Help Students to Develop Focus, Listening, & Attention Skills

Top 10 Ways to Help Students Develop Academic Focus, Active Listening, & Mindful Attention

• Focusing strategies for ADD/ADHD students 
  
• Strategies to help ALL students stay on task 
• Focus and listening activities for all students 
• Attention strategies for stressed and struggling students 

1. Cultivate mindfulness (remember to be present, authentic, nonjudgmental, and focused) in yourself as a teacher. Students and teachers need a toolbox full of focusing strategies that include somatic quitting, focused meditation, and cognitive brain retraining. Everyone needs daily practice, focusing their thoughts and changing distracted mindless behaviors.

2. Keep lectures very short, one minute of micro lecturing per grade level is the rule. Chunk ideas, directions, concepts into small units that give students time to think about and reflect on. Use multimodal tools when lecturing, have students stand during short lectures, share ideas with shoulder partners, ask questions, summarize ideas, chant, praise, and use engagement strategies like Thumb-O-Meters to rate lectures and ideas.

3. Use brain breaks and recces hourly. The numb mind/butt theory, we evolved to think, talk, and problem-solve on our feet, while we are walking. So what do we do as teachers, plant our kids in chairs and tell them to stop talking and pay attention.

4. Play cognitive listening and disciplined attention games. I tell my students that I am going to make intentional mistakes during my lessons, their job is to be mindful and catch me when I use "distractors." When I read and review my weekly vocabulary list I will add silly distractors to see check who is really listening. 

5. Use Socratic inquiry to help students reflect on attentive moments, discuss what highly focused attention looks like and the benefits of nonjudgmental focus. Cultivate a classroom environment that is high energy, student interest lead, and promotes and ongoing dialectic around mindful focus. “At what moment did you hear/learn/discover this fact, opinion, idea, belief, or thought about....?”, “ What did you discover about your...”

6. Use think alouds "metacognition" to demonstrate to students how teachers and adults bring their attention back to a lesson or the class.

7. Stop being so boring, stop reading and presenting tedious, tiresome, and unmemorable lessons! This is hard in schools that use mass-market publisher curriculum! Capturing a student's attention is a real art as is teaching. Practice your teaching craft and learn to be a more compelling, authentic, humorous, and a more emotional speaker. Our minds are distraction machines that do not pay attention to uninteresting stimuli!

8. Take classes on the cognitive neuroscience of learning, mindfulness (focus & attention on the moment), Cognitive Behavioral Therapy (Techniques for Brain Re-Training), and Positive Behavior Support.

9. Learn to cultivate academic focus, active listening, & mindful attention by identifying strengths and weakness in yourself and your students. Building a highly focused classroom is a collaborative effort with endless chances to improve.

10. Practice mindful meditation, somatic quitting, and make your own happiness, motivation, and mindfulness in your own classroom a priority. 

Helping Students Develop the Skills to Focus | Edutopia
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7 Ways to Increase a Student's Attention Span | Edutopia
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Strategies for Getting and Keeping the Brain's Attention | Edutopia
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15 Strategies for Managing Attention Problems | Reading Rockets
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Teaching Students with ADHD to F.O.C.U.S.: A Learning Strategy
Students with attention deficit hyperactivity disorder (ADHD) make up a significant ... This article focuses on teaching a learning strategy to develop improved listening ... Developed to help studentssucceed in a variety of academic areas, learning ... Good learners are strategic, meaning that they possess a variety of ways to ...

[PDF]1 “Lets Focus!” Strategies and Interventions to Focus Off-task Students ...
This student had difficulty paying attention and staying on task in both ... interventions that could helpthis student stay on task and perform better academically. ... Would implementing sensory interventionshelp this student focus and improve.

[PDF]Focusing on success : teaching students with Attention Deficit ...
Focusing on success : teaching students with Attention Deficit/Hyperactivity Disorder, grades 1–12. ... A PDF version of this resource is available on the ... The development of this resource was a collaborative project between Calgary ... use to help students with AD/HD manage learning so that school is a.

Teaching Students with ADHD to F.O.C.U.S.: A Learning Strategy
Developed to help students succeed in a variety of academic areas, learning ... partners know that they are prepared to focus their attention on the message; they ..... May 3, 2010 from http://www.cdc.gov/nchs/data/series/sr_10/sr10_234.pdf.

[PDF]Teaching Children with Attention Deficit Hyperactivity Disorder ...
difficulty focusing their attention on assigned tasks. However, the following practices can help children with ADHD improve their organization of homework and ...

[PDF]Intervention and Strategies for Students - North Branford Public Schools
Intervention and Strategies for Students with Attention Deficit Hyperactivity Disorder. 2 ... Develop a class routine that will structure the student's day and provide predictability. • Assign a buddy to help organize assignments and homework.

[PDF]Classroom Interventions for Attention Deficit/Hyperactivity Disorder ...
This packet focuses on classroom intervention strategies to enhance the learning environment for students with attention deficit/hyperactivity disorder for students may increase his need for additional academic and behavioral supports. ... o Color-Coded Folders: Provide the student with color-coded folders to help organize ...

[PDF]Space can help improve student attention, engagement, and learning ...
Attention? Space can help improve student attention, engagement and learning outcomes .... equate sitting still with greater attention and focus. On the contrary ...

[PDF]Increasing Attention in the Classroom - Super Duper Publications
Attention plays a very important role in students' success in the classroom. Attention allows students to ... use to increase focus in their classrooms: Structure the ...

[PDF]Using Active Learning Instructional Strategies to Create Excitement ...
proportion of time helping students develop their understanding and skills (promoting ..... designed tofocus students' attention on developing conceptual ..... Agony or Ecstasy (online at http://fc.byu.edu/opages/reference/newslet/v9n2.pdf).

[PDF]Fun Ways to Increase Children's Attention Span - Arkansas Tech ...
May 3, 2007 - Fun Ways to Increase Children's Attention Span. By ... is to provide fun activities that allow the child to focus for extended amounts of time. ... examples/handouts of fun activities that are useful in helping to increase the child's.

Transform Your Class in 20 Days Using Gratitude Journals

5 Things I am Grateful For Today | Daily "gratitude" journal writing can transform your students into reflective, grateful, less stressed, and yes happier students.

How do you transform your class using gratitude journals? Start a daily writing habit with your class that magnifies

happiness, love, grace, gratitude, mindfulness, and yes less stressed students? Just do it,  start with yourself and then your class, write down 5 things you are grateful for daily in a gratitude journal! "Today (And Always) I am grateful and thankful for..." on the chalkboard or share on the Smart Board! Seems easy, how can writing down 5 things that you are grateful for, improve happiness, attitude, and behavior, yet the positive psychological effects are transformational according to research in the field of Cognitive Behavioral Therapy.  

Today I am very grateful and thankful for these 5 things and so much more:

• Today (And Always) I am grateful and thankful for my curious, caring, and courageous students. 
• Today (And Always) I am grateful and thankful for a safe and nurturing school to work in. 
• Today (And Always) I am grateful and thankful for my loving family. 
• Today (And Always) I am grateful and thankful for Air conditioning in Tucson in the summer. 
• Today (And Always) I am grateful and thankful for all the people that visit my Reading Sage blog.

Today my hopes and dreams are:

• May I, my students, my family, my friends, and all beings in the world be happy. 
• May I, my students, my family, my friends, and all beings in the world be healthy. 
• May I, my students, my family, my friends, and all beings in the world be safe. 
• May I, my students, my family, my friends, and all beings in the world be peaceful and at ease.

[PDF]Gratitude as a Psychotherapeutic Intervention - Yale Center for ...
Gratitude is a cognitive-affective state that is typically associated with ... JOURNAL OF CLINICALPSYCHOLOGY: IN SESSION, Vol. 69(8) .... A daily gratitude journal-keeping exercise with young adults resulted in higher reported ... placebo-controlled Internet study, a gratitude intervention (writing and delivering a letter of.

[PDF]Psychological and Neuroscientific Perspectives on Gratitude as ... - DiVA
Gratitude is a positive emotion and we have access to it in everyday life. ... moral cognition in gratitude. This in ...... a gratitude exercise, where participants write down three things they are ...

31 Gratitude Exercises That Will Boost Your Happiness (+PDF)
Writing down a few things you are grateful for is probably the easiest and ... There are varying opinions in the positive psychology arena about ... the increased jubilation you enjoy from thedaily practithe dailybly won't be manifested. ...... 30 Best CBT Books to Teach Yourself CognitiveBehavioural Therapy.

In Praise of Gratitude - Harvard Health
Just as there is no magic pill to prevent cognitive decline, no single food .... In positivepsychology research, gratitude is strongly and ... In one study, they asked all participants to write a few sentences each week, focusing on particular topics. ... A second group wrote about daily irritations or things that had ...

[PDF]Gratitude and Prosocial Behavior - Greater Good
In line with these earlier writers' assertions, several theorists, ourselves included ... PSYCHOLOGICALSCIENCE. Volume ... gratitude from that of the reciprocity norm (i.e., cognitive awareness that one ..... tive well-being in daily life. Journal of ...

[PDF]Who benefits the most from a gratitude intervention in ... - Greater Good
with youth writing about daily events, reported greater gratitude and PA at post-treatment and greater PA at the. 2-month follow-up ... positive psychology interventions targeting well-being .... enables the social-cognitive determinants needed to.

[PDF]Journal of Cognitive Psychotherapy: An International Quarterly
regarding the cognitive and affective substrates of forgiveness and gratitude. ... Positive psychology is a response to this perceived oversight. ... memories and vengeful thoughts in daily life, such psychophysiological responses may even be ..... for, or writing a letter to someone you are grateful for, which will allegedly get ...

[PDF]Cognitive behavioural therapy: An Information Guide (.pdf) - CAMH
Cognitive-behavioural therapy : An information guide. Library and Archives Canada Cataloguing in Publication. Rector, Neil A. Cognitive-behavioural therapy ...

25 CBT Techniques and Worksheets for Cognitive Behavioral Therapy
Jump to Cognitive Behavioral Therapy Worksheets (PDF) To Print and Use - Cognitive Behavioral Therapy Worksheets (PDF) To Print and Use ...

[PDF]A Therapist's Guide to Brief Cognitive Behavioral ... - MIRECCs - VA.gov
A Therapist's Guide to Brief Cognitive Behavioral Therapy. Thank you for downloading this South Central (Rural) MIRECC Clinical. Education Product! If you use ...

[PDF]Cognitive Behaviour Therapy - how it can help - DBT Self Help
Cognitive Behaviour Therapy is a form of psychotherapy that talks about ... CBT can help you to break these vicious cycles of negative thinking, feelings.

Free CBT Worksheets For Therapy & Self-Help (PDF) | Psychology Tools
Psychology Tools improves your therapy. Download free CBT worksheets and self-help guides. LearnCBT therapy online.

[PDF]Cognitive Behavioural Therapy for Dummies.pdf - Correcting Conduct
correctingconduct.weebly.com/.../2006_-_cognitive_behavioural_therapy_for_dummies...Cognitive Behavioural Therapy For Dummies®. Published by. John Wiley & Sons, Ltd. The Atrium. Southern Gate. Chichester. West Sussex. PO19 8SQ.

[PDF]What is Cognitive Behavioral Therapy - AnxietyBC
CBT, or Cognitive-Behavioural Therapy, is a psychological treatment that was ... CBT therapist, you can apply CBT principles at home to manage your own ...

[PDF]Cognitive Behavioural Therapy Skills Training Workbook Hertfordshire ...
Cognitive Behavioural Therapy Skills Training. Workbook. Learning more about low mood, stress, anxiety and how CBT can help you. Hertfordshire Enhanced ...

[PDF]Cognitive Behavior Therapy, Second Edition: Basics and Beyond
COGNITIVE. BEHAVIOR. THERAPY. Basics and Beyond. SECOND EDITION. Judith S. Beck. Foreword by Aaron T. Beck. THE GUILFORD PRESS. New York ...

[PDF]Cognitive Behavioral Therapy
Cognitive Behavioral Therapy (CBT) is a general classification of psycho therapy, based on social learning theory ... Components of CBT. There are 2 critical components of CBT Functional Analysis and Skills Training. .... arosnon02INTRO 2.pdf.

What is Genre? Characteristics of Genre?

What Are the Characteristics of Genre? What is Genre?
A genre is a category of literary composition, such as poetry,

fiction, nonfiction, and drama. Literary genre has hundreds of subcategories such as historical fiction, westerns, mystery, suspense, science fiction, satire, comedy, romance, adventure or horror. Each genre has its own literary techniques, literary devices, tone, content, or even length. conventions, structures, styles, and organization.

The four main types literary genres are poetry, fiction, nonfiction, and drama. Media is considered a 5th genre!

Going deeper into the characteristics of genre using question stems!

1. What is a genre?
2. What is your favorite genre of book? 
3. What characteristics of genre can you use to compare or contrast nursery rhymes, plays, stories, tall tales, fables, fantasy, historical fiction, poetry, and or any work of fiction? 
4. How do you determine if a statement is make-believe in work of fiction? 
5. How do you use repetition, alliteration, assonance, and or rhyme scheme in poetry? How can you determine what poetic devices are used in a poem? 
6. What clues or attributes can you use to recognize the different literary terms associated with either drama and poetry? 
7. How do you Interpret key characteristics and attributes of fables and fiction? 
8. What structural elements in drama do you need to understand to write a play? Why is understanding terms like actor, setting, plot, spectacle, conflict, and dialogue that refer to drama important to to appreciate dramas at a deeper level?
9. How do inferences, conclusions, and predictions made by the audience keep readers engaged in a story?
10. Why is drawing conclusions or making inferences critical to understanding the author's point of view? How does the author's point of view effect the themes, plot, mood, tone, in a story? 
11. What are some clues you might use to identify who the narrator is in a story?
12. How can you recognizes, first, second, and third-person point of view in a literary work? 
13. Why is it important to understand how first-person and third-person narratives differ in telling a story? 
14. What is the effect of the narrator's point of view on the reader? How could the plot unfold if the narrator had a different point of view? 
15. How would the story be different if it was told from another point of view? What are your predictions it the story was told from the antagonist point of view? 
16. What literary clues can you use to determines the specific purpose of any literary text?
17. How are images or symbolism used to contribute a deeper meaning in a literary work or change the tone in literary text? 
18. How does the form, structure, rhyming scheme, figurative language, or poetic devices of a poem add to its meaning? 
19. How does the structure of a poem contributes to its literal or figurative meaning?
20. What are the characteristics or attributes of an allegorical or poetic fable? Why do fables use a hidden meaning to teach a moral? 
21. How can you determine the rhyming scheme in a poem? 
22. What are the attributes that you can use to identify form, structure, stanzas, and rhyming scheme in poetry? 
23. What are the purposes of nonfiction, fiction, plays, and dramas?
24. Why is dialogue important for advancing the plot in a story? 
25. Why is dialogue the primary literary technique of most dramatic works of literature? 
26. What can you infer about the (plot) exposition, rising action, climax, turning point, falling action, resolution in work of fiction? 
27. How does the author use dialogue to advance the plot in a literary text?
28. How can you identify the elements of plot such as exposition, rising action, climax, falling action, resolution or obligatory scene in a literary text?
29. What are some plot developments that impacted the ...? What are terms that are commonly used to describe plot elements? 

GENRE CHARACTERISTICS CHART: Literary

[PDF]Genre Characteristics Chart - EIU
Genre. Definition. Frequently Found Elements. Picture Book Examples. Compiled by Marcie Haloin, with input from Gaylynn Jameson, JoAnne Piccolo, and Kari ...

[PDF]genre characteristics chart - Scholastic
clue that leads the reader to false conclusions. GENRE CHARACTERISTICS CHART. Following is an overview of some genres (text-types) that are often read by ...

[PDF]Genre Characteristics - ReadWriteThink
Genre Characteristics. FANTASY: • contains elements that are not realistic o talking animals o magical powers o often set in a medieval universe o possibly ...

[PDF]Genre Characteristics Eiu
anchor chart for biography features.pdf ... genre characteristics chart ... genre characteristics - eastern illinois.

[PDF]Literary Genres General List Fiction Genres - Webberville Schools
Literary Genres. General List. Fiction Genres: Fairy Tales. Definition: Literary genre that is a story, usually for children, about elves, hobgoblins, dragons, fairies,.

[PDF]Genres: Let's Make Comparisons - American Library Association
comparison checklist (compare the genre characteristics of poetry, fables and folktales ... a KWHLchart throughout the lesson, a genre characteristic comparison.

[PDF]Study Guide for Genre Study - Heinemann
ing to teach more explicitly about the characteristics of genre that the students ... The following chartprovides a summary of each module and a list of materials ...

[PDF]Literary Genres - PDF
LITERARY GENRES false, fantasy, fable, fairy tale, fictitious, fabricated, phony, .... characteristic of a play. Writing Styles. Identifying The Literary Genre. 1.

[PDF]Chart of Text Forms and Genres - eWorkshop
Queen's Printer for Ontario, 2006. Chart of Text Features, Forms, and Genres. Text Features. (Design/presentation). Text Forms. (Physical forms and functions).

[PDF]Completed Genre Characteristics Bookmarks - WOUB
Completed Genre Characteristics Bookmarks ... pictures, illustrations charts, graphs, diagrams, tables, or maps to clarify information. •. Usually has a ...

[PDF]HISTORICAL FICTION CHARACTERISTICS
Books or stories in the historical fiction genre blend actual historical facts with fiction. The chart below describes the characteristics of the historical fiction genre.

[PDF]Genres at a Glance Genres at a Glance
Genres at a Glance. Genres at a Glance. Fiction. Code. Genre. Definition. Definition. TL. Traditional. Literature. Stories that are passed down from one group to.

[PDF]Characteristics of Realistic Fiction
Montgomery County Public Schools, Maryland. Integrated Curriculum 2011. Characteristics of Realistic Fiction. A classification of literature containing stories that ...

[PDF]Analyze the Features of a Biography - Benchmark Writer's Workshop
analyze what those special features of a biography are. Build a Class Genre Features Anchor Chart. Say: I want you to think about biographies you have read ...

Top 10 Reading Strategies | Effective Reading Comprehension Strategies

Top 10 Reading Comprehension Strategies | Effective Reading Comprehension Strategies

Read, Read, and Read for a minimum of 90 minutes daily! Your classroom should focus on reading and nothing else if you have students that are not proficient readers!

Explain, elucidate, expound, interpret, make clear, illuminate, throw/shed light on, clarify, clear up, sort out, unravel, spell out. and imply the meaning of vocabulary and language. Make reading and language meaningful, fun, relevant, and understandable at all cost, everything else is moot for a student who cant READ! Be a loquacious, pedantic, verbacious, erudite, convincing, compelling, strong, forceful, powerful, potent, weighty, impactful, effective; valid, persuasive, eloquent, credible, influential, logical, reasoned, rational, reasonable, lucid, coherent, and cogent reading teacher.

1. Question Everything! SOCRATIC INQUIRY AND SOCRATIC 

SEMINARs that inspire student lead inquiry and ignite deep engaging "self-analyzing" dialogue | Read and reread rich dense literature with higher order questions in mind, then engage in an effective time-efficient, dense dialogue about complex literary concepts.

2. Build Language and Vocabulary Capacity! Building Deep Background Knowledge i.e, Closing the Word Knowledge Chasm | Connect new knowledge with prior knowledge in a classroom that is rich in complex language and vocabulary. Explicitly Teach Tier 1, 2, and 3 Academic Vocabulary! A 20,000-130,000 word gap in language and vocabulary is a giant chasm to any students understanding and severely limits reading comprehension.

3. UNDERSTAND the MOST COMMON TYPES of Context Clues!

1. DEFINITION / DESCRIPTION CLUEs 

Signal words: Is, are Is /are called Is / are known as Is defined as Means, Refers to 

2. EXAMPLE CLUES

Signal words: For example For instance Including Such as Specifically To illustrate

3. SYNONYM or RESTATEMENT CLUEs 

4. CONTRAST or ANTONYM CLUEs 

Signal words: But, however, although, otherwise, unless, instead of, on the contrary, on the other hand, while, unlike.

5. MOOD or TONE CLUEs 

6. EXPERIENCE CLUEs 

7. ANALYSIS or STRUCTURE CLUEs 

8. INFERENCE CLUEs 

9. CAUSE AND EFFECT CLUEs 

Signal words: As a result Accordingly Because, Since Consequently For this reason Hence, if … then

10. COMPARISON CLUEs 

Signal words: like, as, similar to, in the same way, likewise, resembling, too, also 

4. Read Like a Detective! Infer, deduce, conclude, conjecture, surmise, reason, interpret; Study, analyze and explicitly teach the writer's craft through daily read alouds, making the Writer's Craft visible to strengthen students reading comprehension skills.

5. Demonstrate Erudite Thinking! Explicitly show students the thinking and analyzing process when reading, the Think-Aloud is a powerful teaching and learning strategy, teachers put into words the logical thinking processes used to analyze and understand a work of literature, academic concept, or new vocabulary words.

6. Reflection and Summarizing Important Literary Ideas and Concepts! Connecting new ideas to background knowledge using literary reflections and summarizing allows students to make inferences and draw conclusions. 

7. Close Reading Using Keyword Outlines!  keywords are selected while reading, they are fascinating, interesting and cogent words used to unlock the knowledge and meaning in a passage. Close reading is the careful, analytical, sustained interpretation of a brief passage of text to enhance understanding and reading comprehension. Such close reading places great emphasis on the single particular over the general, paying close attention to individual words, syntax, and the order in which sentences and ideas unfold as they are read.

8. Word Study and Word Analysis! Teach students how to decode, and pronounce new words by using pronunciation clues, chunking speech into phonemes, syllables, morphemes, graphemes, and mnemonic word attack strategies like D.I.S.S.E.C.T. Provides students an in-depth knowledge of prefixes, suffixes, and roots word meanings. Teach students common Latin phrases.

9. Mind Movies! When Students use their Imagination and Visualize what they READ they will understand it a deeper level! Reading comprehension and a love of reading is vastly easier when we have the ability to visualize the concepts! 

10. Students Need Practice Taking Real State Released Reading Assessments [Yes, Teach to the Test]. Teach Students the Art of Self-Evaluation, Self-Quizzing, and Self-Reflection of Their Understanding!

11. Teach and Practice Reading Fluency! Students that spend all their energy decoding or word calling won't have a clue what they are reading! Students that read at a vastly reduced rate will be exposed to 50,000-1,300,000 fewer words in print in a single year!

12. PLEASE, STOP BUYING AND USING ANODYNE BASAL READING PROGRAMS! 

FSA Grade 4, 5, 6, 7, and 8 FSA TEST

Grade 4, 5, 6, 7, and 8 FSA ELA Reading, Mathematics, and EOC assessments PDF TEST
FSA Practice Tests 2017-2018 | The FSA printable practice tests [PDF] and FSA answer keys are used to prepare students for the:

• Grade 4, 5, 6, 7, and 8 FSA ELA Writing Test
• Grade 4, 5, 6, 7, and 8 FSA ELA Reading Test
• Grade 4, 5, 6, 7, and 8 FSA Mathematics Test
• Grade 4, 5, 6, 7, and 8 FSA EOC assessments Test

Grade 4 FSA ELA Writing Paper-Based Practice Test[PDF]
Grade 5 FSA ELA Writing Paper-Based Practice Test[PDF]
Grade 6 FSA ELA Writing Paper-Based Practice Test[PDF]
Grade 7 FSA ELA Writing Paper-Based Practice Test[PDF]
Grade 8 FSA ELA Writing Paper-Based Practice Test[PDF]
Grade 9 FSA Writing Paper-Based Practice Test[PDF]
Grade 10/Retake FSA ELA Writing Paper-Based Practice Test[PDF]
Grade 3 FSA ELA Reading Paper-Based Practice Test[PDF]
Grade 4 FSA ELA Reading Paper-Based Practice Test[PDF]
Grade 5 FSA ELA Reading Paper-Based Practice Test[PDF]
Grade 6 FSA ELA Reading Paper-Based Practice Test[PDF]
Grade 7 FSA ELA Reading Paper-Based Practice Test[PDF]
Grade 8 FSA ELA Reading Paper-Based Practice Test[PDF]
Grade 9 FSA ELA Reading Paper-Based Practice Test[PDF]
Grade 10/Retake FSA ELA Reading Paper-Based Practice Test[PDF]
Grade 3 FSA Mathematics Paper-Based Practice Test[PDF]
Grade 4 FSA Mathematics Paper-Based Practice Test[PDF]
Grade 5 FSA Mathematics Paper-Based Practice Test[PDF]
Grade 6 FSA Mathematics Paper-Based Practice Test[PDF]
Grade 7 FSA Mathematics Paper-Based Practice Test[PDF]
Grade 8 FSA Mathematics Paper-Based Practice Test[PDF]
Algebra 1 FSA Paper-Based Practice Test[PDF]
Geometry FSA Paper-Based Practice Test[PDF]
Algebra 2 FSA Paper-Based Practice Test[PDF]

Practice Test Answer KeysReturn to top of page
Grade 4 FSA ELA Writing Paper-Based Practice Test Rubric[PDF]
Grade 5 FSA ELA Writing Paper-Based Practice Test Rubric[PDF]
Grade 6 FSA ELA Writing Paper-Based Practice Test Rubric[PDF]
Grade 7 FSA ELA Writing Paper-Based Practice Test Rubric[PDF]
Grade 8 FSA ELA Writing Paper-Based Practice Test Rubric[PDF]
Grade 9 FSA ELA Writing Paper-Based Practice Test Rubric[PDF]
Grade 10 FSA ELA Writing Paper-Based Practice Test Rubric[PDF]
Grade 3 FSA ELA Reading Paper-Based Practice Test Answer Key[PDF]
Grade 4 FSA ELA Reading Paper-Based Practice Test Answer Key[PDF]
Grade 5 FSA ELA Reading Paper-Based Practice Test Answer Key[PDF]
Grade 6 FSA ELA Reading Paper-Based Practice Test Answer Key[PDF]
Grade 7 FSA ELA Reading Paper-Based Practice Test Answer Key[PDF]
Grade 8 FSA ELA Reading Paper-Based Practice Test Answer Key[PDF]
Grade 9 FSA ELA Reading Paper-Based Practice Test Answer Key[PDF]
Grade 10/Retake FSA ELA Reading Paper-Based Practice Test Answer Key[PDF]
Grade 3 FSA Mathematics Paper-Based Practice Test Answer Key[PDF]
Grade 4 FSA Mathematics Paper-Based Practice Test Answer Key[PDF]
Grade 5 FSA Mathematics Paper-Based Practice Test Answer Key[PDF]
Grade 6 FSA Mathematics Paper-Based Practice Test Answer Key[PDF]
Grade 7 FSA Mathematics Paper-Based Practice Test Answer Key[PDF]
Grade 8 FSA Mathematics Paper-Based Practice Test Answer Key[PDF]
Algebra 1 FSA Paper-Based Practice Test Answer Key[PDF]
Geometry FSA Paper-Based Practice Test Answer Key[PDF]
Algebra 2 FSA Paper-Based Practice Test Answer Key[PDF]

Analyzing the Writer's Craft: Figurative Language & Literary Devices Question Stems

Analyzing and Understanding The Writer's Craft: Figurative Language & Literary Devices | Reading Comprehension Question Stems 

1. How would you analyze the author's use of figurative language
   
   to convey mood or tone in the story? 
2. The author uses a metaphor in the text to make a simple comparison, why didn't they describe the comparison using a literal or concrete description?
3. How would you compare and contrast the mood and tone in this literary text?
4. What does the idiom mean in this literary text? Why do you think the author used the idiom in the text?
5. How is the mood of the characters affected by the use of figurative language in a work of fiction? 
6. How would you determine the metaphoric meaning of an unknown figurative phrase in a story? 
7. When reading what are some clues for Identifying idioms, metaphor, onomatopoeia, hyperbole, and or allusion in fictional stories? 
8. Why is Interpreting idioms in context important for interpreting the semantic meaning of the idiom in the story? 
9. Interprets metaphor that makes a simple comparison to describe a concrete idea in literary text 
10. Explain why onomatopoeia is a common literary device for adding aural (sense of hearing) effects to a visual description of a setting. 
11. Explain why authors use idioms in poetry to add deeper meaning with fewer words. 
12. Why is understanding the meaning of common English idioms important to learning the wider cultural and historical perspectives of a literary text?
13. How does the author's choice of words effects the meaning of the text [...] use text evidence to draw your conclusions? 
14. What literary devices is the writer using in that passage? Please identify the alliteration, dialect, hyperbole, irony, onomatopoeia, paradox, symbolism, allusion, and or extended metaphor in this passage.
15. Why is personification, simile, irony, metaphorical irony, satire, or symbolism used in a literary text?
16. How and why is foreshadowing used in this passage? 
17. How and why are flashbacks used in this text?
18. Using text evidence, what conclusions can you draw about the narrator's attitude in this literary text?Using text evidence, what conclusions can you draw about the speaker's attitude in poetry?

[PDF]Poetic Devices - Chaparral Poets
Fortunately, the English language contains a wide range of words from ... poetic devices, which can assist the writer in developing cogent expressions .... Denotation: The dictionary definition of a word; itsliteral meaning apart from .... and lyric poetry, which are written by known authors, often in the style and form of the folk.

[PDF]Identifying Themes and Literary Analysis
literary tools the author embeds the theme or meaning into separate ... Some of the more common tools of the author's craft are: character development, setting, mood, plot, point of view, figurative language, allegory, symbolism, and irony.

[PDF]Author's Style and Craft To analyze a story for craft means paying ...
The following is a list of possible stylistic (craft) choices an author may make. ... say your analysis will cover a concept like theme (OR extended metaphor OR pacing OR the writer's use of ... Figurative Language: Is there figurative language?

[PDF]Basic Elements of Style – Diction, Syntax, Point of View, Tone, Theme
Does the passage use unusual images or patterns of imagery? Page 2. • Does the authorcreate analogies, like similes or metaphors?

[PPT]Analyzing Writer's Craft PPT - Kelly Philbeck
Analyzing Writer's Craft. Let's analyze for Literary Devices and Figurative Language. First, read over your cheat sheet! Take a moment to refresh your memory of ...

[PDF]Writing in the margins: Six points of literary analysis
This table provides six ways of looking closely at texts to do literary analysis; these are ways to consider how an author crafts a text. Your teacher may ... figurative language in a text, identify and mark examples of: • metaphor. • oxymoron.

[PDF]Deepening Understanding of Literary Craft and Structure
literary elements. • mood. • tone (attitude). • imagery. • visualization. • figurative ... author's craft. ...Analyze how authors shape meaning, tone and style of text. (6.

[PDF]8th Grade English Language Arts Unit 3: Analyzing an Author's Craft ...
Analyzing an Author's Craft and Structure ... Figurative language. • Stance ...... Set the Purpose: Authors use figurative language (like metaphors) to add.

[PDF]Analyzing the Author's Craft/Style Definition of Craft/Style: How the ...
To analyze a piece, one must notice the ways that the author uses words: i.e. word choice, sentence structure, figurative language, sentence arrangement, mood, imagery, etc. When sentence structureft/style, look at a piece of writing from the overall structure of the text to the small details and word choices.

[PDF]Unit 8.3: Analyzing an Author's Craft and Structure - Center City PCS
Unit 3: Analyzing an Author's Craft and Structure. Anchor. Text(s). Collection of Short Stories. Pacing 3 weeks. Unit Overview. During this unit, students will read ...

[PDF]Unit 6.3: Analyzing an Author's Craft and Structure - Center City PCS
Unit 3: Analyzing an Author's Craft and Structure. Anchor. Text(s). Collection of Short Stories. Pacing 3 weeks. Unit Overview. During this unit, students will read ...

[PDF]Author's Style and Craft To analyze a story for craft means paying ...
The following is a list of possible stylistic (craft) choices an author may make. ... You may want to consider this structure as you write your analysis (from Diana ...

[PDF]Deepening Understanding of Literary Craft and Structure
Analyze how authors shape meaning, tone and style of text. (6.R). ▫ 6.RL.4 Determine the meaning of words and phrases as they are used in a text, including ...

[PDF]Unit #1 – The Making of a Good Story Unit #2 – Analyzing Craft and ...
Writers depend on a variety of devices and techniques to craft a ... RI.5: Analyze the structure an authoruses to organize a text, including how the major sections ...

[PDF]Key Ideas and Details Craft and Structure
From: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf. Reading: ... Craft and Structure ..... RI.7.5. Analyze the structure an author uses to.

[PDF]Chapter 7: Analyzing the Author's Purpose and Technique
he writer's overall purpose determines the techniques he or she uses. ... chapter ends with specific instructions on how to write an essay analyzing purpose and ...... You can comment on the type of evidence, on the sentence structure, on ...

[PDF]Reading to Analyze Text for Author's Craft
or probe the text for the craft and structural decisions that affect comprehension. Students analyze the choices that an author makes to convey meaning through ...

[PDF]8th LA Literature Author's Craft and Structure Rubric
8th LA Literature Author's Craft and Structure Rubric. AUTHOR'S CRAFT AND STRUCTURE: CC 7.LIT46 Interpret words and phrases in a text, analyze text ...

Quick Write Ideas | Quick Write Journal Ideas

Best Fun Quick Writes! 
Become a superstar writing teacher in just 15 minutes, using daily

quick writes. Writing instruction is sometimes avoided by even the best writing teachers; finding fun, engaging, fast, innovative, humorous, creative, and dense ways to teach writing is easier today with quick writes. Writing instruction methods that empower teachers and inspire students to dive into the writer's craft is win-win! Finding classroom ready writing activities and writing lessons that are easy-to-use, is becoming a bit easier today using quick writes lessons, books, and websites. 

1. What is the sound of happiness? 

2. How can you tell if someone is a good friend? 

3. What excites you or frightens you about the future? 

4. If you could do or be anything what are the first 5 things your would do? 

5. If you could trade places with your mom or dad, who would you switch with? Why? 

6. Would you rather have 4 PhD's, be super rich, or a famous athlete? Why?

7. Would you like to take a one week vacation hundreds or thousands of years into the past or take a one week vacation hundreds or thousands of years into the future? Why?

8. Write a new ending to your favorite fairy-tale.

9. If you could absorb the total knowledge of any person living or dead, fictional or real who would it be?  Why? 

10. What would your perfect birthday meal consist of?  

Using daily quick writes this year has helped my students improve their writing engagement immensely. "15-minute Quick Writes" are as the name implies activities that need to be presented as fast mini-lessons, they can be used a few times a day for review or a few times a week as writing bell ringers. Students will learn or review a new writing technique daily, they try out a new writing method or skill in a draft paragraph or sentence. They can do a quick 3-3-8, 3 minutes of brainstorming, 3 minutes to discuss with a partner, and 8 minutes to write. They are trying to emulate the structure, style, or method that is modeled in the quick write lesson. 

Extension: After drafting, Students use a peer critique model to see if they were successful emulating the writing structures, styles, or methods into their own sentence or paragraph. 

This year I noticed that my students are more apt to take risks and they are not afraid to try when they use quick writes. Students are very creative when they are not hindered with traditional writing lessons.  

As students learn more about the author's crafts, they will build upon each technique and eventually fold these writing skills into their own writing. 

[PDF]1000 QUICK WRITING IDEASThis book is designed to motivate and provide quick and relevant writing prompts/ideas for students in your class who find it difficult to get their writing engines ...

[PDF]1000 writing Ideas - Time saver For Teachers1000 writing Ideas. ◇ Contains 1000 practical, relevant, and interesting writing prompts andwriting ideas for journal and creative writing activities for anyone ...

[PDF]501 Writing Prompts - Misdto provide you with a variety of writing topics and model essays. Categories in this ...... desire to make more food available more quickly and more cheaply than.

[PDF]LOTS AND LOTS OF WRITING PROMPTS A. Writing Prompts ...for fun on rainy days. Then, write your idea of how to have fun on rainy days. 5. .... Imagine that space travel had become easy, fast, and safe. You have just read ...

180+ ReproduciblePrompts and Quick Write for the Secondary Classroom

[PDF]Summer Writing Ideas
Summer Journal Ideas. Create a summer writing journal, decorate it anyway you'd like. Then respond to these prompts: Writing Prompt 1: Summer Photo ...

[PDF]Summer Writing Ideas - Parkland School District
Summer Writing Ideas. Use this writing journal to keep track of all the fun things you do this summer! Include pictures or drawings with each entry and in.

[PDF]Weekly Writing Prompts
Below are enough writing prompts to keep you busy all summer! Try to write at ... You should have a minimum of six pieces of completed writing when school.

[PDF]First Grade Summer Writing Prompts Ebook | www.chubble.co
Grade Summer Writing Prompts that can be search along internet in google, ... manual,2007 acura mdx manual pdf,decentralized applications harnessing.

[PDF]Third Grade Summer Writing Prompt Ebook | simplonve.co
Document about Third Grade Summer Writing Prompt is available on print and digital edition. This pdfebook is one of digital edition of Third Grade. Summer ... the best collection of free 3rd grade writing prompts and third grade essay do you ...

[PDF]Tips and Resources for Summer Programs - Corporation for National ...
Summer Writing Ideas activities and a safe environment for children during their break from school. ... Students in summerreading programs are often struggling, and volunteer tutors ..... Games, dramatization, painting, andwriting build skills in phonics, phonemic ...

[PDF]Journal Topics First Grade Summer - Ebook Database | Public PDF ...
Journal Topics First Grade Summer. Summary : weekly writing prompts in your journal write down how people reacted to your efforts how did it today is the first ...

[PDF]Writing Prompts for English Language Learners and Literacy Students ...
I created this book of writing prompts over the years teaching English lan- guage learners and ... These writing prompts encourage students of all ages to write about the things in their lives that ...... In her poem, “The Summer Day,''. Mary Oliver ...

[PDF]1000 Quick Writing Ideas.pdf
Contains 1000 practical, relevant, and interesting writing prompts and writing ideas for journal and creative writing activities for anyone, but especially for those ...

[PDF]1000 writing Ideas - Timesavers for Teachers
1000 writing Ideas. ◇ Contains 1000 practical, relevant, and interesting writing prompts and writing ideas for journal and creative writing activities for anyone ...

[PDF]100 essay and journal topics - actfl
Journal writing is an informal approach to developing students' writing skills. ... One strategy, as a focus activity, is to start the class with one of the journal topics.

[PDF]Favorite Quick Writes - Penny Kittle
Favorite Quick Writes. Writing notebooks are reassuring because it is easier to start from something rather than nothing. In notebooks, writers feel free to be ...

[PDF]365 Days of Writing Prompts - The Daily Post - WordPress.com
Enjoy this year-long collection of writing prompts geared to get you writing each and ... “It's never a good idea to discuss religion or politics with people you don't ...

[PDF]501 Writing Prompts - DePaul University College of Education
to provide you with a variety of writing topics and model essays. Categories in this book cover many different types of writing: persuasive, expository, narrative ...

[PDF]Something To Write About - Make Beliefs Comix!
P.S. This book is formatted as an interactive digital journal. When down- loaded ... You can find additional writing ideas in the other MakeBeliefsComix e-books:.

[PDF]Summer Writing Ideas

90 MINUTE READING BLOCK

90-minute reading blocks are a critical part of any successful reading program. The 90-minute or 120-minute reading blocks need to be a revered time, it should be totally uninterrupted, it is one of the most important systemic changes struggling schools need to adopt. Schools that need intensive reading intervention school-wide should be doing two 90-minute reading blocks daily or a 120-minute reading block at a minimum. Uninterrupted means no special education pull-outs, no specials, and no interruptions.

90 MINUTE READING BLOCK doc 

90 MINUTE READING BLOCK pdf 

"Converging research and evidence shows that the most effective teachers are those that deliver reading instruction with the greatest density. Density addresses pacing, content rigor, and instructional delivery. Dense reading instruction systematically delivers explicit concepts and implicit concepts, questions, directions and is scaffolded over time. And it differentiates across the classroom. Those most at-risk students require instruction with the greatest density and also requires vastly more daily reading instruction."

[PDF]Welcome to the session “90 Minutes Plus.” Reading First teachers all ...
90 minutes of uninterrupted reading instruction per day in order for sufficient student ... Consequently, the reading block may require the minimum standard of 90.

[PDF]Elementary 90-minute Reading Block Template - Building RTI
2008 University of Texas System/Texas Education Agency. Elementary 90-Minute Reading BlockTemplate. Range of. Time. Class Configuration. Teacher-Led.

An Example of the 90 Minute Reading Block | LD Topics | LD OnLine
120-minute block: 90 minute reading block with extended time for immediate intensive intervention (120 minutes total). See printable PDF of 120-minute block.

[PDF]Tier 1: 90-Minute Reading Block (This is an example format and ...
Office of Reading and Literacy. Tier 1: 90-Minute Reading Block. (This is an example format and should be based on the needs of your students). Instruction.

[PDF]Example: 90 minute Reading Block with Extended Time for Immediate ...
Example: 90 minute Reading Block with Extended Time for Immediate Intensive. Intervention (120 minutes total). Instruction. Possible. Range of. Time.

[PDF]What is the research regarding the uninterrupted 90-minute reading ...
instructional time AND elementary; 90-minute reading block AND elementary ... 1.pdf. Summary/Abstract: The Massachusetts Department of ...

[PDF]An Academic Support Plan for K-3 Readers 90 Minute Reading Block ...
Just Read, Florida! recommends at least a 90 minute reading block for K-5 students. In addition to the

[PDF]90 Minute Literacy B lock
Be sure to include at least 20 minutes of independent reading fluency practice to ... This instruction is in addition to the 90 minute literacy block requirement.

[PDF]90-Minute Reading Block - Smekens Education
about Indiana's K-6 Reading Framework and the 90-minute reading block. ... 90-minute block: whole group instruction, small group support, and independent ..
.

Unpacking and Teaching Critical Tier 1, 2, and 3 Academic Vocabularies

Unpacking and Teaching Critical Tier 1, 2, and 3 Academic Vocabulary

'Vocabulary' refers to the corpus of words needed for effective communication when listening, speaking, reading, or writing. Academic Reading Vocabulary plays a key role in learning to read for deep understanding.

Children use vocabulary in their auditory memory to make sense of the words they see in print.

Readers must understand what they read if they are to develop strong word recognition and automaticity. And to build up a rich store of semantic meanings associated with the words, phrases, sentences and text they read.

Tier 1 Academic Vocabulary

Tier 1 vocabulary comprises the basic words commonly appearing in a spoken language — clock, baby, happy and walk for example.

These words are often experienced in a variety of contexts, including that of non-verbal communication. Tier 1 vocabulary rarely requires explicit instruction.

Tier 2 Academic Vocabulary

Mature language users across several academic content areas are familiar with the less frequently encountered words in the Tier 2 category. Words such as: obvious, complex, establish and verify. Cognitive verbs are also included in the Tier 2 word category.

Because of their lack of redundancy in a text, oral language, and their multiple meaning or descriptive nature, tier 2 words challenge students who primarily meet them in print and on a test. Bloom’s and Webb's DOK cognitive verbs are integral to any successful reading instruction or intervention.

Tier 3 Academic Words

Tier 3 vocabulary consists of infrequently used words. These words are central to building Cognitive Academic Language Proficiency(CALPS) background knowledge and conceptual understanding and should be integral to the instruction of content.

Though infrequently used in day to day language, they are common except in various academic domains such as in the disciplines of medicine, law, biology and mathematics.

Indirect learning of academic vocabulary

Children learn the meanings of most Tier 1 words indirectly, through everyday experiences and interactions with oral and written language: in conversations with adults, when reading to, and through their own reading; all of which extends oracy and vocabulary.

• To improve your vocabulary and oracy, read rich texts and talk about rich texts
• To improve reading fluency, read. Then reread familiar text
• To improve reading comprehension, read and deeply discuss the author's craft
• To develop independent readers, read for joy, not for summative test data
• To improve student success, foster a love of reading and writing
• To cultivate a love of reading, read with children every day
• To transform students into well-read scholars, challenge them

Metacognitive Read-Alouds: Socratic Inquary

Thinking Out-loud about Reading and Vocabulary

• Teachers must do daily read alouds that incorporate above grade level passages and books. The central idea is, reading advance literature with rich language creates 1000’s of teachable moments and opportunities to discuss the author’s craft. Where possible give students copies of the text being read and ask students to read along, tracking with their eyes and fingers.
• Teacher re-reads the text and stops to ask ‘hot’ questions, front loads Tier 2, and 3 concepts, and engages the class in Socratic dialogue and paired think-alouds (micro lectures of one or two minutes).
• Students use the think-pair-share protocol for all direct instruction micro lecture concepts to reflect on learning and self-check understanding.
• Students re-read material with a reading buddy or read along with an audiobook and use a Socratic seminar to guide facilitate discussions (optional)
• Students stop, think, reflect, share and check for understanding after each passage, paragraph, or chapter.

Analyzing and Understanding The Writer's Craft: Figurative Language & Literary Devices ReadiComprehensionion Question Stems 

1. How would you analyze the author's use of figurative language to convey mood or tone in the story? 
2. The author uses a metaphor in the text to make a simple comparison, why didn't they describe the comparison using a literal or concrete description?
3. How would you compare and contrast the mood and tone of this literary text?
4. What does the idiom mean in this literary text? Why do you think the author used the idiom in the text?
5. How is the mood of the characters affected by the use of figurative language in a work of fiction? 
6. How would you determine the metaphoric meaning of an unknown figurative phrase in a story? 
7. When reading what are some clues for Identifying idioms, metaphor, onomatopoeia, hyperbole, and or allusion in fictional stories? 
8. Why is Interpreting idioms in context important for interpreting the semantic meaning of the idiom in the story? 
9. Interprets metaphor that makes a simple comparison to describe a concrete idea in literary text 
10. Explain why onomatopoeia is a common literary device for adding aural (sense of hearing) effects to a visual description of a setting. 
11. Explain why authors use idioms in poetry to add deeper meaning with fewer words. 
12. Why is understanding the meaning of common English idioms important to learning the wider cultural and historical perspectives of a literary text?
13. How does the author's choice of words effects the meaning of the text [...] use text evidence to draw your conclusions? 
14. What literary devices is the writer using in that passage? Please identify the alliteration, dialect, hyperbole, irony, onomatopoeia, paradox, symbolism, allusion, and or extended metaphor in this passage.
15. Why is personification, simile, irony, metaphorical irony, satire, or symbolism used in a literary text?
16. How and why is foreshadowing used in this passage? 
17. How and why are flashbacks used in this text?
18. Using text evidence, what conclusions can you draw about the narrator's attitude in this literary text?Using text evidence, what conclusions can you draw about the speaker's attitude in poetry?

Extensions:

Useful tools and activities for teachers include:

• Formative quick-checks
• Reading engagement protocols
• Making a story map
• Creating a plot summary post-it note chart or keyword outline
• Making conversation notes
• Recording challenging vocabulary using Lotus Notes or Cornell Notes
• Make a collaborative Lotus Notes Diagram using chart paper

Reminder about Learning New Words: See it, Hear it, Say it, Think about it, Use it, Revisit it, and Remember it!

‘Hot’ Question Examples

Metacognitive Read-Alouds

• What keywords did the author use to describe the theme, plot, mood or tone of the story?
• Which statements best describes the theme, main idea or viewpoint of this story?
• What conflicts bear contrast and comparison with the current text? How were they resolved?
• How did the protagonist/antagonist characters solve/create the conflict?
• Can you, in your own words, summarize the plot, theme and main ideas?
• Can you identify the passage’s main conflict, resolutions, and turning points?
• What details did the author give to help resolve the conflict?
• Where in the poem does the narrator use imagery?
• Which statements reflect the author’s points of view?

Note: During Reading Boot Camp, Primary teachers should include “a short 15 minutes” metacognitive read-aloud every hour using HOT questions that front load elements of the author's craft, that connect new information with the students the background knowledge, while Intermediate teachers should do two extended metacognitive read-alouds every day that goes into the deepest literary concepts.

Direct learning of Tier 2 and 3 Academic Vocabulary

Direct learning by students occurs when teachers use student-friendly contextual exemplars of targeted academic vocabulary. Teachers explicitly introduce academic vocabulary daily through multiple engagement activities. Front loading academic vocabulary in the form of games, hands-on lessons, and activities, speeds, strengthens and deepens learning.

• Set daily or weekly vocabulary-instructing goals
• Create word walls for all targeted tier 2 and tier 3 academic vocabulary taught
• Use a mix of micro-lectures, reading engagement protocols, and Socratic seminars for direct word work, word analysis, and word-learning strategies

The secret to using this book is to avoid trying to master all the ideas presented. Instead, add small-variety instructional practices to your reading and writing lessons and keep your students engaged.

VKAT Multisensory Learning | Multi-sensory Spelling

Multisensory Spelling and Vocabulary Learning Strategies | Spelling and Reading Made Easy When It's VKAT Multisensory Learning! Visual, Kinesthetic, Auditory and Tactile!

Multisensory integration or multimodal integration is the quickest way to learn new information and or retain information using the inclusion of all sensory modalities, Visual, Kinesthetic, Auditory and Tactile, and Emotional. Working memory is a core executive function that is critical to classroom learning, it is the cognitive system that is responsible for the transient holding, processing, and manipulation of new information.

VKAT Learning Strategies Develop:

•Working Auditory and Visual Memory

•Visual Sequential Memory & Auditory Sequential Memory

•Verbal Short-Term Memory

•Accelerated word, vocabulary, and spelling acquisition

•Listening Comprehension

•The ability to follow verbal directions

Paired students stand next to their shoulder partner, the teacher front loads the vocabulary words using a micro lecture, students actively study the words with their teacher, students use think pair share looking for ideas for visual signs, pantomime, and gestures, and the class discusses ELA concepts using VKAT Multisensory Learning Strategies they have collaborated on!

Quick VKAT: Say it, Chunk it, Count it, Spell it, Use It!

•Student A has list of study words, academic vocabulary, or spelling words: Reading Buddy reads the spelling or vocabulary word aloud

•Student B: listens and repeats the spelling or vocabulary word aloud

•Student A: divides or breakdowns the syllables in the word

•Student B: listens and chunks and says the number of syllables aloud

•Student A: air spells the word, or spells word on palm, or on the table while saying the letters and states number of letters in the word

•Student B: listens and air spells the word on palm, in the air, or on the table or and tactile surface available while saying the letters and states number of letters in the word

•Student A or B: uses the word in an easy to understand sentence using hand gestures for individual words or ideas and then the reading partner repeats the sentence, contextual exemplar, or definition.

Optional

•Student A: Learning buddy breaks the word down into phonemes and creates a mnemonic vocabulary or spelling aid!

•Student B: listens and breaks the word down into phonemes and creates a mnemonic learning aid! (Wed-news-day, BELIEVE Never believe a lie.)

•Use your body to act out the words

•Use Pictionary, word improve, or pantomime

Vocabulary Instruction Should Be Reviewed and Adjusted Daily, Weekly, and Monthly!

• Vocabulary— Word Families. Terms, Denotation, Connotation
• Orthography – written form of word
• Phonology – spoken form of word
• Spelling Rules Reviews
• Syllabication.
• Teachers — Vocabulary Mini Lecture Terms: Denotation vs. Connotation

• Denotation refers to the literal meaning of a word, the "dictionary definition."¨ Example, if you look up the word" Character or fictional character is a person in a narrative work of art (such as a novel, play, television series or film).
• Connotation, on the other hand, refers to the associations that are connected to a certain word or the emotional suggestions related to that word. The connotative meanings of a word exist together with the denotative meanings. Negative Connotations: Character, not in harmony with a moral person's usual qualities or traits (Trump's remarks and ill-manners were completely in character)

Reference – meaning, denotation and connotations for multi-meaning words, semantics – concept, and reference, and use the word in a student-friendly contextual example, register – appropriacy of use.

Tier 2 micro lecture exemplar. Personification

Tier 2 Term: Personification Is a figure of speech where human qualities, characteristics, or traits are given to animals, objects or ideas.

Extension: Discuss Personification vs, Anthropomorphism

Positive and negative connotations should be discussed when teaching multi-meaning words and teachers and students should use student-friendly contextual exemplars whenever possible?

Contextual examples of personification used in sentences:

1. The flame of the candle danced in the dark.
2. The stars danced playfully in the moonlit sky.
3. The opportunity was knocking at her door.
4. At precisely 6:30 am my alarm clock sprang to life.
5. The tornado ran through town without a care.
6. Time creeps up on you.
7. The hare laughed at the tortoise.
8. The tsunami raced towards the coastline.
9. The sun smiled and chased away the angry clouds.

Students: Turn to shoulder partner and use the word personification or concept in a kid- friendly sentence, partner listens and paraphrase and repeats the kid-friendly sentence. Partners praise each other for listening and being a good partner.

Students: Orally read the word, air-spell the word, chunk the syllables, and say the word phonetically. Phonetically sound out ‘rule breaker’ words.

Teacher: Check for Concept Understanding using a Quick Check

Students:

• Illustrate the word
• Act out the word
• Make a flashcard
• Create a mnemonic narrative

Teacher: Distinguish between examples and non-examples with:

• ‘Yes/No game’ see vocabulary games
• Student-generated examples
• Cold Call and Students Answer Questions!

Teaching Targeted Vocabulary

Children learn the meaning of the new words faster when teachers use targeted vocabulary through:

• Reading rich literature
• Metacognitive read-alouds
• Effective questioning
• Teacher made contextual exemplars
• Socratic discussions
• Think-alouds
• Real world exemplars
• Rich oral language
• Syntax
• Contextual grammar

Spiral 6-12 academic vocabulary concepts daily covering the following aspects:

• The terms denotation and connotations using contextual exemplars
• The terms critical attributes
• Examples and non-examples

Reference –'Spiraled Curriculum' refers to multiple exposures within a variety of rich contexts. Repeat all explicit academic vocabulary direct instruction lessons within two hours to strengthen memory.

Word-work enhances word knowledge when modeled daily and weekly through teaching morphemes (bases, roots, prefixes, suffixes) through:

• Word analysis
• Word semantics
• Tier 2 and Tier 3 direct instruction
• Rich classroom dialogue
• Clarifying questions
• Explicit hands-on oral language use by teachers and students

The quickest way to improve reading comprehension and reading test scores is via the explicit instruction of grade level tier 2, and 3 academic vocabularies.

The specific grade level tier 1, 2, and 3 vocabularies are not directly covered in the new or revised Common Core State Standard but it is easy to find, including the Reading Sage blog. Direct instruction of academic vocabulary is a daily part of successful ELA lesson planning.

We make extensive use of games and class activities which engage students to spiral through the rigorous vocabulary.

Academic Vocabulary The Yes—No Game

Select one or two words from your academic vocabulary list. Ask the class a Yes/No question that takes basic vocabulary knowledge, ask students to point right for YES or left for NO.

• Congruent and theme are both literary elements terms, Yes—No—Why?

• A simile compares two things like a metaphor; but, a simile uses the words “like” and “as. Yes, or No, are they Examples of Figurative Language?

Vocabulary Yes—No—Why Problem Game

Using two or more academic words from your vocabulary list, build a deep thought to provoke question

• Can unexpected incidents cause compassion?
• Do captured territories have autonomy? ADVANCED

Students share their explanations of what background knowledge and word attributes are needed to answer the questions. Partners share ideas or do further research in small groups using the target words in their rationale and explanations.

Vocabulary Instruction Guidelines

• There are too many tier 2 and tier 3 words to teach students that are below grade level. So, focus only on the most important content-specific and high-use cross-disciplinary terms
• Help students connect with vocabulary don't regurgitate dictionary denotations. Help students create mental models of new terms using synonyms, antonyms, images, contextual examples etc.
• Use newly learned vocabulary in both academic speaking & writing activities.

* These key ideas underscore ALL effective evidence-based vocabulary strategies.

Reference – Cognitive academic language proficiency (CALP): A language-related term which refers to formal academic learning, as opposed to BICS. In schools today, the terms BICS and CALP are most frequently used to discuss the language proficiency levels of students who are in the process of acquiring a new language.

Instructional Strategies for tier 2 and 3 Academic Vocabulary

List-Group-Label

• List: Produce a list of words associated with a particular concept to be studied.
• Group: Group the words and phrases into categories. Students look for common elements of the words to form the categories. These similarities might include similar meanings or parts of speech.
• Label: Finally, label the categories and ask the students to label each category with a title that connects all words within the particular group. Labels are shared with the whole class, and each group of students asked to give reasons for organizing and labeling their words in that particular way.

Academic Vocabulary and Word Families – Help Students Make Cognitive Connections

Mini-lecture: Analysis

• Analysis: Part of Speech (Noun) Contextual Exemplar: 'We performed a detailed analysis of the relationship between the two companies and believe that they could form a strong partnership.
• (Countable and uncountable). Carrying out an analysis involves studying something carefully to understand it.

Unpacking Related Tier 2 or Tier 3 Academic Vocabulary Words

Analyses/analyze, analyzers/analyzer, analyst, analytic, analytical, analytically, analyze, analyzing, analyzed, analysis, analyzable

1. Give a mini-lecture on the attributes of the base form of the academic word including the contextual meaning denotation and/ or connotation.
2. Have student do a think, pair, re-teach
3. Teacher discusses the list of words related to the “headword”
4. Have students read words with you: “These words are in the same family as analyze. When I touch the word, please say it.” Clarify part of speech as appropriate and offer additional contextual practice for ELLs
5. Use lists of academic words that are associated and or connected to a complex passage, have students read them aloud and discuss the meanings as an anticipatory set before close reading or rereading a text.

Revisit and Remember: FUN Word Games

• 20 question vocabulary game
• Etymology – Origin of words
• Synonyms/Antonyms
• Metaphors/Similes
• Idioms/dialect/
• Proverbs/parables/allegory
• Slang
• Catchphrases/band wagon/
• Maxim/Motto/
• Slogans 'Have you forgotten how fine words taste when reading!'
• Acronyms/Abbreviations
• Portmanteaus – motel=motor + hotel
• Anagrams – read/dear rose/sore
• Palindromes- read the same forward and backward – mom, radar, nun, eye

Academic Vocabulary Critical Attributes using a Lotus Diagrams

Choose from the following Critical Attributes:

1. Students discern between examples and non-examples
2. Students generate their own examples and non-examples
3. Students examine related word families
4. Ask deep processing questions about connotation and denotation

Content Specific and Technical Specific Vocabulary

1. Introduce a word. Students find definition in the glossary
2. Determine the critical attributes of the definition
3. Illustrate the word with examples (containing all the attributes) and non-examples (without at least one attribute) – make these attribute example links explicit

Word Pairs Chart

The teacher or students select associate or uncreated sets of Academic Vocabulary for review.

Word Pair	Synonyms	Antonyms	Related	Not Related

Odd Word Out

1. Provide four words for review from the vocabulary list (humiliate, emancipate, abuse, cruelty.)
2. With a partner, determine criteria to eliminate a word, taking care to explain reasoning.
3. Repeat the previous step, creating as many new criteria for elimination as possible

Word Sorts

1. Create a bank of words for review
2. Identify categories for sorting
3. If a word fits in two or more categories, place the word in each and circle the most important placement
4. Ensure students are using the word in complete sentences as they explain their reasoning  for each sort

Keywords and Keyword Outline Sentence Writing

• Students practice writing sentences using 1-3 keywords, including tier 2 and tier 3 academic vocabulary words.
• Extensions: Students practice using different target words, adverbs, adjectives, transition words, Tier 2 and 3 words in one sentence.

“I thought the writing excellent (Spectator), and wished, if possible, to imitate it. With this view I took some of the papers, and, making short hints of the sentiment in each sentence, laid them by a few days, and then, without looking at the book, tried to compleat the papers again, by expressing each hinted sentiment at length, and as fully as it had been expressed before, in any suitable words that should come to hand."Benjamin Franklin

Close Reading Connections with Writing!

Keywords Sentence Writing: The Boy Who Cried, Wolf

The tale concerns a shepherd boy who repeatedly tricks nearby villagers into thinking a wolf is attacking his flock. When one actually does appear and the boy again calls for help, the villagers believe that it is another false alarm and the sheep (or, in some versions of the story, the boy) are eaten by the wolf.

A shepherd-boy, who watched a flock of sheep near a village, brought out the villagers three or four times by crying out, “Wolf! Wolf!” and when his neighbors came to help him, laughed at them for their pains. The Wolf, however, did truly come at last. The Shepherd-boy, now really alarmed, shouted in an agony of terror: “Pray, do come and help me; the Wolf is killing the sheep”; but no one paid any heed to his cries, nor rendered any assistance. The Wolf, having no cause of fear, at his leisure lacerated or destroyed the whole flock.

Example of Key Word Outline

I. shepherd-boy, watched, sheep

1.brought, villagers, crying, “Wolf!

2. neighbors, laughed, them

3. Wolf, truly, come

4. Shepherd-boy, shouted, terror

5. Wolf, killing, sheep

6. his, cries, assistance

7. Wolf, lacerated, destroyed, flock

Students put the original story aside and use the keywords outline to summarize the story with their learning cooperative partner. The student discusses why they selected the words that were interesting or important to them.

Effective Question Answering “Jeopardy” Sentence Writing

This is like Jeopardy, students write the answer to possible questions. "Vocabulary Jeopardy!" is a vocabulary game -- with a twist. The answers are written first, and the students “contestants” supply the questions. who, what, when, where, why, how. Students write sentences answering 3 or 4 tier three terms. Students swap and share their answer sentences with partners. The students try giving a Jeopardy style response based on the answer.

EXAMPLE

A person's belief based on what seems true, or probable; a person's judgment. Jeopardy Response, What is an opinion?

Many people have the …. that Mexican cuisine is the best in the world. What is an opinion?

Students may use two target words in one sentence (Optional)

Word Association Games Class Activity

1. Start by making pairs of associated fun words (Green eggs and ham, ice cream and cones, peanut butter and jelly, Princess Fiona and Shrek). Present mini-lecture on several previously taught academic vocabulary words.
2. Start playing with the whole class. Ask students to share answers with shoulder partners. “I am thinking of a cognitive (thinking) verb that describes naming.” (identification, designating). “I am thinking of a word that is associated with ____.”

1. “Select a word…”
2. “Which word goes best with the word ___?”
3. Have students defend their choices.

Tier 1 Academic Reading Vocabulary

NATIONAL READING VOCABULARY LIST from READINGKEY.COM

Importance of Grade Level (Tier 1) Vocabulary Lists

Grade Level Vocabulary Lists provide valuable support for any reading program by clarifying exactly which words a student needs to learn to stay "on" or "above" grade level. Vocabulary

Lists are extremely helpful for a wide range of uses:

• Developing grade level word work activities
• Homework Assignments (i.e. sentence writing) "One-on-One" testing for identifying specific words a child is missing Giving copies to parents to practice saying with their child nightly As an outline for additional Summer & Holiday activities

Each vocabulary list has been carefully researched to contain words which must be memorized for that particular grade level. Over 10 years of research has shown that students who can fluently read the words in any grade level list typically score in the top 25% on national standardized reading tests (most of our students score in the top 10%).

Several criteria were used for identifying which vocabulary to place in a grade level list. The most important criteria were "Frequency of Use" in the average reading material. This means that words in the Grade 1 list occur more often in reading material than words found in the Grade 2 List - and words in the Grade 2 List are more common than words found in the Grade 3 List, etc.

The total number of words listed in a particular list is based upon the maximum number of words we can expect an average student to learn per day.