Laying the Foundation .k12.va.us
Instructional Look-Fors in Secondary English
| |Pres|Not |N/A | |
| |ent |Pres| | |
|Description of Practice | |ent | |Comments |
|General Instructional Practices (see Project Graduation items on state site) |
|The three strands of instruction - Close Reading, Grammar, and Composition - are taught together rather | | | | |
|than in isolation. | | | | |
|Lessons are theme based—a variety of fiction and non-fiction is used. | | | | |
|The focus of instruction is skills over content. | | | | |
|Emphasis is on critical thinking, problem solving, and accountability. | | | | |
|Vocabulary Instructional Practices (click for training PPT) |
|Lessons use authentic texts, not merely word lists. | | | | |
|Instruction emphasizes common Greek and Latin roots and affixes. | | | | |
|Instruction includes word study in authentic texts. | | | | |
|Instruction includes differentiation between denotation and connotation. | | | | |
|Close Reading Instructional Practices (see sample lessons) |
|Richly-Layered Texts are chosen for the skill(s) they teach. | | | | |
|Text Annotation is taught, modeled, and expected of students. | | | | |
|The function of literary devices to develop the meaning is valued more than memorizing their definitions | | | | |
|in isolation. | | | | |
|Instruction includes before, during, and after reading strategies. | | | | |
|Text study emphasizes making inferences and drawing conclusions. | | | | |
|Instruction includes emphasis on text structures and organizational patterns. | | | | |
|Study of media passages includes identification of author, audience, content, persuasive techniques and | | | | |
|purpose. | | | | |
|Grammar Instructional Practices (refer to Killgallon texts in English offices) |
|Grammar is taught in the context of professionally-written texts. | | | | |
|Students are held accountable for the grammar they are taught in the writing they produce. | | | | |
|The function of syntactical devices to develop the meaning of a text is valued more than memorizing | | | | |
|definitions in isolation. | | | | |
|Writing Instructional Practices (see writing resources) |
|Daily writing opportunities are required. | | | | |
|Writing revolves around mode, purpose, audience, and process. | | | | |
|Teachers stress “real life” writing opportunities~ not merely literary analysis. | | | | |
|Instruction emphasizes elaboration, unity, central idea, organization, tone, and voice. | | | | |
|Syntax and sentence variety are emphasized in lessons. | | | | |
|Argumentative, persuasive, and analytical writing is emphasized in high school courses—focus on a sound | | | | |
|argument and counterclaims. | | | | |
|Self- and peer-editing opportunities for students are stressed. | | | | |
|Research Instructional Practices (see research resources) |
|Media Literacy is incorporated into research. | | | | |
|Citation of primary and secondary sources is stressed. | | | | |
|Consequences of plagiarism, following ethical and legal guidelines for gathering and using information, | | | | |
|are emphasized. | | | | |
|MLA or APA documentation is incorporated in grades 9-12. | | | | |
|Students critically evaluate the accuracy, quality, and validity of the information. | | | | |
|Students frame, analyze, and synthesize information to solve problems, answer questions, and generate new| | | | |
|knowledge. | | | | |
|Assessment Practices (click for training document) |
|Assessments focus more on skills than on content. | | | | |
|"Cold" reading passages are used for most major assessments. | | | | |
|Assessments contain question stems sent to teachers from the specialist. | | | | |
|Multiple choice questions contain multiple answers to mimic new SOL tests. | | | | |
Instructional Look-Fors in Secondary Reading
| |Pres|Not |N/A | |
| |ent |Pres| | |
|Description of Practice | |ent | |Comments |
|General Instructional Practices (click for training PPT) |
|Differentiated Instruction/Activities | | | | |
|Student Choice of Texts/Novels/Independent Reading | | | | |
|Lessons are theme based—a variety of fiction and non-fiction is used. | | | | |
|The focus of instruction is skills over content (mini-lessons are frequent). | | | | |
|Emphasis is on critical thinking, problem solving, and accountability (pair and small group discussions | | | | |
|are apparent in lesson). | | | | |
|Vocabulary Instructional Practices (click for training PPT) |
|Lessons use authentic texts, not merely word lists. | | | | |
|Instruction emphasizes common Greek and Latin roots and affixes. | | | | |
|Instruction includes word study in authentic texts. | | | | |
|Lessons use authentic texts, not merely word lists. | | | | |
|Multiple/repeated exposures to vocabulary. | | | | |
|Use of graphic organizers. | | | | |
|Fluency Instructional Practices (click for training PPT) | | | | |
|Model Fluent Reading (i.e. read-alouds, audio texts). | | | | |
|Do Guided Fluency Practices (i.e. choral reading, echo reading, reader’s theatre). | | | | |
|Reading activities with a focus on pacing, phrasing and punctuation. | | | | |
|Weekly opportunities for oral practice (students). | | | | |
|Use of high frequency words. | | | | |
|Close Reading/Comprehension Instructional Practices (click for training PPT) |
|Text Annotation is taught, modeled, and expected of students. | | | | |
|Instruction includes before, during, and after reading strategies. | | | | |
|Text study emphasizes making inferences and drawing conclusions. | | | | |
|Focus on Reading Comprehension Strategies—Making Connections, Visualizing, Asking Questions, Inferring, | | | | |
|Determining Importance, Synthesizing. | | | | |
|Limit whole class novel study. | | | | |
|Graphic organizers to accompany texts/reading. | | | | |
|Writing/Grammar/Research Instructional Practices (click for strategies/tools) |
|Daily writing/journaling to prepare and reflect on reading selections. | | | | |
|Opportunities to reflect on reading selections through short writing assignments. | | | | |
|Grammar instruction embedded in reading selections. | | | | |
|Research is an extension of reading selections. | | | | |
|Assessment Practices (click for training document) |
|Formative and ongoing assessments (click for cheat sheet). | | | | |
|Assessments focus more on skills than on content. | | | | |
|"Cold" reading passages are used for most major assessments. | | | | |
|Assessments contain question stems sent to teachers from the specialist. | | | | |
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