English Language Arts - Henderson County Public Schools

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Transcript English Language Arts - Henderson County Public Schools

4/26/2020

English Language Arts

6

th

-8

th

grade

Angie Eudy Lisa Rogers

What reading used to look like for your child…..

How to Bartle Puzballs

There are tork gooboos of puzballs, including laplies, mushos, and fushos. Even if you bartle the puzballs that tovo inny and onny of the perm, they do not grunto any lipples. In order to geemee a puzball that gruntos lipples, you should bartle the fusho who has rarckled the parshtootoos after her humply fluflu.

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Questions and Answers:

1) How many gooboos of puzballs are there?

• There are tork gooboos of puzballs.

2) What are laplies, mushos, and fushos?

• Laplies, mushos, and fushos are tork gooboos of puzballs.

3) Even if you bartle the puzballs that tovo inny and onny of the pern, they will not what?

• They will not grunto any lipples.

4) How can you geemee a puzball that gruntos lipples?

• You should bartle the fusho who has rarckled her parshtootoos after her humply fluflu.

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The Three Shifts

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What the Parent does…

Encourage your child to read more non-fiction books and articles

Talk about topics and books that your child is reading

Ask questions about what your child is reading and relate real-world events to reading

The Three Shifts

What the Parent does…

Talk about text • Demand evidence in every day discussions/disagreements • Read aloud or read the same book and discuss with evidence

The Three Shifts

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What the Parent does…

Encourage your child to read challenging books

Talk about topics and books with academic words

Ask questions about what your child is reading

Reading Literature

5 th grade

• Students determine the theme of a story, play, or poem from details in the text, including how characters respond to challenges or how the speaker in a poem reflects upon a topic, and summarize the text.

• Students describe how a narrator’s or speaker’s point of view influences how events are described.

6 th grade

• Students determine the theme or central idea of a text and how it is conveyed through particular details. Students also provide a summary of the text without personal opinions or judgments.

• Students explain how an author develops the point of view of the narrator or speaker in a text.

7 th grade

• Students determine a theme or central idea of a text and analyze its development over the course of the text. Students also provide an objective summary of the text.

• Students analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

8 th grade

• Students determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot. Students also provide an objective summary of the text.

• Students analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor.

9 th grade

• Students determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. Students provide an objective summary of the text.

• Students analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States.

11/09/2012

Reading for Information

5 th grade

• Students quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

• Students draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

6 th grade

• Students cite evidence from the text to support analysis of what the text says explicitly as well as inferences drawn from the text.

• Students integrate information presented in different media or formats (such as visually, or through numbers) as well as in words to develop a coherent understanding of a topic or issue.

7 th grade

• Students cite several pieces of evidence from the text to support analysis of what the text says explicitly as well as inferences drawn from the text.

• Students compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (such as how the delivery of a speech affects the impact of the words).

8 th grade

• Students cite evidence from the text that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

• Students evaluate the advantages and disadvantages of using different mediums (such as print or digital text, video, or multimedia) to present a particular topic or idea.

9 th grade

• Students cite strong and thorough evidence from the text to support an analysis of what the text says explicitly as well as inferences drawn from the text.

• Students analyze various accounts of a subject told in different mediums (such as a person’s life story recounted in print, video, and multimedia), determining which details are emphasized in each account.

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5 th grade

• Students introduce a topic clearly, providing a general observation and focus, and develop the topic with facts, definitions, concrete details, quotations, or other information.

• Students provide a concluding statement or section related to the information or explanation presented.

• Students group related information logically.

• Students link ideas within and across categories of information using words, phrases, and clauses such as in contrast or especially.

• Students use precise language and subject-specific vocabulary.

6 th grade

• Students introduce a topic and develop the topic with relevant facts, definitions, concrete details, quotations, or other information. • Students provide a concluding statement or section that follows from the information or explanation presented.

• Students organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect. • Students use appropriate transitions to clarify the relationships among ideas and concepts.

• Students use precise language and subject specific vocabulary.

Writing

7 th grade

• Students introduce a topic clearly, previewing what is to follow, and develop the topic with relevant facts, definitions, concrete details, quotations, or other information.

• Students provide a concluding statement or section that follows from and supports the information or explanation presented.

• Students organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect.

• Students use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

• Students use precise language and subject specific vocabulary to inform or explain the topic.

8 th grade

• Students introduce a topic clearly, previewing what is to follow, and develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information. • Students provide a concluding statement or section that follows from and supports the information or explanation presented.

• Students organize ideas, concepts, and information into broader categories.

• Students use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

• Students use precise language and subject specific vocabulary to inform about or explain the topic.

9 th grade

• Students introduce a topic and develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. • Students provide a concluding statement or section that follows from and supports the information or explanation presented (such as articulating implications or the significance of the topic).

• Students organize complex ideas, concepts, and information to make important connections and distinctions.

• Students use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

• Students use precise language and subject-specific vocabulary appropriate for the complexity of the topic.

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Suggestions

   Listen to the news with your child. Ask them the speakers’ main points. Were they trying to convince the audience of something? How? Keep books and magazines around the house that your child will enjoy reading. Encourage everyone in the home to read daily.

Visit the library or bookstore. Ask your child about their favorite author. Talk with the librarian or bookseller about young adult best sellers or recommendations.

Suggestions

  Encourage your child to learn about what life was like in our community 100 years ago (at the library or on the Internet.) Visit Main Street and the Chamber of Commerce. Have your child write about what they learned.

Talk with your child about what is happening in the world. Families are busy, so try to schedule regular times to discuss current events and school happenings.

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Suggestions

   Visit an art museum. Discuss details of various pieces. Visit a college campus. Begin talking about college. Find out what your child expects from college and discuss the high school courses they will need to pass to prepare for college.

Have dinner as a family and practice listening skills and making conversation.

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What reading looks like now for your child…

excerpt from “A Quilt of a Country” by Anna Quindlen America is an improbable idea. A mongrel nation built of ever-changing disparate parts, it is held together by a notion; the notion that all men are created equal, though everyone knows that most men consider themselves better than someone. “Of all the nations in the world, the United States was built in nobody’s image,” the historian Daniel Boorstin wrote. That’s because it was built of bits and pieces that seem discordant, like the crazy quilts that have been one of its great folk-art forms, velvet and calico and checks and brocades. Out of many, one. That is the ideal. 4/26/2020

Questions:

1) Why does the author state that America is an “improbable” idea?

2) What is the impact of varying sentence length throughout the selection?

3) Which sentence best supports the central idea of the selection?

4) Why does the author include the quote by Daniel Boorstin?

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Questions?