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Macomb Intermediate School DistrictM-STEP Text-Dependent Essay Training Exercises and Close, Critical, and Generative Reading by Developed by Dr. Elaine Weber and Barbara Reed Nelson Introduction The following Training Exercises prepare students for the reading, analyzing, and writing that they need to do to be successful on the text-dependent assessment essay portion of the revised M-STEP essay. It is recommended that all students who will be taking the assessment begin with grade 1 exercises because of the level of sophistication of the analysis task and the rigorous expectations of the scoring rubric for the essay. Once students understand the expectation for the text-dependent assessment essay, they can move to the next grade level.The exercises include the questions that follow the M-STEP essay prompt to assist the students in preparing the essay according to the expectations of the scoring rubric. The specific responses are included for each passage, so the students can analyze their own essays.To clarify the scoring rubric for the text-dependent assessment essay there is a copy included with the traits explicated. In addition to the preparation for the M-STEP assessment, there are exercises to assist students in learning how to critically analyze the text and how to abstract with concepts and generalizations. Each grade level will provide several articles that can be connect with the same concepts and generalization.The critical reading is supported by current reading standards to help students determine the author’s point of view, topics that have been privileged or marginalized, and any language that shows bias.The purpose for reading to the conceptual and generalization provides students tools for organizing their thinking and making connections at the most abstract level. “Conceptual understandings transfer through time, across cultures, and across situations, which supports the ability to see patterns and connections between similar ideas, events, or issues.” P.2, Erickson, H. Lynn and Lanning, Lois A. in Transitioning to Concept-Based Curriculum and Instruction, Corwin 2014 ContentsFirst-grade articles about bridges. The five passages share the generalization, Function determines Structure and could be used as a unit of study.The Brooklyn BridgeThe Golden Gate BridgeLondon’s Tower BridgeThe Old Bridge in ItalyWind and Rain BridgeSecond-grade articles are about pollinators. They share the generalization, Interdependence insures SurvivalHummingbirdsHoneybeesBatsThird-grade articles about unique people. The three passages share the generalization, Disruptiveness creates Change and could be used as a unit of study. Harriett TubmanRosa ParksDavid BlaineFourth-grade articles about earth’s storms. The four passages share the generalization, Interactions cause Change and could be used as a unit of study. Hurricanes: Earth’s Mightiest Storms What is it like to fly into the middle of a hurricane?Tornadoes ScientistsA Dangerous Dust StormFifth-grade articles about endangered species. The four passages share the generalization, Alteration prompts Survival and could be used as a unit of study. Reefs at RiskAmerica’s Bird SoarsPanda PowerReef Rescue ................
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