A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | ||
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1 | Created by Kimberly M. Voge @KVoge71 | Thin Slides | Frayer Model | 8 Parts | Cyber Sandwich | Iron Chef | Emoji Power Paragraph | Booka Kucha | Sketch and Tell | Fast and Curious | Mini Report | Debate it | Hero's Journey | |||||||||||||||
2 | Reading Anchor Standards | |||||||||||||||||||||||||||
3 | Key Ideas and Details | |||||||||||||||||||||||||||
4 | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | x | x | x | x | x | x | x | ||||||||||||||||||||
5 | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | x | x | x | x | x | x | x | ||||||||||||||||||||
6 | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | x | x | x | x | x | x | x | ||||||||||||||||||||
7 | Craft and Structure | |||||||||||||||||||||||||||
8 | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | x | x | x | x | x | x | |||||||||||||||||||||
9 | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | x | x | x | x | x | x | x | x | |||||||||||||||||||
10 | 6. Assess how point of view or purpose shapes the content and style of a text. | x | x | x | x | x | x | x | ||||||||||||||||||||
11 | Integration of Knowledge and Ideas | |||||||||||||||||||||||||||
12 | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* | x | x | x | x | x | x | x | ||||||||||||||||||||
13 | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | x | x | x | x | x | x | x | ||||||||||||||||||||
14 | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | x | x | x | x | x | x | x | ||||||||||||||||||||
15 | Range of Reading and Level of Text Complexity | |||||||||||||||||||||||||||
16 | 10. Read and comprehend complex literary and informational texts independently and proficiently. | x | x | x | x | x | ||||||||||||||||||||||
17 | Writing Anchor Standards | |||||||||||||||||||||||||||
18 | Text Types and Purposes: | |||||||||||||||||||||||||||
19 | 1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. | x | x | x | x | x | x | x | ||||||||||||||||||||
20 | 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | x | x | x | x | x | x | |||||||||||||||||||||
21 | 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. | x | x | x | x | |||||||||||||||||||||||
22 | Production and Distribution of Writing: | |||||||||||||||||||||||||||
23 | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | x | x | x | x | x | x | x | x | x | ||||||||||||||||||
24 | 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. | x | x | x | x | x | x | x | x | |||||||||||||||||||
25 | 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. | x | x | x | x | x | x | x | x | x | x | |||||||||||||||||
26 | Research to Build and Present Knowledge: | |||||||||||||||||||||||||||
27 | 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | x | x | x | x | x | x | |||||||||||||||||||||
28 | 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. | x | x | x | x | x | x | |||||||||||||||||||||
29 | 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. | x | x | x | x | x | x | x | ||||||||||||||||||||
30 | Range of Writing: | |||||||||||||||||||||||||||
31 | 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. | x | x | x | x | x | x | x | x | x | ||||||||||||||||||
32 | Listening and Speaking | |||||||||||||||||||||||||||
33 | Comprehension and Collaboration: | |||||||||||||||||||||||||||
34 | Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. | x | x | x | x | x | x | x | x | |||||||||||||||||||
35 | Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. | x | x | x | x | x | x | x | ||||||||||||||||||||
36 | Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. | x | x | x | x | |||||||||||||||||||||||
37 | Presentation of Knowledge and Ideas: | |||||||||||||||||||||||||||
38 | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. | x | x | x | x | x | ||||||||||||||||||||||
39 | Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. | x | x | x | x | |||||||||||||||||||||||
40 | Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. | x | x | x | x | |||||||||||||||||||||||
41 | Language | |||||||||||||||||||||||||||
42 | Conventions of Standard English: | |||||||||||||||||||||||||||
43 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | x | x | x | x | x | x | x | x | x | ||||||||||||||||||
44 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | x | x | x | x | x | x | x | x | x | ||||||||||||||||||
45 | Knowledge of Language: | |||||||||||||||||||||||||||
46 | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. | x | x | x | x | x | x | x | x | |||||||||||||||||||
47 | Vocabulary Acquisition and Use: | |||||||||||||||||||||||||||
48 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | x | x | x | x | x | x | x | x | x | x | |||||||||||||||||
49 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. | x | x | x | x | x | x | x | x | x | x | |||||||||||||||||
50 | Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. | x | x | x | x | x | x | x | x | |||||||||||||||||||
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