PLAN+plan

to the 13-15 score range** ||
 * =  ||= **1-12 Score Range** ||= **Ideas for progressing
 * =  ||= **1-12 Score Range** ||= **Ideas for progressing
 * **Main Ideas & Authors Approach** || * Locate details in a literary text that suggest the author's or narrator's intent
 * Speculate about an author's or narrator's beliefs, motives, or thinking || * See ideas for 13-15 below.
 * Read short sections or stories to students and have them summarize the details of the reading and then write down what they believe to be the main ideas in order of their importance.
 * Have the students write their own version of the story or section. ||
 * **Supporting Details** || * Write, exchange, and answer a series of questions that examine significant details presented in a text
 * Located and discuss details presented in a text (e.g.. who, what, where) || * Require students to outline each chapter of their text and define the boldfaced words. As this is a formative activity no grade will be given but the teacher should check their work for accuracy. One possible reward for this work could be that they could use their outlines/definitions on summative activities like tests and quizzes.
 * Give a copy of a short sections or story to students and have them use a highlighter to identify important ideas.
 * Place students in groups and have them compare and contrast the ideas each student highlighted. ||
 * **Sequential Comparative, & Case-Effect Relationships** || * Use various strategies (e.g., timelines, event chains, discussion) to determine whether an event occurred and, if so, when it occurred
 * Discuss an issue of interest, determining how past events affected the present
 * Locate evidence in a text that explicitly states why an event or a series of events occurred
 * Search for patterns or clues (e.g., signal words) that indicate cause-effect relationships || * Sequencing organizers that have been made to include "why" spaces.
 * Create flash cards with important events and have students place them in correct order.
 * Create cause and effect graphic organizers. ||
 * **Meaning of Words** || * Use various resources (e.g., dictionary, thesaurus) to explore connotations of familiar words or descriptive language || * Use various vocabulary building exercises (games, crosswords, examples, etc.)
 * Pick a set of vocabulary words that are likely unfamiliar to students and have students create sentences that contain them. ||
 * **Generalizations & Conclusions** || * Recognize generalizations about the main character in a literary text
 * Combine several pieces of information to make a reasonable generalization about a specific character
 * Make predictions about characters and events presented in a literary text, verifying or rejecting those predictions and making new ones as they read || * Have students create a picture of drawing which reflects their assessment of the main character.
 * Give students an incomplete story and have them complete the story and then share results with other students in small groups. ||


 * =  ||= **13-15 score range** ||= **Ideas for progressing to the 16-19 range** ||
 * **Main Ideas & Authors Approach** || * Work with peers to create logical statements about the main idea or purpose of simple paragraphs || * Take students to the next step by having them write complex paragraphs which contain a main idea you have given them and have peers identify the main idea in the paragraph.
 * Have students write short, multi-paragraph essays to be peer assessed. ||
 * **Supporting Details** || * Determine which details in a text are essential to understanding the author’s or narrator’s intended message
 * Scan a text in order to locate specific details (e.g., dates, specialized terms, facts)
 * Identify the author’s or narrator’s reasons for including specific information in the text || * Use the Cornell note taking system- Write down questions about the reading and then provide answers in your notes, including supporting details.
 * Give students contrasting essays on the same historical event or subject (i.e. the Holocaust) and have them determine who might have written it and what the context might have been. ||
 * **Sequential Comparative, & Case-Effect Relationships** || * Analyze how an author or narrator uses description, dialogue, and action to suggest relationships between characters in written or nonprint sources (e.g., films, ads)
 * Select phrases or statements from a literary text that illustrate how a specific character feels toward others in the text
 * Read portions of a literary text, predicting how a person’s actions or words would likely impact a specific situation
 * Use various strategies (e.g., questioning, role playing) to determine possible cause-effect relationships || * Predict the cause and effect of historical events and determine their outcome through research of the topic. i.e- Great Depression
 * Assign a book review in place of a semester exam which gives students the opportunity to critically evaluate an author's intent, ideas, and/or conclusions.
 * Develop a simulation concerning an historical event (such as a trial of Harry Truman for dropping the bomb) which allows students to role play the characters and assess their actions and words. Better yet, have the students create and write the role playing activity themselves. ||
 * **Meaning of Words** || * Examine specific language in a text and propose plausible interpretations based in part on their own viewpoints and experiences || * Study word roots and pre-fixes. Word games, pictograms.
 * Pick a set of vocabulary words that are likely unfamiliar to students and create sentences that contain them. Have students practice learning the meaning of a word based upon the context of the sentence. ||
 * **Generalizations & Conclusions** || * Analyze the reasonableness of generalizations by reviewing information presented in the text and from other sources
 * Compose generalizations that include qualifying language (e.g., a few, sometimes) when limited evidence is presented by the author or narrator
 * Determine what a literary narrative is generally about, organizing the text’s information into general statements that are supported by details from the text
 * Draw reasonable conclusions about people and situations using evidence presented in a text || * From the conclusions, determine the causes from other people's actions.
 * Assign a book review in place of a semester exam which gives students the opportunity to critically evaluate an author's intent, ideas, generalizations, narrative, and/or conclusions.
 * Distribute essays or portions of books written by major figures in an historical event and have students defend who they believe wrote the piece they have been given. ||