of initial plans and multiple drafts and
through access to informed feedback and response. Purpose, audience, and
context contribute to the form and substance of writing as well as to its
style, tone, and stance
Standard:
E2a:
The student produces a report that:
Components:
E2a.1: engages
the reader by establishing a context, creating a persona, and otherwise
developing reader interest;
E2a.2:
develops a controlling
idea that conveys a perspective on the subject;
E2a.3:
creates an organizing
structure appropriate to purpose, audience, and context;
E2a.4:
includes appropriate
facts and details;
E2a.5:
excludes extraneous
and inappropriate information;
E2a.6:
uses a range of
appropriate strategies, such as providing facts and details, describing or
analyzing the subject, narrating a relevant anecdote, comparing and
contrasting, naming, explaining benefits or limitations, demonstrating claims
or assertions, and providing a scenario to illustrate;
E2a.7:
provides a sense of
closure to the writing.
Examples
Examples of reports
include:
• An I-search essay (an essay that details a student’s search for
• information as well as the information itself; I-search papers are
developed through a variety of means, e.g. interviews, observation, internet,
as well as traditional library research).
• A saturation report (a report that recounts substantial information on
a topic gathered by a student over a period of time.)
• A report produced as part of studies in subjects such as science,
social studies, and mathematics.
• An informal research paper.
• An investigative report.
• A report of information on an item of personal interest or experience.
Standard:
E2b: The
student produces a response to literature that:
Components:
E2b.1: engages the
reader through establishing a context, creating a persona, and otherwise
developing reader interest;
E2b.2:
advances a judgment
that is interpretive, analytic, evaluative, or reflective;
E2b.3:
supports a judgment
through references to the text, references to other works, authors, or
non-print media, or references to personal knowledge;
E2b.4:
demonstrates
understanding of the literary work though suggesting an interpretation;
E2b.5:
anticipates and
answers a reader’s questions;
E2b.6:
recognizes possible
ambiguities, nuances, and complexities;
E2b.7:
provides a sense of
closure to the writing.
Examples:
Examples of responses
to literature include:
• An evaluation of a piece of literature or several pieces of literature.
• A comparison of a piece of literature with its media (video, tape,
radio, television, ballet, artistic) presentation.
• A personal response to a literary work.
• An analysis of the significance of a section of a novel in terms of its
significance to the novel as a whole.
• An evaluation of the role played by setting or character in novel.
• An analysis of the effect of a minor character on the plot of a novel.
• An explanation or interpretation of a recurring motif in a novel, short
story, or a play.
• A comparison of two literary works.
Standard:
E2c:
The student produces a narrative (fictional
or autobiographical) account that:
Components:
E2c.1: engages
the reader by establishing a context, creating a point of view, and otherwise
developing reader interest;
E2c.2:
establishes a
situation, plot, point of view, setting, and conflict (and for autobiography,
the significance of events and of conclusions that can be drawn from the
events);
E2c.3:
creates an organizing
structure;
E2c.4:
includes sensory
details and concrete language to develop plot and character;
E2c.5:
excludes extraneous
details and inconsistencies;
E2c.6:
develops complex characters;
E2c.7:
uses a range of
appropriate strategies, such as dialogue, tension or suspense, naming, pacing,
and specific narrative action, e.g.; movement, gestures, expressions;
E2c.8:
provides a sense of
closure to the writing.
Examples:
Examples of narrative
accounts include:
• A biographical account.
• A fiction or non-fiction story.
• A personal narrative.
• A narrative poem or song based on a hero.
• An historical account.
• A parody of a particular narrative style; e.g. fable, soap opera.
• A response to an autobiographical incident prompt.
Standard:
E2d:
The student produces a narrative procedure that:
Components:
E2d.1: engages the
reader by establishing a context, creating a persona, and otherwise developing
reader interest;
E2d.2: provides
a guide to action to action for a complicated procedure in order to anticipate
a reader’s needs; creates expectations through predictable structures, e.g.
headings; and provides smooth transitions between steps;
E2d.3:
makes use of
appropriate writing strategies, such as creating a visual hierarchy and using
white space and graphics as appropriate;
E2d.4:
includes relevant
information;
E2d.5:
excludes extraneous
information;
E2d.6:
anticipates problems,
mistakes, and misunderstandings that might arise for the reader;
E2d.7:
provides a sense of
closure to the writing.
Examples:
Examples of narrative
procedures include:
• A set of rules for organizing a class meeting.
• A set of instructions for playing computer games.
• A set of instructions for using media technology.
• A report of a mathematical investigation.
• A set of instructions for evaluating searches on the web.
Standard:
E2e:
The student produces a persuasive essay that:
Components:
E2e.1: engages the
reader by establishing a context, creating a persona, and otherwise developing
reader interest;
E2e.2:
develops a controlling
idea that makes a clear and knowledgeable judgment;
E2e.3:
creates an organizing
structure that is appropriate to the needs, values, and interests of a
specified audience, and arranges details, reasons, examples, and anecdotes
effectively and persuasively;
E2e.4:
includes appropriate
information and arguments;
E2e.5:
excludes information
and arguments that are irrelevant;
E2e.6:
anticipates and
addresses reader concerns and counter-arguments;
E2e.7:
supports arguments
with detailed evidence, citing sources of information as appropriate;
E2e.8:
uses a range of
strategies to elaborate and persuade, such as definitions, descriptions,
illustrations, examples from evidence, and anecdotes;
E2e.9:
provides a sense of
closure to the writing.
Examples:
Examples of persuasive
essays include:
• A position paper.
• A problem-solution paper.
• An opening statement for a debate.
• An evaluation of a product or a policy.
• A critique of a public policy.
• An editorial on a current issue that uses reasoned arguments to support
an opinion.
Standard:
E2f:
The student produces a reflective essay that:
Components:
E2f.1: engages
the reader by establishing a context, creating a persona, and otherwise
developing reader interest;
E2f.2:
analyzes a condition
or situation of significance;
E2f.3:
develops a commonplace, concrete occasion as the basis for the reflection, e.g.
personal observation or experience;
E2f.4:
creates an organizing structure appropriate to purpose and audience;
E2f.5:
uses a variety of
writing strategies, such as concrete details, comparing and contrasting,
naming, describing, creating a scenario;
E2f.6:
provides a sense of
closure to the writing.
Examples:
Examples of reflective
essays include:
• An analysis of the significance of a proverb or quotation.
• A report about a concrete occasion and its implications over time.
• An essay comparing a school issue to broader societal concerns.
• A paper explaining how some experiences, conditions, or concerns have
universal significance.
• A self-reflective essay evaluating a portfolio to be submitted.
• A comparison of a scene from a work of fiction with a lesson learned
from a personal experience.
• A paper about a common childhood experience from a more adult perspective.
Strand:
E3
Speaking,
Speaking, listening,
and viewing are fundamental processes which people use to
Listening,
and express, explore, and learn
about ideas. The functions of speaking, listening, and
Viewing
viewing include
gathering and sharing information; persuading others; expressing and
understanding ideas; coordinating activities with others; and selecting and
critically analyzing messages. The contexts of these communication functions
include one-to-one conferences, small group interactions, large audiences and
meetings, and interactions with broadcast media.
Standard
E3a:
The student participates in one-to-one conferences with a teacher,
paraprofessional, or adult volunteer, in which the student:
Components:
E3a.1: initiates
new topics in addition to responding to adult-initiated topics;
E3a.2:
asks relevant questions;
E3a.3:
responds to questions
with appropriate elaboration;
E3a.4:
uses language cues to
indicate different levels of certainty or hypothesizing, e.g., “what if…,”
“very likely…,” “I’m unsure whether…”;
E3a.5:
confirms understanding
by paraphrasing the adult’s directions or suggestions.
Examples:
Examples of one-to-one
interactions include:
• Book talks using panels, literature circles, or round tables.
• Analytical discussion of movies or television program with a teacher or
parent in a one to one situation.
• Student-teacher conferences regarding a draft of an essay, the student’s
progress on a mathematics assignment, or the state of a science project.
• Assessment interview by a teacher about an author or book.
• Discussion of portfolio artifacts.
Standard:
E3b:
The student participates in group meetings, in which the
student:
Components:
E3b.1 displays
appropriate turn-taking behaviors;
E3b.2:
actively solicits another person’s comment or opinion;
E3b.3:
offers own opinion
forcefully without dominating;
E3b.4:
responds appropriately
to comments and questions;
E3b.5:
volunteers
contributions and responds when directly solicited by teacher or discussion
leader;
E3b.6:
gives reasons in
support of opinions expressed;
E3b.7:
clarifies,
illustrates, or expands on a response when asked to do so; asks classmates for
similar expansions;
E3b.8:
employs a group
decision-technique such as brainstorming or problem-solving sequence (e.g.
recognize problem, define problem, identify possible solutions, select optimal
solution, implement solution, evaluate solution);
E3b.9:
divides labor so as to
achieve the overall group goal efficiently.
Examples:
Examples of activities
involving group meetings include:
• Develop and negotiate a classroom rubric.
• Engage in classroom town meetings.
• Participate in book talks with other students.
• Work as part of a group to solve a complex mathematical task.
• Role-play.
• Participate in peer writing response groups.
Standard:
E3c:
The student prepares and delivers an individual presentation, in which the
student:
Components:
E3c.1: shapes
information to achieve a particular purpose and to appeal to the interests and
background knowledge of audience members;
E3c.2:
shapes content and
organization according to criteria for importance and impact rather than
according to availability of information in resource materials;
E3c.3:
uses notes or other
memory aids to structure the presentation;
E3c.4:
develops several main
points relating to a single thesis;
E3c.5:
engages the audience
with appropriate verbal cues and eye contact;
E3c.6:
projects a sense of
individuality and personality in selecting and organizing content and in
delivery.
Examples:
Examples of
presentations include:
• A presentation of project plans or a report for an Applied Learning
project.
• A report that analyzes several historical records of a single event and
attempts to understand the reasons for the similarities and differences.
• A report that presents data collected to prove/disprove a particular
hypothesis, along with an appropriate conclusion.
• A talk that outlines a plan of action for implementing a new school
policy and the reasoning supporting the selected plan over other options.
• A report that analyzes a trend running through several literary works.
Standard:
E3d:
The student makes informed judgments about television, radio, and film
productions; that is, the student:
Components:
E3d.1: demonstrates an
awareness of the presence of the media in the daily lives of most people;
E3d.2:
evaluates the role of
the media in focusing attention and in forming opinion;
E3d.3:
judges the extent to
which the media are a source of entertainment as well as a source of
information;
E3d.4:
defines the role of
advertising as part of media presentation.
Examples:
Examples of activities
through which students might produce evidence of making informed judgments
about television, radio, and film production include:
• Maintain a week’s log to document personal viewing habits, and analyze
the information collected in the log.
• Summarize patterns of media exposure in writing or in an oral report.
• Identify the appeal of popular television shows and films for
particular audiences.
• Explain the use of “propaganda techniques” (e.g. bandwagon, glittering
generality commercials.
• Analyze the characteristics of different television genres (e.g., the
talk show, the situation comedy, the public affairs show).
• Analyze and evaluate information available on the internet.
Standard:
E3e:
The student listens to and analyzes a public speaking performance; that is, the
student:
Components:
E3e.1: takes notes on
salient information;
E3e.2:
accurately summarizes
the essence of each speaker’s response;
E3e.3:
formulates a judgment
about the issues under discussion.
Examples:
Examples of activities
through which students might provide evidence of analysis of public speaking
include:
• Take notes of a meeting of a local governing group.
• Analyze an address by a political leader (e.g., demagoguery, political
bias, propaganda techniques, and political correctness).
Strand:
E4
Conventions, Having control of the conventions and grammar of the
English language means
Grammar
and
having the ability to
represent oneself appropriately with regard to current
Usage
of the
standards of
correctness (e.g., spelling, punctuation, paragraphing, capitalization,
English
Language subject-verb agreement). Usage involves the appropriate application of
conventions and grammar in both written and spoken formats
Standard:
E4a:
The student independently and habitually demonstrates an
understanding of the rules of the English language in written and oral work,
and selects the structures and features of language appropriate to the purpose,
audience, and context of the work. The student demonstrates control of:
Components:
E4a.1: grammar;
E4a.2:
paragraph structure;
E4a.3:
punctuation;
E4a.4:
sentence construction;
E4a.5:
spelling;
E4a.6:
usage.
Examples:
Examples of activities
through which students might demonstrate an understanding of the rules of the
English language include:
• Demonstrate in a piece of writing the ability to manage the
conventions, grammar, and usage of English so that they aid rather than
interfere with reading,
• Independently and accurately proofreads the student’s own writing or
the writing of others, using dictionaries, thesauruses, and other resources as
appropriate
• Apply the conventions of language during formal oral presentations.
• Demonstrate use of a variety of sentence patterns.
Standard:
E4b:
The student analyzes and subsequently revises work to clarify it or make it
more effective in communicating the intended message or thought. The student’s
revisions should be made in light of the purposes, audiences, and contexts that
apply to the work. Strategies for revising include:
Components:
E4b.1: adding or
deleting details;
E4b.2:
adding or deleting
explanations;
E4b.3:
clarifying difficult
passages;
E4b.4:
rearranging words,
sentences, and paragraphs to improve or clarify meaning;
E4b.5:
sharpening the focus;
E4b.6:
reconsidering the
organizational structure;
E4b.7:
rethinking and/or
rewriting the piece in light of different audiences and purposes.
Examples:
Examples of activities through which students might provide evidence of
analyzing and revising written work include:
• Incorporate into revised drafts, as appropriate, suggestions taken from
critiques made by peers and teachers.
• Produce a series of distinctly different drafts that result in a
polished piece of writing or presentation.
• Critique the writing or presentation of a peer
• Describe the reasons for stylistic choices made as a writer or
presenter.
• Produce a series of papers on the same topic, each serving a different
purpose.
• Manage a writing portfolio and/or electronic portfolio
Strand:
E5
Literature
Literature consists of
poetry, fiction, non-fiction, and essays as distinguished from instructional,
expository or journalistic writing.
Standard:
E5a:
The student responds to non-fiction, fiction, poetry, and drama using
interpretive, critical,
and evaluative processes; that is, the student:
Components:
E5a.1: makes
thematic connections among literary texts, public discourse, and media;
E5a.2:
evaluates the impact
of authors’ decisions regarding word choice, style, content, and literary
elements;
E5a.3:
identifies the
characteristics of literary forms and genres;
E5a.4:
evaluates literary
merit;
E5a.5:
explains the effect of
point of view;
E5a.6:
makes inferences and
draws conclusions about fictional and non-fictional contexts, events,
characters, settings, themes, and styles;
E5a.7:
interprets the effect
of literary devices, such as figurative language, allusion, diction, dialogue,
description, symbolism;
E5a.8:
identifies the stance
of a writer in shaping the presentation of a subject;
E5a.9:
identifies
ambiguities, subtleties, contradictions, ironies, and nuances;
E5a.10:
understands the role
of tone in presenting literature (both fictional and non-fictional);
E5a.11:
demonstrates how
literary works (both fictional and non-fictional) reflect the culture that
shaped them.
Examples:
Examples of responding
to literature include:
• Analyze stereotypical characters in popular fiction.
• Evaluate the effect of literary devices in a number of poems by one
author or poems on a common topic.
• Compare the literary merits of two or more short stories, biographies
of one individual, novels, or plays.
• Compare two different video presentations of a literary work.
• Compare two works written on the same topic or theme.
• Identify and analyze the persona of the writer.
• Compare two literary texts that share a similar theme.
• Identify and explain the author’s point of view toward an issue raised
in one of an author’s works.
• Identify
and explain the literary, cultural, and social context of a literary work.
Standard:
E5b:
The student produces work in at least one literary genre that follows the
conventions of the genre.
Examples:
Examples of literary
genres include:
• A reflective essay.
• A memoir.
• A short story.
• A short play.
• A poem.
• A vignette.
Strand:
E6
Public
A public document is a
document that focuses on civic issues or matters of public
Documents
policy at the
community level or beyond. These documents, ranging from speeches to editorials
to radio and television spots to pamphlets, do at least one of the following:
take issue with a controversial public policy; suggest an alternative course of
action; analyze and defend a contemporary public policy; define a public
problem and suggest policy.
Standard:
E6a:
The student identifies strategies common to public documents and public
discourse, including:
Components:
E6a.1: effective
use of argument;
E6a.2:
use of the power of anecdote;
E6a.3:
anticipation of counter claims;
E6a.4:
appeal to audiences both friendly and hostile to the position presented;
E6a.5:
use of emotionally
laden words and imagery;
E6a.6:
citing of appropriate
references or authorities.
Examples:
Examples of activities
through which students might provide evidence of identifying strategies used in
public documents include:
• Identify the main point in a political speech.
• Evaluate an editorial.
• Examine campaign literature to determine underlying assumptions.
• Examine a range of articles published in a magazine or newspaper and
drawing inferences about the political stance of that magazine or newspaper.
Standard:
E6b:
The student creates public documents, in which the student:
Components:
E6b.1: exhibits an
awareness of the importance of precise word choice and the power of imagery
and/or s
E6b.2:
utilizes and
recognizes the power of logical arguments based on appealing to a reader’s
emotions;
E6b.3:
uses arguments that
are appropriate in terms of the knowledge, values, and degree of understanding
of the intended audience;
E6b.4:
uses a range of
strategies to appeal to readers.
Examples:
Examples of public
documents include:
• A proposal for changing an existing social or school policy.
• An analysis of a school policy.
• A letter to an elected official or editor taking a position on an issue
or concern.
• A multi-media presentation to school officials, student council, public
officials, etc.
Strand:
E7
Functional
A functional document
is a document that exists in order to get things done,
Documents
usually within a
relatively limited setting such as a social club, a business, an office, a
church, or an agency. These often take the form of memoranda, letters,
instructions, and statements of organizational policies. Functional documents
require that particular attention be paid to issue of layout, presentation, and
particularly to audience and the way different audiences will interact with the
documents.
Standard:
E7a:
The student identifies strategies common to effective functional documents,
including:
Components:
E7a.1: visual
appeal, e.g. format, graphics, white space, and headers;
E7a.2:
logic of the sequence
in which the directions are given;
E7a.3:
point out possible
reader misunderstandings and misconceptions;
Examples:
Examples of activities
through which students might provide evidence of
• Critiquing functional documents include:
• Analyze a manual.
• Analyze a contract.
• Review a loan application/bank statement.
• Examine tax documents.
• Evaluate advertisements.
• Critique web sites.
Standard:
E7b:
The student creates functional documents appropriate to audience and purpose,
in which the student:
Components:
E7b.1: reports,
organizes, and conveys information and ideas accurately;
E7b.2:
includes relevant
narrative details, such as scenarios, definitions, and examples;
E7b.3:
anticipates readers’
problems, mistakes, and misunderstandings;
E7b.4:
uses a variety of
formatting techniques, such as headings, subordinate terms, foregrounding of
main ideas, hierarchical structures, graphics, and color;
E7b.5:
employs consistent and
appropriate word choices.
Examples:
Examples of functional
documents include:
• A summary of a meeting.
• A manual.
• A proposal.
• A set of instructions.
• A recommendation.
• A web site.
Grade 10
Strand:
E1
Reading
Reading is a process which
includes demonstrating comprehension and showing evidence of a warranted and
responsible interpretation of the text. “Comprehension” means getting the gist
of a text. It is most frequently illustrated by demonstrating an understanding
of the text as a whole; identifying complexities presented in the structure of
the text and extracting salient information from the text. In providing
evidence of a responsible interpretation, students may make connections between
parts of a text, among several texts, and between texts and other experiences;
make extensions and applications of a text; and examine texts critically and
evaluatively.
Standard:
E1a:
The student reads at least twenty-five books or book equivalents each year. The
quality and complexity of materials to be read is based on the lexile level for
grade ten (1025L-1250L). The materials should include traditional and
contemporary literature (both fiction and non-fiction) as well as magazines,
newspapers, textbooks, and on-line materials. Such reading should represent a
diverse collection of material from at least three different literary forms
andt least five different writers.
Examples:
Examples of activities
through which students might produce evidence of reading twenty-five book
include:
• Maintain an annotated list of works read.
• Generate a reading log or journal.
• Participate in formal and informal book talks.
Standard:
E1b:
The
student reads and comprehends at least four books (or book equivalents) about
one issue or subject, or four books by a single writer, or our books in one
genre, and produces evidence of reading that:
Components:
E1b.1: makes
and supports warranted and responsible assertions about the texts;
E1b.2:
supports assertions
with elaborated and convincing evidence;
E1b.3:
draws
the text together to compare and contrast themes, characters, and ideas;
E1b.4:
makes perceptive and
well developed connections;
E1b.5:
evaluates writing
strategies and elements of the author’s craft.
Examples:
Examples of activities
through which students might produce evidence of reading comprehension include:
• Write a saturation report (a report that recounts substantial
information on a topic gathered by a student over a period of time.)
• Construct a review of several works by single author.
• Produce a literary response paper.
• Produce a research report.
• Participate in formal or informal book talks.
• Create
an annotated book list organized according to author, theme, or genre
Standard:
E1c:
The student reads and comprehends informational materials to develop
understanding and expertise and produces written or oral work that:
Components:
E1c.1: restates
or summarizes information;
E1c.2: relates new information to prior knowledge and
experience;
E1c.3:
extends ideas;
E1c.4:
makes connections to
related topics or information.
Examples
Examples of activities
through which students might produce evidence of reading informational
materials include:
• Write a report of information that draws from multiple sources.
• Incorporate expert opinions into a speech or position paper.
• Develop a proposal based on data obtained from reading informational
texts.
• Use informational materials to reach a conclusion regarding a
controversial topic.
• Develop a portfolio of materials regarding a particular career choice.
• Write exhibit notes for historical or artistic exhibits.
Strand:
E2 Writing &nb