Reading/Comprehension Skills. (11/53)
Make complex inferences about text and use textual evidence to support understanding.
Writing/Writing Process. (10/53)
Edit drafts for grammar, mechanics, and spelling.
Like bellringers, but only 1 problem in each sentence
Writing/Writing Process. (5/53)
Revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed
Sentence combination
- (usually) one of 2 shortest
- never 2 sentences joined by comma
“letted” => able
or => permitted/allowed
(pick the one that doesn’t change the meaning)
Informal : The book is about family, wealth, and stuff.
Formal: The book is about family and wealth, among other things.
Add a sentence = look for clues to show where the sentence should be inserted.
Reading/Comprehension of Literary Text/Poetry. (5/53)
Analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry.
Syntax = word order
Diction = word choice
Figurative language = literary devices
Denotation (denotes) = dictionary definition
Connotation=the "feeling" carried by the word
(in)formality
tone (author’s attitude)
clarity
Reading/Comprehension of Informational Text/Expository Text. (4/53)
Make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns.
Reading/Vocabulary Development. (3/53)
Analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words.
Denotative = dictionary definition
Connotative = the “feeling” of the word
Reading/Vocabulary Development. (3/53)
Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.
Etymology: word origin (includes nation of origin, prefix/root/suffix)
Reading/Comprehension of Literary Text/Fiction. (3/53)
Analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development.
Flashback: refers back to something earlier in story
Foreshadowing: hints at something that will happen later
Subplot: something that happens in the story not related to the main plot
Parallel plot structure: 2 things happening at once in story
Reading/Comprehension of Literary Text/Fiction. (3/53)
Analyze how authors develop complex yet believable characters in works of fiction through a range of literacy devices, including character foils.
Character foil: A character who is included in the story to make the main character more believable or easier to understand by comparison to the foil.
Reading/Comprehension of Literary Text/Fiction. (3/53)
Analyze the way in which a work of fiction is shaped by the narrator’s point of view.
First Person (I/Me/Us/Our); the story is seen through the eyes of the narrator (like a first-person shooter video game)
Third Person (He/Him/She/Her/Them/They); the narrator is a little distant from the reader
Reading/Comprehension of Informational Text/Expository Text. (3/53)
Summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion.
Main idea (thesis) vs. Supporting ideas
Facts vs. Opinion
Reading/Comprehension of Literary Text/Poetry. (5/53)
Analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry.
Syntax = word order
Diction = word choice
Figurative language = literary devices
Denotation (denotes)=dictionary definition
Connotation=the way the word makes you feel
(in)formality
tone (author’s attitude)
clarity
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