Embedded Student Expectations:
Figure 19.B Make complex inferences, inferences about characters, and draw conclusions about text and textual evidence to support understanding*:
Structuring Short Answer Responses
Short Answer for Connected Selections
*see teacher for password access to inferences, inferences about characters, and drawing conclusions videos.
Structuring Short Answer Responses
Short Answer for Connected Selections
*see teacher for password access to inferences, inferences about characters, and drawing conclusions videos.
Reporting Category 1: Understanding and Analysis Across Genres
1.B analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words.
1.E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.
1.E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.
Reporting Category 2: Understanding and Analysis of Literary Texts
5A analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction.
Reporting Category 3: Understanding and Analysis of Informational Texts
8A analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.
9A summarize text and dinstinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique.
9C make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns.
9A summarize text and dinstinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique.
9C make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns.
Reporting Category 4: Composition
13B structure ideas in a sustained and persuasive way (e.g., using outlines, not taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning. Video 13B and 13C
13C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed.
Video 13B and 13C
13D edit drafts for grammar, mechanics, and spelling.
15 Writing expository texts. Video 1, Video 2, Video 3
15A write an essay of sufficient length that includes: Video 1, Video 2
(i) effective introductory and concluding paragraphs and a variety of sentence structurs;
(ii) rhetorical devices, and transitions between paragraphs;
(III) a thesis or controlling idea;
(iv) an organizing structure appropriate to purpose, audience, and context;
(v) relevant evidence and well-chosen details;
(vi) distinctions about the relative value of specific data, facts, ideas that support the thesis statement.
16A a clear thesis or position based on logical reasons supported by precise and relevant evidence.
16D an organizing structure appropriate to the purpose, audience, and context.
16E an analysis of the relative value of specific data, facts, and ideas. Video 1, Video 2*
*see teacher for Video 2 password access
13C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed.
Video 13B and 13C
13D edit drafts for grammar, mechanics, and spelling.
15 Writing expository texts. Video 1, Video 2, Video 3
15A write an essay of sufficient length that includes: Video 1, Video 2
(i) effective introductory and concluding paragraphs and a variety of sentence structurs;
(ii) rhetorical devices, and transitions between paragraphs;
(III) a thesis or controlling idea;
(iv) an organizing structure appropriate to purpose, audience, and context;
(v) relevant evidence and well-chosen details;
(vi) distinctions about the relative value of specific data, facts, ideas that support the thesis statement.
16A a clear thesis or position based on logical reasons supported by precise and relevant evidence.
16D an organizing structure appropriate to the purpose, audience, and context.
16E an analysis of the relative value of specific data, facts, and ideas. Video 1, Video 2*
*see teacher for Video 2 password access
Reporting Category 5: Revision
13C - See Category 4