PARCC Literary Analysis Task Grade 3 Reading Lesson 2: Modeling the EBSR and TECR

Size: px
Start display at page:

Download "PARCC Literary Analysis Task Grade 3 Reading Lesson 2: Modeling the EBSR and TECR"

Transcription

1 Rationale PARCC Literary Analysis Task Grade 3 Reading Lesson 2: Modeling the EBSR and TECR Given the extreme difference in the testing layout and interface between NJ ASK and PARCC, students should be guided through PARCC s sample items on their website. This will also give the teacher an opportunity to model the approach and thought processes students should replicate to complete the Literary Analysis Task. Goal In modeling the process for completing the Literary Analysis Task EBSR and TECR, students will have a clear picture of what to expect on the assessment. Task Foci Objectives Materials CCSS RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. CCSS RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. CCSS RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Students will be familiar with the format of the PARCC Literary Analysis Task EBSR and TECR. Students will observe the process for completing the questions through teacher modeling. Computer and Projector (for instructor to model activities) PARCC s online test environment: o Note: PARCC updates their sample item sets occasionally. References to the site in this lesson are based upon the April 2014 version. Computers (optional) (one per student or student pairs) Sample Markup (for instructor) Sample text and questions handout (per student) Preparation Take some time to navigate through PARCC s test environment on your own to get comfortable with it before you show your students. LAT Reading Lesson 2: Modeling the EBSR and TECR Page 1

2 Procedures Before class begins, navigate to the LAT portion for your grade level in PARCC s online test environment. To begin the lesson, explain to students that today they will view the EBSR and TECR in its intended environment. If students have access to computers, guide them to the testing area on PARCC s website. Show students the features of the test interface. o A purpose-setting statement and the texts are on the left side of the page. One full question (Parts A & B) takes up the right side of the page. o You can navigate through the questions with the arrows on the top of the page. o There is a tool bar at the top of the writing space with basic word processing functions (bold, underline, copy, paste, undo, etc.) Ask students for their opinions, observations, and questions about the interface. Next, distribute the sample text and questions to each student. Using the markup, guide students through the questions. The handout highlights relevant details and gives explanations. This is just a sample. Feel free to address any other details that stick out to you. In closing, address any questions students have. LAT Reading Lesson 2: Modeling the EBSR and TECR Page 2

3 Literary Analysis Task (from PARCC website) Passage #1 Read the story Kira-Kira by Cynthia Kadohatta. Then answer the questions to gather more ideas for the character description you will write upon completing this task. Kira-Kira by Cynthia Kadohata 1 My sister, Lynn, taught me my first word: kira-kira. I pronounced it ka-a-ahhh, but she knew what I meant. Kira-Kira means glittering in Japanese. Lynn told me that when I was a baby, she used to take me onto our empty road at night, where we would lie on our backs and look at the stars while she said over and over, "Katie, say kira-kira, kira-kira. " I loved that word! When I grew older, I used kira-kira to describe everything I liked: the beautiful blue sky, puppies, kittens, butterflies, colored Kleenex. 2 My mother said we were misusing the word; you could not call a Kleenex kira-kira. She was dismayed over how un-japanese we were and vowed to send us to Japan one day. I didn t care where she sent me, so long as Lynn came along. 3 I was born in Iowa in I know a lot about when I was a little girl, because my sister used to keep a diary. Today I keep her diary in a drawer next to my bed. 4 I like to see how her memories were the same as mine, but also different. For instance, one of my earliest memories is of the day Lynn saved my life. I was almost five, and she was almost nine. We were playing on the empty road near our house. Fields of tall corn stretched into the distance wherever you looked. A dirty gray dog ran out of the field near us, and then he ran back in. Lynn loved animals. Her long black hair disappeared into the corn as she chased the dog. The summer sky was clear and blue. I felt a brief fear as Lynn disappeared into the cornstalks. When she wasn t in school, she stayed with me constantly. Both our parents worked. Officially, I stayed all day with a lady from down the road, but unofficially, Lynn was the one who took care of me. 5 After Lynn ran into the field, I couldn t see anything but corn. 6 Lynnie! I shouted. We weren t that far from our house, but I felt scared. I burst into tears. 7 Somehow or other, Lynn got behind me and said, Boo! and I cried some more. She just laughed and hugged me and said, You re the best little sister in the world! I liked it when she said that, so I stopped crying. 8 The dog ran off. We lay on our backs in the middle of the road and stared at the blue sky. Some days nobody at all drove down our little road. We could have lain on our backs all day and never got hit. 9 Lynn said, The blue of the sky is one of the most special colors in the world, because the color is deep but see-through both at the same time. What did I just say? 10 The sky is special. 11 The ocean is like that too, and people s eyes. 12 She turned her head toward me and waited. I said, "The ocean and people's eyes are special too." 13 That s how I learned about eyes, sky, and ocean: the three special, deep, colored, see-through things. I turned to Lynnie. Her eyes were deep and black, like mine. 14 The dog burst from the field suddenly, growling and snarling. Its teeth were long and yellow. We screamed and jumped up. The dog grabbed at my pants. As I pulled away, the dog ripped my pants and his cold teeth touched my skin. Aaahhhhh! I screamed. 15 Lynn pulled at the dog s tail and shouted at me, Run, Katie, run! I ran, hearing the dog growling and Lynnie grunting. When I got to the house, I turned around and saw the dog tearing at Lynn s pants as she huddled over into a ball. I ran inside and looked for a weapon. I couldn t think straight. I got a milk bottle out of the fridge and ran toward Lynn and threw the bottle at the dog. The bottle missed the dog and broke on the street. The dog rushed to lap up the milk. LAT Reading Lesson 2: Modeling the EBSR and TECR Page 3

4 16 Lynn and I ran toward the house, but she stopped on the porch. I pulled at her. Come on! 17 She looked worried. He s going to cut his tongue on the glass. 18 Who cares? 19 But she got the water hose and chased the dog away with the water, so it wouldn t hurt its tongue. That s the way Lynn was. Even if you tried to kill her and bite off her leg, she still forgave you. 20 This is what Lynn said in her diary from that day: 21 The corn was so pretty. When it was all around me, I felt like I wanted to stay there forever. Then I heard Katie crying, and I ran out as fast as I could. I was so scared. I thought something had happened to her! 22 Later, when the dog attacked me, Katie saved my life. 23 I didn t really see things that way. If she hadn t saved my life first, I wouldn t have been able to save her life. So, really, she s the one who saved a life. LAT Reading Lesson 2: Modeling the EBSR and TECR Page 4

5 1. Part A Question: What is the meaning of the word constantly as the narrator uses it in paragraph 4 of Kira-Kira? a. often b. all the time c. once in a while d. sometimes Part B Question: Which detail from the Kira-Kira uses a word or phrase that also means constantly? a. Lynn told me that when I was a baby, she used to take me onto our empty road at night, where we would lie on our backs and look at the stars while she said over and over, Katie, say 'kira-kira, kirakira.' " b. She was dismayed over how un-japanese we were and vowed to send us to Japan one day. c. The blue of the sky is one of the most special colors in the world, because the color is deep but seethrough both at the same time. d. The dog burst from the field suddenly, growling and snarling. 2. Part A Question: How are the events in paragraphs 1 and 2 important to the theme of the story? a. They list the many lessons that Lynn taught her younger sister, Katie. b. They explain that Katie s family had very high expectations of her when she was young. c. They show how strong the relationship is between Katie and Lynn. d. They introduce the idea that Katie and Lynn want to learn more about the Japanese language. Part B Question: Which sentence from the story provides the best support for the answer in Part A? a. My sister, Lynn, taught me my first word: kira-kira. b. When I grew older, I used kira-kira to describe everything I liked: the beautiful blue sky, puppies, kittens, butterflies, colored Kleenex. c. She was dismayed over how un-japanese we were and vowed to send us to Japan one day. d. I didn t care where she sent me, so long as Lynn came along. LAT Reading Lesson 2: Modeling the EBSR and TECR Page 5

6 3. Create a summary of the story using three of the sentences listed here. Drag the three sentences that describe key ideas from the story into the boxes titled Summary. The sentences should describe key ideas from the story in the order they happen. (For paper-based tests, write the numbers into the slots in the correct order.) 1. Katie s mother is disappointed that the girls use Japanese words incorrectly. 2. Katie remembers when a dog ran out of a corn field and attacked Lynn and her. 3. Katie keeps Lynn s diary in a drawer beside her bed. 4. Katie and Lynn spend much of their time together as they grow up. 5. Lynn taught young Katie to say kira-kira, which was her first word. 6. Katie believes that Lynn saves her life, but Lynn believes Katie saved her. 7. Lynn explains that the sky is special like the ocean or people s eyes. 8. Lynn sprayed the dog with water so it wouldn t hurt its tongue on broken glass. Summary LAT Reading Lesson 2: Modeling the EBSR and TECR Page 6

7 Markup for Step-Through 1. Part A: What is the meaning of the word constantly as the narrator uses it in paragraph 4 of Kira-Kira? a. often b. all the time c. once in a while d. sometimes Note that all these terms have to do with how frequently or often something happens. Look back with students at paragraph 4 to find the word constantly. Ask students to circle constantly and underline any words or phrases that might tell how frequent constantly is: 4 I like to see how her memories were the same as mine, but also different. For instance, one of my earliest memories is of the day Lynn saved my life. I was almost five, and she was almost nine. We were playing on the empty road near our house. Fields of tall corn stretched into the distance wherever you looked. A dirty gray dog ran out of the field near us, and then he ran back in. Lynn loved animals. Her long black hair disappeared into the corn as she chased the dog. The summer sky was clear and blue. I felt a brief fear as Lynn disappeared into the cornstalks. When she wasn t in school, she stayed with me constantly. Both our parents worked. Officially, I stayed all day with a lady from down the road, but unofficially, Lynn was the one who took care of me. Notice that sometimes and once in a while in the answer choices are the same. They can t both be right! That leaves often and all the time. The first underlined phrase, When she wasn t in school, means that any time Lynn wasn t in school, she was taking care of Katie. Look at the last sentence on the last sentence. Katie officially stayed with a lady, but did that lady take good care of her? Katie says that Lynn was the one who took care of her. We know that when Lynn wasn t in school, she unofficially took care of Katie. That seems like all the time to me. Part B Question: Which detail from the Kira-Kira uses a word or phrase that also means constantly? a. Lynn told me that when I was a baby, she used to take me onto our empty road at night, where we would lie on our backs and look at the stars while she said over and over, Katie, say 'kira-kira, kirakira.' " b. She was dismayed over how un-japanese we were and vowed to send us to Japan one day. c. The blue of the sky is one of the most special colors in the world, because the color is deep but seethrough both at the same time. d. The dog burst from the field suddenly, growling and snarling. Look for time words in each answer choice. In this part of the question, we need to find a word that means the same as all the time. Go through each answer choice with students and underline words that relate to time or frequency. Then look at the underlined options and select the one that is closest in meaning to constantly or all of the time. In this case, over and over is the best clue. 2. Part A Question: How are the events in paragraphs 1 and 2 important to the theme of the story? a. They list the many lessons that Lynn taught her younger sister, Katie. LAT Reading Lesson 2: Modeling the EBSR and TECR Page 7

8 b. They explain that Katie s family had very high expectations of her when she was young. c. They show how strong the relationship is between Katie and Lynn. d. They introduce the idea that Katie and Lynn want to learn more about the Japanese language. First we will need to figure out the theme. Return to paragraphs 1-2. Underline words that can give clues about the theme. 1 My sister, Lynn, taught me my first word: kira-kira. I pronounced it ka-a-ahhh, but she knew what I meant. Kira-Kira means glittering in Japanese. Lynn told me that when I was a baby, she used to take me onto our empty road at night, where we would lie on our backs and look at the stars while she said over and over, "Katie, say kira-kira, kira-kira. " I loved that word! When I grew older, I used kira-kira to describe everything I liked: the beautiful blue sky, puppies, kittens, butterflies, colored Kleenex. 2 My mother said we were misusing the word; you could not call a Kleenex kira-kira. She was dismayed over how un-japanese we were and vowed to send us to Japan one day. I didn t care where she sent me, so long as Lynn came along. Note that the answer here is related to theme, so students should be able to articulate the major themes by explaining what the story is mainly about. Write their answers on the board: sisters, friendship, love, are good examples of the central thematic topics in the story. Return to the answer choices: a. They list the many lessons that Lynn taught her younger sister, Katie. This suggests a theme about teaching or caring, but doesn t seem to have anything to do with the theme. b. They explain that Katie s family had very high expectations of her when she was young. This suggests a theme about high expectations, which is not an important idea in the text. c. They show how strong the relationship is between Katie and Lynn. This shows the love the sisters have for each other, which is one of the main themes in the text. d. They introduce the idea that Katie and Lynn want to learn more about the Japanese language. This suggests a theme about identifying as Japanese, which is not an important idea in the text. So the answer must be C. This is important for the next part of this question. Part B Question: Which sentence from the story provides the best support for the answer in Part A? a. My sister, Lynn, taught me my first word: kira-kira. b. When I grew older, I used kira-kira to describe everything I liked: the beautiful blue sky, puppies, kittens, butterflies, colored Kleenex. c. She was dismayed over how un-japanese we were and vowed to send us to Japan one day. d. I didn t care where she sent me, so long as Lynn came along. Part B will be easy now if students underlined the proper elements that contributed to the theme. Remind students that they need to select the best support for the answer. Which statement BEST shows the loving relationship between Lynn and Katie? LAT Reading Lesson 2: Modeling the EBSR and TECR Page 8

9 Part B Question: Which sentence from the story provides the best support for the answer in Part A? a. My sister, Lynn, taught me my first word: kira-kira. This shows something important, but it doesn t mean much by itself. Anyone can teach someone else a word and it won t be that meaningful. b. When I grew older, I used kira-kira to describe everything I liked: the beautiful blue sky, puppies, kittens, butterflies, colored Kleenex. This shows that Katie liked the word, but not that she really loved Lynn. We ll hold onto it if we don t find another good choice. c. She as dismayed over how un- Japanese we were and vowed to send us to Japan one day. This answer refers to being Japanese, which is not the theme we selected in Part A. Let s cross it off. d. I didn t care where she sent me, so long as Lynn came along. This is a strong statement about love she doesn t care where she is as long as her sister is there. That is great support for the theme of the loving relationship between Katie and Lynn, so that is our answer. 3. Create a summary of the story using three of the sentences listed here. Drag the three sentences that describe key ideas from the story into the boxes titled Summary. The sentences should describe key ideas from the story in the order they happen. (For paper-based tests, write the numbers into the slots in the correct order.) 1. Katie s mother is disappointed that the girls use Japanese words incorrectly. 2. Katie remembers when a dog ran out of a corn field and attacked Lynn and her. 3. Katie keeps Lynn s diary in a drawer beside her bed. 4. Katie and Lynn spend much of their time together as they grow up. 5. Lynn taught young Katie to say kira-kira, which was her first word. 6. Katie believes that Lynn saves her life, but Lynn believes Katie saved her. 7. Lynn explains that the sky is special like the ocean or people s eyes. 8. Lynn sprayed the dog with water so it wouldn t hurt its tongue on broken glass. Summary One way to do this is to have student summarize the main events on their own, and then have them cross out details from the list. Then they can arrange the remaining ones into the correct order. LAT Reading Lesson 2: Modeling the EBSR and TECR Page 9

10 1. Katie s mother is disappointed that the girls use Japanese words incorrectly. Detail 2. Katie remembers when a dog ran out of a corn field and attacked Lynn and her Katie keeps Lynn s diary in a drawer beside her bed. Detail 4. Katie and Lynn spend much of their time together as they grow up Lynn taught young Katie to say kira-kira, which was her first word. This is the first thing that happens, but it is still a detail. 6. Katie believes that Lynn saves her life, but Lynn believes Katie saved her Lynn explains that the sky is special like the ocean or people s eyes. Detail 8. Lynn sprayed the dog with water so it wouldn t hurt its tongue on broken glass. Detail LAT Reading Lesson 2: Modeling the EBSR and TECR Page 10

PARCC Narrative Task Grade 6 Reading Lesson 2: Narrative Reading Strategies

PARCC Narrative Task Grade 6 Reading Lesson 2: Narrative Reading Strategies Rationale PARCC Narrative Task Grade 6 Reading Lesson 2: Narrative Reading Strategies To equip students with the skills needed to successfully answer the reading portion of the PARCC Narrative Task, instructors

More information

ABSS HIGH FREQUENCY WORDS LIST C List A K, Lists A & B 1 st Grade, Lists A, B, & C 2 nd Grade Fundations Correlated

ABSS HIGH FREQUENCY WORDS LIST C List A K, Lists A & B 1 st Grade, Lists A, B, & C 2 nd Grade Fundations Correlated mclass List A yellow mclass List B blue mclass List C - green wish care able carry 2 become cat above bed catch across caught add certain began against2 behind city 2 being 1 class believe clean almost

More information

Grade Level: 4 th Grade. Correlated WA. Standard(s): Pacing:

Grade Level: 4 th Grade. Correlated WA. Standard(s): Pacing: 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. RL.4.1.

More information

in Me Changes Unit Unit Overview Essential Questions

in Me Changes Unit Unit Overview Essential Questions Unit 1 Changes in Me?? Essential Questions What is the relationship between change and growth? How do writers use different types of writing to express their ideas? Unit Overview Unit 1 emphasizes the

More information

Lesson Objectives. Core Content Objectives. Language Arts Objectives

Lesson Objectives. Core Content Objectives. Language Arts Objectives The Boy Who Cried Wolf 1 Lesson Objectives Core Content Objectives Students will: Demonstrate familiarity with The Boy Who Cried Wolf Identify character, plot, and setting as basic story elements Describe

More information

Lesson 84 - The Boy Who Cried Wolf

Lesson 84 - The Boy Who Cried Wolf My Book of God Unit 7 Lesson 84 - The Boy Who Cried Wolf Aim * To understand what it means to tell the truth and to tell a lie Materials * Story - The Boy Who Cried Wolf * Visual Aids - girl who kicked

More information

Grade 4 English Language Arts/Literacy End of Year Short/Medium Literary Text Set 2017 Released Items

Grade 4 English Language Arts/Literacy End of Year Short/Medium Literary Text Set 2017 Released Items Partnership for Assessment of Readiness for College and Careers Grade 4 English Language Arts/Literacy End of Year Short/Medium Literary Text Set 2017 Released Items 2017 Released Items: Grade 4 End-of-Year

More information

Grade 7 English Language Arts/Literacy Narrative Writing Task 2018 Released Items

Grade 7 English Language Arts/Literacy Narrative Writing Task 2018 Released Items Partnership for Assessment of Readiness for College and Careers Grade 7 Narrative Writing Task 2018 Released Items 2018 Released Items: Grade 7 Narrative Writing Task The Narrative Writing Task focuses

More information

GAIL CARSON LEVINE IF NOBODY WANTS HIM, THAT S FINE. HE LL JUST TAKE CARE OF HIMSELF. DAVE AT NIGHT. Orphan by day... LEVINE

GAIL CARSON LEVINE IF NOBODY WANTS HIM, THAT S FINE. HE LL JUST TAKE CARE OF HIMSELF. DAVE AT NIGHT. Orphan by day... LEVINE GAIL CARSON LEVINE IF NOBODY WANTS HIM, THAT S FINE. HE LL JUST TAKE CARE OF HIMSELF. Poignant and energetic. (Starred review) Publishers Weekly This novel will provide inspiration while offering a unique

More information

RSS - 1 FLUENCY ACTIVITIES

RSS - 1 FLUENCY ACTIVITIES RSS - 1 FLUENCY ACTIVITIES Directions: Included are a series of Really Silly Stories (RSS) broken into sections. 50 to 60-word sections. Students are to read one section every day. In each section, 30

More information

Grade 5 English Language Arts/Literacy Literary Analysis Task 2017 Released Items

Grade 5 English Language Arts/Literacy Literary Analysis Task 2017 Released Items Partnership for Assessment of Readiness for College and Careers Grade 5 English Language Arts/Literacy Literary Analysis Task 2017 Released Items 2017 Released Items: Grade 5 Literary Analysis Task The

More information

Grade 8 English Language Arts/Literacy Literary Analysis Task 2017 Released Items

Grade 8 English Language Arts/Literacy Literary Analysis Task 2017 Released Items Partnership for Assessment of Readiness for College and Careers Grade 8 English Language Arts/Literacy Literary Analysis Task 2017 Released Items 2017 Released Items: Grade 8 Literary Analysis Task The

More information

What can you learn from the character? How do you know this? Use a part of the story in your answer. RL 1.2

What can you learn from the character? How do you know this? Use a part of the story in your answer. RL 1.2 Reading 3D TRC Question Stems Level F What can you learn from the character? How do you know this? Use a part of the story in your answer. RL 1.2 Where do the characters live in this story? Use part of

More information

===========================================================================================

=========================================================================================== Because of Winn Dixie by Heather Blue Grade Level: Grade 3 Subject Area: English Language Arts Lesson Length: 2 hours Lesson Keywords: Because of Winn Dixie Lesson Description: The goal of this exemplar

More information

Directions: Read the following passage then answer the questions below. The Lost Dog (740L)

Directions: Read the following passage then answer the questions below. The Lost Dog (740L) 4 th Grade ELA Unit 1 Student Assessment Directions: Read the following passage then answer the questions below. The Lost Dog (740L) One particularly cold Saturday in January, I was supposed to take our

More information

2018 English Entrance Exam for Returnees

2018 English Entrance Exam for Returnees 2018 English Entrance Exam for Returnees Do not open the test book until instructed to do so! Notes The exam is 45 minutes long. The exam has 4 sections. These are: 1. Listening 2. Vocabulary & Grammar

More information

*High Frequency Words also found in Texas Treasures Updated 8/19/11

*High Frequency Words also found in Texas Treasures Updated 8/19/11 Child s name (first & last) after* about along a lot accept a* all* above* also across against am also* across* always afraid American and* an add another afternoon although as are* after* anything almost

More information

Notes to Teachers: GRADE 9 UNIT 1. Texts: Emily Dickinson poem If I can stop one heart from breaking. Langston Hughes short story Thank You, Ma am

Notes to Teachers: GRADE 9 UNIT 1. Texts: Emily Dickinson poem If I can stop one heart from breaking. Langston Hughes short story Thank You, Ma am GRADE 9 UNIT 1 Texts: Emily Dickinson poem If I can stop one heart from breaking Langston Hughes short story Thank You, Ma am Notes to Teachers: o This assessment has the following format: o For EACH text:

More information

Grade 4 ELA Practice Passages. Name:

Grade 4 ELA Practice Passages. Name: Grade 4 ELA Practice Passages Name: Fiction Passages Fiction Mentor Passage: Greeting the Sun * Practice 1: Jump ** Practice 2: Go Fish ** Practice 3: Kira Kira * Practice 4: Sitti s Secrets * Nonfiction

More information

Instant Words Group 1

Instant Words Group 1 Group 1 the a is you to and we that in not for at with it on can will are of this your as but be have the a is you to and we that in not for at with it on can will are of this your as but be have the a

More information

Lesson Objectives. Core Content Objectives. Language Arts Objectives

Lesson Objectives. Core Content Objectives. Language Arts Objectives Lesson Objectives The Boy Who Cried Wolf 1 Core Content Objectives Students will: Demonstrate familiarity with The Boy Who Cried Wolf Describe the characters, setting, and plot of The Boy Who Cried Wolf

More information

ELAR Grade 3 Unit 02: Discovering Other Literary Genres

ELAR Grade 3 Unit 02: Discovering Other Literary Genres ELAR Grade 3 Unit 02: Discovering Other Literary Genres 2012 2013 Midland ISD Source Original text created from stories about Mae Jemison Mae Jemison (1) Mae (2) Kind, caring, active, smart (3) Daughter

More information

Grade 5 English Language Arts/Literacy Literary Analysis Task 2018 Released Items

Grade 5 English Language Arts/Literacy Literary Analysis Task 2018 Released Items Partnership for Assessment of Readiness for College and Careers Grade 5 English Language Arts/Literacy Literary Analysis Task 2018 Released Items 2018 Released Items: Grade 5 Literary Analysis Task The

More information

THE GREATEST GRANDMOTHER Hal Ames

THE GREATEST GRANDMOTHER Hal Ames THE GREATEST GRANDMOTHER Hal Ames Everyone has a grandmother, but some are better than others. How do we come to the conclusion as to whose grandmother is the best? It is up to the grandchild. In my case,

More information

Name: Date: Baker Creative Writing. Adjo Means Good-bye. By Carrie A. Young

Name: Date: Baker Creative Writing. Adjo Means Good-bye. By Carrie A. Young Adjo Means Good-bye By Carrie A. Young It has been a long time since I knew Marget Swenson. How the years have rushed by! I was a child when I knew her, and now I myself have children. The circle keeps

More information

Grade 3 Literary Mini-Assessment

Grade 3 Literary Mini-Assessment Grade 3 Literary Mini-Assessment Because of Winn Dixie by Kate DiCamillo This Grade 3 Mini-Assessment is based on an excerpt from Because of Winn-Dixie. This text is worthy of students time to read and

More information

Fry Instant Phrases. First 100 Words/Phrases

Fry Instant Phrases. First 100 Words/Phrases Fry Instant Phrases The words in these phrases come from Dr. Edward Fry s Instant Word List (High Frequency Words). According to Fry, the first 300 words in the list represent about 67% of all the words

More information

Eleven Short Story by Sandra Cisneros KEYWORD: HML6-198

Eleven Short Story by Sandra Cisneros KEYWORD: HML6-198 Before Reading Eleven Short Story by Sandra Cisneros VIDEO TRAILER KEYWORD: HML6-198 RL 4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

More information

Jumping Bodies By ReadWorks

Jumping Bodies By ReadWorks Jumping Bodies Jumping Bodies By ReadWorks This is the story of how I convinced my best friend I could jump bodies. The first time it happened, I was sitting in Ms. Perry s sixth grade English class. We

More information

TEST READY OMNI READING. CURRICULUM ASSOCIATES, Inc. SUPPORTS UTILIZES PROVIDES EQUIPS REPLICATES

TEST READY OMNI READING. CURRICULUM ASSOCIATES, Inc. SUPPORTS UTILIZES PROVIDES EQUIPS REPLICATES A Quick-Study Program TEST Book 3 READY OMNI READING SUPPORTS a thematic approach to reading, writing, and language arts UTILIZES performance-based strategies PROVIDES practice with a variety of reading

More information

1 1 Listen to Chapter 1. Complete the table with words you hear. The first one is an example. Check your answers on pp.6 10 or in the answer key.

1 1 Listen to Chapter 1. Complete the table with words you hear. The first one is an example. Check your answers on pp.6 10 or in the answer key. Owl Hall Robert Campbell The story step by step 1 1 Listen to Chapter 1. Complete the table with words you hear. The first one is an example. Check your answers on pp.6 10 or in the answer key. Parts of

More information

SETTING A PURPOSE As you read, pay attention to the points the author makes about scary tales. Would most people agree with her ideas?

SETTING A PURPOSE As you read, pay attention to the points the author makes about scary tales. Would most people agree with her ideas? Jackie Torrence (1944 2004) spent much of her childhood on a North Carolina farm, where she grew up listening to traditional stories told by her grandfather. Years later, while working as a librarian,

More information

Third Trimester RL Assessment. Finn MacCool and Oonagh

Third Trimester RL Assessment. Finn MacCool and Oonagh Name: Date: Third Trimester RL Assessment (RL 1,2,3,4,9,10) Directions: Read the following story and answer the questions below. Finn MacCool and Oonagh Irish Folk Tale Long ago, in the beautiful land

More information

Grade 6 English Language Arts/Literacy Narrative Writing Task 2018 Released Items

Grade 6 English Language Arts/Literacy Narrative Writing Task 2018 Released Items Partnership for Assessment of Readiness for College and Careers Grade 6 Narrative Writing Task 2018 Released Items 2018 Released Items: Grade 6 Narrative Writing Task The Narrative Writing Task focuses

More information

The Adventures of Ali Baba Bernstein

The Adventures of Ali Baba Bernstein The Adventures of Ali Baba Bernstein Use this selection to answer questions 1 10. 1 Why does David Bernstein change his name to Ali Baba Bernstein? A He is tired of having the same name as so many other

More information

Unit 1 Assessment. Read the passage and answer the following questions.

Unit 1 Assessment. Read the passage and answer the following questions. Unit 1 Assessment Read the passage and answer the following questions. 1. Do you know the book Alice s Adventures in Wonderland? Lewis Carroll wrote it for a little girl named Alice. Lewis Carroll was

More information

As the elevators door slid open they spotted a duffel bag inside. Tommy pick it up and opened it There s a note inside of it I bet its from Robby

As the elevators door slid open they spotted a duffel bag inside. Tommy pick it up and opened it There s a note inside of it I bet its from Robby MYSTERY MALL Oh please like I really believe all those stupid stories bout your dad s and the rest of the mall being haunted when its close by some strange creatures Tommy the tiger cub frowned You d have

More information

COMMON CORE READING STANDARDS: LITERATURE - KINDERGARTEN COMMON CORE READING STANDARDS: LITERATURE - KINDERGARTEN

COMMON CORE READING STANDARDS: LITERATURE - KINDERGARTEN COMMON CORE READING STANDARDS: LITERATURE - KINDERGARTEN LITERATURE - KINDERGARTEN 1. With prompting and support, ask and answer questions about key details 2. With prompting and support, retell familiar stories, including key details. 3. With prompting and

More information

You flew out? Are you trying to make a fool of me?! said Miller surprised and rising his eyebrows. I swear to God, it wasn t my intention.

You flew out? Are you trying to make a fool of me?! said Miller surprised and rising his eyebrows. I swear to God, it wasn t my intention. Flying Kuchar In the concentration camp located at Mauthausen-Gusen in Germany, prisoner Kuchar dreamed of having wings to fly above the fence wires to escape from camp. In this dream his best friend in

More information

Name Date Hour To This Day. Pork Chop

Name Date Hour To This Day. Pork Chop To This Day By Shane Koyczan Directions: As you listen to the poem, highlight lines that jump out at you either because they create a feeling, include figurative language, or are just interesting to you.

More information

1 I Join the Robber Gang

1 I Join the Robber Gang 1 I Join the Robber Gang I m Huck Finn. If you read The Adventures of Tom Sawyer, you know who I am. That book was made by Mr. Mark Twain. He told the truth, mostly. That book ended when Tom and I got

More information

Ideas. 5 Perfecting That s it! Focused, clear, specific, concise. 3 Enhancing On my way Ready for serious revision. 1 Developing Just beginning

Ideas. 5 Perfecting That s it! Focused, clear, specific, concise. 3 Enhancing On my way Ready for serious revision. 1 Developing Just beginning Ideas That s it! Focused, clear, specific, concise I chose an idea that others will find interesting. It is clear I know a lot about my idea. My main point is very focused and easy to understand. A reader

More information

What He Left by Claudia I. Haas. MEMORY 2: March 1940; Geiringer apartment on the terrace.

What He Left by Claudia I. Haas. MEMORY 2: March 1940; Geiringer apartment on the terrace. 1 What He Left by Claudia I. Haas MEMORY 2: March 1940; Geiringer apartment on the terrace. (The lights change. There is a small balcony off an apartment in Amsterdam. is on the balcony with his guitar.

More information

The Two Travelers And The Bear

The Two Travelers And The Bear Unit 4 Assessment The Two Travelers And The Bear A Fable by Aesop 1 John and Jacob were traveling together through the countryside. As they walked, they talked, joked, and told tales. I am so glad to be

More information

!! The!Wave! by#morton#rhue# # # # # # # Students #handout# # # #

!! The!Wave! by#morton#rhue# # # # # # # Students #handout# # # # !! The!Wave! bymortonrhue Students handout DATE STORY TITLE ROLE DISCUSSION LEADER SUMMARIZER S CONNECTOR C WORD MASTER W PASSAGE PERSON CULTURE COLLECTOR B O O K W O R M S C L U B READING CIRCLES SCHEDULE

More information

McGraw-Hill Treasures Grade 5

McGraw-Hill Treasures Grade 5 Unit 2/Week 1 Title: Shiloh 1 Suggested Time: 5 days (45 minutes per day) Common Core ELA Standards: RL.5.1, RL.5.3, RL.5.4, RL.5.7; RF.5.3, RF.5.4; W.5.2, W.5.4, W.5.9; SL.5.1, SL.5.2, SL.5.6; L.5.1,

More information

Lesson 15 - My Five Senses

Lesson 15 - My Five Senses My Book of God Unit 2 Lesson 15 - My Five Senses Aims To explore the five senses and be more aware of them To learn that God gave us five senses to experience joy Materials 1. Large pictures of nose, ear,

More information

Unit 2 Character, Setting and Plot Pre-Post Assessment. The Three Little Pigs: THE REAL STORY

Unit 2 Character, Setting and Plot Pre-Post Assessment. The Three Little Pigs: THE REAL STORY 3 rd Grade Name: Unit 2 Character, Setting and Plot Pre-Post Assessment Directions: Read the story and answer the questions. The Three Little Pigs: THE REAL STORY Have you ever stopped to think about the

More information

This is a vocabulary test. Please select the option a, b, c, or d which has the closest meaning to the word in bold.

This is a vocabulary test. Please select the option a, b, c, or d which has the closest meaning to the word in bold. The New Vocabulary Levels Test This is a vocabulary test. Please select the option a, b, c, or d which has the closest meaning to the word in bold. Example question see: They saw it. a. cut b. waited for

More information

1-1 I Like Stars. A. It is in a room. A. It is looking at the stars through the window. A. They are a rabbit, a frog, a bird, and a mouse.

1-1 I Like Stars. A. It is in a room. A. It is looking at the stars through the window. A. They are a rabbit, a frog, a bird, and a mouse. - I Like Stars Q. Where is the rabbit? A. It is in a room. Q. What is the rabbit doing? A. It is looking at the stars through the window. Q. What animals are they? A. They are a rabbit, a frog, a bird,

More information

ELA/Literacy Released Item Grade 5 Literary Analysis Task Impact of Point of View Sample Student Responses (with annotations)

ELA/Literacy Released Item Grade 5 Literary Analysis Task Impact of Point of View Sample Student Responses (with annotations) ELA/Literacy Released Item 2015 Grade 5 Literary Analysis Task Impact of Point of View 2028 Sample Student Responses (with annotations) 2028 Anchor Set A1 A8 A1 The point of view in a story impacts a story

More information

ORCHARD BOOKS 338 Euston Road, London NW1 3BH Orchard Books Australia Level 17/207 Kent Street, Sydney, NSW 2000

ORCHARD BOOKS 338 Euston Road, London NW1 3BH Orchard Books Australia Level 17/207 Kent Street, Sydney, NSW 2000 ORCHARD BOOKS 338 Euston Road, London NW1 3BH Orchard Books Australia Level 17/207 Kent Street, Sydney, NSW 2000 First published in 2013 by Orchard Books A Paperback Original ISBN 978 1 40832 839 2 Text

More information

Oakland Unified School District Process Writing Assessment Response to Literature - Fall

Oakland Unified School District Process Writing Assessment Response to Literature - Fall STUDENT NAME: Oakland Unified School District Process Writing Assessment Response to Literature - Fall Writers do their best writing when they have time to read, think, and plan. During the next few days

More information

Bismarck, North Dakota is known for several things. First of all, you probably already know that Bismarck is the state capitol. You might even know

Bismarck, North Dakota is known for several things. First of all, you probably already know that Bismarck is the state capitol. You might even know 1 Bismarck, North Dakota is known for several things. First of all, you probably already know that Bismarck is the state capitol. You might even know that Bismarck is the home of the Dakota Zoo, which

More information

Level 3 Meets the standard

Level 3 Meets the standard Curriculum and Assessment Writing Project: Grade 12 Unit 1 Assessment Level B Grade 12 Unit 1 Adapted Assessment & Scoring Rubric Unit s: RL.11-12.2. Determine two or more themes or central ideas of a

More information

Second Grade ELA Third Nine-Week Study Guide

Second Grade ELA Third Nine-Week Study Guide Second Grade ELA Third Nine-Week Study Guide Use the following study guide to have your child prepare for the third nine-week ELA test. This test will contain a fable, a poem and a non-fiction selection.

More information

Little Jackie receives her Call to Adventure

Little Jackie receives her Call to Adventure 1 2 Male Actors: Discussion Question-Asker Adam 3 Female Actors: Little Jackie Suzy Ancient One 2 or more Narrators: Guys or Girls Narrator : Remember sixth grader Jackie who met the Ancient One in the

More information

The Giver Unit Modified Test Miss Shay 1 March 2012

The Giver Unit Modified Test Miss Shay 1 March 2012 The Giver Unit Modified Test Miss Shay 1 March 2012 Name I. Book Recall/Comprehension 1. Which of the following is not a rule of the community? A. You are not allowed to fly planes over the community B.

More information

Nebraska State Assessment

Nebraska State Assessment English Language Arts Nebraska State Assessment Grade 4 English Language Arts Released Passage Name: Nebraska Department of Education 2016 2 Directions: On the following pages of your test booklet are

More information

A. Write a or an before each of these words. (1 x 1mark = 10 marks) St. Thomas More College Half Yearly Examinations February 2009

A. Write a or an before each of these words. (1 x 1mark = 10 marks) St. Thomas More College Half Yearly Examinations February 2009 St. Thomas More College Half Yearly Examinations February 2009 Year 4 English (Written) Time 1h 15 min Name: Class: A. Write a or an before each of these words. (1 x 1mark = 10 marks) Example: an apple

More information

Section I. Quotations

Section I. Quotations Hour 8: The Thing Explainer! Those of you who are fans of xkcd s Randall Munroe may be aware of his book Thing Explainer: Complicated Stuff in Simple Words, in which he describes a variety of things using

More information

READTHEORY Passages and Questions

READTHEORY Passages and Questions READTHEORY Passages and Questions Reading Comprehension Assessment Directions: Read the passage. Then answer the questions below. Name Date The Curiosity of Newness There is a famous anecdote about an

More information

A Day of Change. Before Reading

A Day of Change. Before Reading Activity 2.4 SUGGESTED Learning Strategies: Drafting, Oral Reading, Think-Pair-Share, Word Map, Graphic Organizer Before Reading Quickwrite: Write about a best (or worst) birthday or other special occasion.

More information

A LPHABETTI. catsmn + MIZ KATZ N. RATZ. Dan The Dancing Deer EASY READING SERIES T.M. T.M.

A LPHABETTI. catsmn + MIZ KATZ N. RATZ. Dan The Dancing Deer EASY READING SERIES T.M. T.M. A LPHABETTI BOOKS #4 EASY READING SERIES MIZ KATZ N. RATZ T.M. T.M. Dan The Dancing Deer catsmn + d Alphabetti Book #4 Dan The Dancing Deer Written and illustrated by Miz Katz N. Ratz Acknowledgments For

More information

This is an example of an ineffective memoir

This is an example of an ineffective memoir This is an example of an ineffective memoir The First Time I Ever Told a Lie to My Mother It was 1956. I was five years old, and it was the fall of my kindergarten year in Mrs. Brown s class. I d never

More information

Music. Making. The story of a girl, a paper piano, and a song that sends her soaring to the moon WRITTEN AND ILLUSTRATED BY GRACE LIN

Music. Making. The story of a girl, a paper piano, and a song that sends her soaring to the moon WRITTEN AND ILLUSTRATED BY GRACE LIN Storyworks Original Fiction Music Making The story of a girl, a paper piano, and a song that sends her soaring to the moon WRITTEN AND ILLUSTRATED BY GRACE LIN 10 STORYWORKS UP CLOSE Plot Structure In

More information

PARCC Narrative Task Grade 8 Reading Lesson 4: Practice Completing the Narrative Task

PARCC Narrative Task Grade 8 Reading Lesson 4: Practice Completing the Narrative Task PARCC Narrative Task Grade 8 Reading Lesson 4: Practice Completing the Narrative Task Rationale This lesson provides students with practice answering the selected and constructed response questions on

More information

Narrator Aunt Polly opens the door and looks out among the tomato vines. No Tom. She lifts up her voice again and shouts.

Narrator Aunt Polly opens the door and looks out among the tomato vines. No Tom. She lifts up her voice again and shouts. Script Sawyer Cast of Characters: Parts Jim!! Where s that boy gone, I wonder?! If I get hold of you, young man, I ll... opens the door and looks out among the tomato vines. No. She lifts up her voice

More information

The Snowman

The Snowman The Snowman http://www.canteach.ca/elementary/songspoems7.html One day we built a snowman, We built him out of snow; You should have seen how fine he was, All white from top to toe. We poured some water

More information

A Year 8 English Essay

A Year 8 English Essay A Year 8 English Essay What narrative techniques does Lawson use to shape the reader s perception of the drover s wife? The Drover s Wife by Henry Lawson (2005) is an Australian novel set in Australia

More information

Where the Red Fern Grows By Wilson Rawls Yearling, New York, 1996 QAR: Question Answer Response Strategy

Where the Red Fern Grows By Wilson Rawls Yearling, New York, 1996 QAR: Question Answer Response Strategy Where the Red Fern Grows By Wilson Rawls Yearling, New York, 1996 QAR: Response Strategy Statement of Purpose: This strategy will help students think beyond what is specifically written in the text. It

More information

1973 Pleiku, Vietnam

1973 Pleiku, Vietnam 2 1973 Pleiku, Vietnam Cammy s dad began. I was 20 when I was drafted into the army. I was a soldier during the Vietnam War. I was sent to the center of Vietnam. In the mountains. Near a place called Pleiku.

More information

Kate DiCamillo - Because of Winn-Dixie - Grade 3

Kate DiCamillo - Because of Winn-Dixie - Grade 3 Kate DiCamillo - Because of Winn-Dixie - Grade 3 Learning Objective: The goal of this one day exemplar is to give students the opportunity to use the reading and writing habits they ve been practicing

More information

THEME THE SEARCH FOR MEANING

THEME THE SEARCH FOR MEANING THEME THE SEARCH FOR MEANING WHAT IS THEME? Theme: a life lesson, meaning, moral, or message about life or human nature that is communicated by a literary work In other words Theme is what the story teaches

More information

tales of a fourth grade nothing

tales of a fourth grade nothing A T E A C H I N G U N I T F O R tales of a fourth grade nothing B Y J U D Y B L U M E Written by Tammy D. Sutherland & Shannon B. Temple Published by S & T Publications, LLC www.sandtpublications.com Sample

More information

Common Core State Standards Alignment

Common Core State Standards Alignment Common Core State Standards Alignment for Reading CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

Step Up to Writing Grade 7

Step Up to Writing Grade 7 Step Up to Writing Grade 7 Narrative Writing Summative Assessment Directions: Do not begin until you are told to do so. Once your instructor tells you to begin, you may use the time provided to complete

More information

High Frequency Word Sheets Words 1-10 Words Words Words Words 41-50

High Frequency Word Sheets Words 1-10 Words Words Words Words 41-50 Words 1-10 Words 11-20 Words 21-30 Words 31-40 Words 41-50 and that was said from a with but an go to at word what there in be we do my is this he one your it she all as their for not are by how I the

More information

Developed in Consultation with Pennsylvania Educators

Developed in Consultation with Pennsylvania Educators Developed in Consultation with Pennsylvania Educators Table of Contents Table of Contents... PSSA Reading, Grade 3 Anchors or Standards Introduction...6 Assessment Anchors and Applicable Standards...7

More information

Oh Boy! by Kristen Laaman

Oh Boy! by Kristen Laaman Oh Boy! by Kristen Laaman Instructor s Note In her literacy narrative, Kristin Laaman successfully uses detail, dialogue, and description to tell a story about her road to becoming a literate person. Her

More information

WA_SPS ELA Grade 6 Activity Short Cycle Quick Check

WA_SPS ELA Grade 6 Activity Short Cycle Quick Check Spokane Public Schools Assessment CCSS ELA 6th Grade ID: 201725 Teacher Edition WA_SPS ELA Grade 6 Activity 1.12. 1.14 Short Cycle Quick Check Directions: Read the question. Fill in the bubble next to

More information

Question Bank II SEMESTER. L- 11 Punctuation. 10. Put the appropriate punctuation mark at the end of each of the following sentence:

Question Bank II SEMESTER. L- 11 Punctuation. 10. Put the appropriate punctuation mark at the end of each of the following sentence: 1 STD -II Question Bank English II II SEMESTER L- 11 Punctuation 1. Put the appropriate punctuation mark at the end of each of the following sentence: Veena will now sing the national anthem 2. Put the

More information

Key stage 2 - English grammar, punctuation and spelling practice paper

Key stage 2 - English grammar, punctuation and spelling practice paper Key stage 2 - English grammar, punctuation and spelling practice paper First name... Middle name... Last name... Date of birth Day... Month... Year... School name... www.teachitprimary.co.uk 208 3074 Page

More information

BPS Interim Assessments SY Grade 2 ELA

BPS Interim Assessments SY Grade 2 ELA BPS Interim SY 17-18 BPS Interim SY 17-18 Grade 2 ELA Machine-scored items will include selected response, multiple select, technology-enhanced items (TEI) and evidence-based selected response (EBSR).

More information

Name Period Date. Grade 7, Unit 1 Pre-assessment. Read this selection from Fast Sam, Cool Clyde, and Stuff by Walter Dean Myers

Name Period Date. Grade 7, Unit 1 Pre-assessment. Read this selection from Fast Sam, Cool Clyde, and Stuff by Walter Dean Myers Name Period Date Grade 7, Unit 1 Pre-assessment Read this selection from Fast Sam, Cool Clyde, and Stuff by Walter Dean Myers 20 30 10 It was a dark day when we got our report cards. The sky was full of

More information

Happy/Sad. Alex Church

Happy/Sad. Alex Church Happy/Sad By Alex Church INT. CAR Lauren, a beautiful girl, is staring out the car window, looking perfectly content with life. Ominous, but happy music plays. She turns and smiles to look at Alex, the

More information

ATOMIC ENERGY EDUCATION SOCIETY

ATOMIC ENERGY EDUCATION SOCIETY ATOMIC ENERGY EDUCATION SOCIETY Anushaktinagar, Mumbai TERM -1, (2017-18) Date of Examination: 12 th, September, 2017 Subject: English Time: 3 hours Max. Marks: 80 Class: V Section: Roll No. Name: Invigilators

More information

What is the THEME? The reader must think about the character s experiences and choices to infer the theme of the story.

What is the THEME? The reader must think about the character s experiences and choices to infer the theme of the story. What is the THEME? The theme of a story is the underlying message in the story. Many times, people confuse the main idea or the summary of a story with the theme of a story or passage. The main idea is

More information

QR Codes for Authentic Assessment. Book Talks, Picture Talks, Reports, etc.

QR Codes for Authentic Assessment. Book Talks, Picture Talks, Reports, etc. QR Codes for Authentic Assessment Book Talks, Picture Talks, Reports, etc. QR Codes Quick Response Code 2 dimensional bar code Easily generated Decoded by ipads and iphones Activates a web page Dials a

More information

Rafe had replayed Maya s words a dozen times since she d said then, assessing and

Rafe had replayed Maya s words a dozen times since she d said then, assessing and The Invitation Are you coming to the party tomorrow? Rafe had replayed Maya s words a dozen times since she d said then, assessing and reassessing her tone. Did she really want him at her sixteenth birthday

More information

With prompting and support, ask and answer questions about key details in a text. Grade 1 Ask and answer questions about key details in a text.

With prompting and support, ask and answer questions about key details in a text. Grade 1 Ask and answer questions about key details in a text. Literature: Key Ideas and Details College and Career Readiness (CCR) Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual

More information

Short Stories Elements Assignment

Short Stories Elements Assignment Short Stories Elements Assignment Part 1: Identifying the Elements Read the story Neighbourhood Hassle and use 6 different colours to highlight or underline the following short story elements. (7.4, 8.2)

More information

The Titanic was sinking. The gigantic ship had hit an iceberg. Land was far, far away. Ten-year-old George Calder stood on the deck.

The Titanic was sinking. The gigantic ship had hit an iceberg. Land was far, far away. Ten-year-old George Calder stood on the deck. The Titanic was sinking. The gigantic ship had hit an iceberg. Land was far, far away. Ten-year-old George Calder stood on the deck. He shivered because the night was freezing cold. And because he was

More information

2nd Grade ELA Pre- and Post-Assessment

2nd Grade ELA Pre- and Post-Assessment 2nd Grade ELA Pre- and Post-Assessment Note For Tutors (Please Read!) > Your student must try to answer all questions on the test. > You CAN read the questions on this assessment to your student. > You

More information

Before the Storm. Diane Chamberlain. excerpt * * * Laurel. They took my baby from me when he was only ten hours old.

Before the Storm. Diane Chamberlain. excerpt * * * Laurel. They took my baby from me when he was only ten hours old. Before the Storm by Diane Chamberlain excerpt * * * Laurel They took my baby from me when he was only ten hours old. Jamie named him Andrew after his father, because it seemed fitting. We tried the name

More information

INTERNATIONAL INDIAN SCHOOL BURAIDAH ENGLISH GRAMMAR WORKSHEET 06 GRADE- 3

INTERNATIONAL INDIAN SCHOOL BURAIDAH ENGLISH GRAMMAR WORKSHEET 06 GRADE- 3 INTERNATIONAL INDIAN SCHOOL BURAIDAH ENGLISH GRAMMAR WORKSHEET 06 GRADE- 3 LESSON #- 25 PREPOSITION OF TIME I Complete the sentences using words given in brackets. (In, At, On, since, from, to, for) 1)The

More information

Don t Think Don t think of the roses on the trellis overhead you motoring through, captain of your tricycle. Don t think of the birdbath either where

Don t Think Don t think of the roses on the trellis overhead you motoring through, captain of your tricycle. Don t think of the birdbath either where Don t think of the roses on the trellis overhead you motoring through, captain of your tricycle. Don t think of the birdbath either where robins and blue jays drank or just rested nor of the giant copper

More information

Upper Intermediate AK

Upper Intermediate AK Upper Intermediate AK Unit b is currently being run was completed wasn t reached were announced 5 was built 6 are still being added 7 has become 8 can even be seen 9 carry out 0 are regularly tested has

More information

Excerpt from Blue Jasmine

Excerpt from Blue Jasmine SAMPLES OF STANDARDS STUDENTS ARE LEARNING THIS NINE WEEKS: 5 TH GRADE ELA STANDARDS: RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, W.51 205053P Read this story. Then answer the questions. Excerpt from Blue

More information

Literal & Nonliteral Language

Literal & Nonliteral Language Literal & Nonliteral Language Grade Level: 4-6 Teacher Guidelines pages 1 2 Instructional Pages pages 3 5 Activity Page pages 6-7 Practice Page page 8 Homework Page page 9 Answer Key page 10-11 Classroom

More information