| This is the DATA READING web page. There are suggestions for improving your reading skills here. GO TO INDEX Parents, adults, guardians -- this page will give you links and information to use in your home. Learning comes after relearning Four steps 1. learning, 2. relearning, 3. relearning, 4. long-term learning We hear it then we express it in our own words then we forget some of it then we relearn it and re-read it then we learn it better and now we know it. CLICK HERE FOR THE SHORT VERSION OF THE D.O.E. Sunshine State Standards |
| Dear Parents, Guardians and Students Most schools distribute to the home some worksheets for adults to examine with the student. These sheets are given to you to assist you in finding the materials. Studies show that students who do well on tests have parents who -- ask questions like "I wonder how to spell mosquitos or mosquitoes?" and "What countries are next to France?" -- read at least one book a year -- read a newspaper at least once a week -- use a dictionary in the home -- use an atlas in the home to look up answers to questions like "I wonder what countries are next to Iraq?" and "Is Afghanistan next to Iraq?" -- ask "What new things did you learn in school today?" In other words, if you do all six steps, you are providing your child a good foundation. Studies also show that it takes 7 or 8 exposures to a new word or concept before that word or concept is learned. You can help the school by using these sheets in your home to reinforce the lessons in the school. The learning does not take place ONLY at the school and when the student is doing homework ... the adults in the student's life can contribute by asking: "What are you studying?" and then talk about it. Many students are social learners and they retain the information only after they discuss the material. These materials are provided to you at no cost to you. They are available on the Internet at the following addresses (you can find this list of web addresses or URLs at the web page for DATA Study Links www.oocities.org/teachers2teachers/datastudylinks.html): How does the teacher score a book report? How can the student improve his/her writing? What is missing in the students work? Materials found on NWREL's 6+1 Traitฎ Writing site (http://www.nwrel.org/assessment) are linked to the Reading Web Page for DATA. The 6+1 Traitฎ Assessment Scoring Guide (found at http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF ) is the basic "rubric" for the model and may be reproduced in its entirety under "fair use" for classroom educational purposes without further permission. http://www.readingtarget.com/ This web site reminds adults about how they learned to read. Reading is not a natural act. We need to learn to recognize the different sounds that are connected to the same letters. For example, OU has six different sounds: out, enough, you, bought, could, although. What is the student expected to know by the end of the year? Here's what the State of Florida says: http://www.firn.edu/doe/menu/sss.htm The web site is buried in the morass of tables and charts, so I'm repreoducing the important parts here and I've highlighted the important words. Since most students and teachers and parents are visual learners, I don't expect you to read all over the items below. However, you will see that the expectations are the same that your teachers in 8th grade had for you. TO: Adults who have 6th and 7th graders -- you can start now by explaining these vocabulary words to your students. CLICK HERE FOR THE SHORT VERSION OF THE D.O.E. Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION www.myfloridaeducation.com -------------------------------------------------------------------------------- Sunshine State Standards Grade Level Expectations Language Arts for the eighth grade student: Reading refines and applies previously learned prereading knowledge and skills of the seventh grade with increasingly complex reading texts and assignments and tasks. extends previously learned knowledge and skills of the seventh grade with increasingly complex reading selections and assignments and tasks (for example, using context and word structure, making inferences and generalizations, using graphic organizers and note-making, comparing and contrasting). extends the vocabulary-development expectations of the seventh grade using eighth grade or higher vocabulary. refines previously learned knowledge and skills of the seventh grade with increasingly complex reading texts and assignments and tasks (for example, monitoring comprehension, modifying understanding, summarizing, using text structure for recall, analyzing information to create a report). refines previously learned knowledge and skills of the seventh grade with increasingly complex reading texts and assignments and tasks (for example, main ideas, supporting details, inferences, summarizing, analysis of organization and presentation of ideas). knows ways the authors perspective or point of view affects a text. knows the authors purpose and relates it to specific statements from text. identifies persuasive and propaganda techniques in text. delineates the strengths and weaknesses of an argument in persuasive text. distinguishes between logical and illogical, and ethical and unethical statements in text. develops and expands personal reading preferences through exploring a variety of prose, poetry and nonfiction. refines previously learned knowledge and skills of the seventh grade with increasingly complex texts and assignments and tasks (for example, forming questions for readings, using print and electronic sources to locate information, organizing information from a variety of sources for real-world tasks). gathers, evaluates and uses information from a variety of sources (including primary sources) when researching content area topics. classifies, records and summarizes information using organization tools (for example, note cards, a data file, spreadsheets, graphic organizers such as timelines, circle diagrams). compares and contrasts elements within or across texts. records bibliographic information using a format such as source cards. extends previously learned knowledge and skills of the seventh grade with increasingly complex texts and assignments and tasks (for example, differences between fact and opinion, strong versus weak arguments, relevant and irrelevant information, comparison and contrast, influence of personal values). Writing knows and experiments with possible prewriting strategies for different writing tasks. uses a prewriting strategy suitable for the task (for example, brainstorming, using a graphic organizer, listing ideas). focuses on a central ideas or topic (for example, excludes loosely related, extraneous, or repetitious information). uses devices to develop relationships among ideas (for example, transitional devices; paragraphs that show a change in time, idea, or place; cause-and-effect relationships). uses supporting ideas, details, and facts from a variety of sources to develop and elaborate topic. demonstrates a commitment to and an involvement with the subject that engages the reader. demonstrates a command of the language (including but not limited to precise word choice and appropriate figurative language). uses an effective organizational pattern and substantial support to achieve a sense of completeness or wholeness (for example, considering audience, sequencing events, choosing effective words; using specific details to clarify meaning). proofreads writing to correct convention errors in mechanics, usage, and punctuation, using dictionaries, handbooks, and other resources, including teacher or peers, as appropriate. analyzes and revises draft to further develop a piece of writing by adding or deleting details and explanations; clarifying difficult passages; and rearranging words, sentences, and paragraphs to improve meaning. uses resources such as dictionary and thesaurus to confirm spelling. uses conventions of punctuation (including but not limited to end punctuation, commas, colons, semicolon, quotation marks, apostrophes). uses conventions of capitalization (including but not limited to the names of organizations, nationalities, races, languages, religions). uses various parts of speech correctly in written work (including but not limited to subject/verb agreement, common noun/pronoun agreement, possessive forms, the comparative and superlative of adjectives and adverbs). uses a variety of sentence structures (including but not limited to parallel structure, compound and complex sentences). uses a variety of formatting (including but not limited to the use of electronic technology). uses creative writing strategies appropriate to the format (for example, using appropriate voice; using descriptive language to clarify ideas and create vivid images; using elements of style, such as appropriate tone). logically sequences information using alphabetical, chronological, and numerical systems. selects and uses a format for writing which addresses the audience, purpose, and occasion (including but not limited to narrative, persuasive, expository). uses electronic technology appropriate to writing tasks to create, revise, retrieve, and verify information (including but not limited to the Internet, databases and software). Listening, Viewing, and Speaking follows verbal directions. formulates questions and conducts an interview. paraphrases information. [PARENTS -- you can help by asking the child to "say that in your own words."] expands and enhances personal interest through listening. listens to fiction, drama, nonfiction, and informational presentations based on personal preferences. recognizes verbal and nonverbal cues and responds appropriately. demonstrates effective listening behaviors for a variety of purposes (for example, eye contact, note-making, appropriate posture). asks appropriate, challenging questions for elaboration or clarification during activities such as interviews and discussions. summarizes main points and supporting details orally or in writing. uses information gained for a variety of purposes. summarizes the main concept and lists supporting details in a nonprint message. identifies biases and stereotypes in a nonprint message. responds to persuasive techniques and nonverbal cues in a nonprint message (for example, body language, silence, juxtaposition). demonstrates nonverbal cues to convey a message to an audience (for example, movement, gestures, facial expressions). evaluates classroom presentations according to volume, stress, pacing, and pronunciation. [DATA: Speak clearly and use standard English.] uses a rating sheet to compare and contrast effective and ineffective presentations according to volume, stress, pacing, and pronunciation. organizes and effectively delivers a speech using a beginning, middle, and end. participates in classroom discussions using effective speaking strategies (for example, asking questions, making observations). alternates between roles of contributor and leader in a group discussion. identifies the occasion, audience, and purpose for speaking. uses appropriate grammar, word choice, and pacing. [PARENTS -- when you use standard English in the home, you help your child. There ain't no milk on the table.] uses language that is clear, audible, and suitable. delivers an effective informational, persuasive, or technical speech. Language identifies and uses the patterns and rules of the English language (for example, grammar usage and word pronunciation). understands ways culture and time period influence a literary work. compares and contrasts literature from different time periods and cultures to understand concepts and themes. knows when to use informal and formal English based on audience and purpose. transfers information gathered and recorded informally into a formal presentation. explores the origin and historical development of words and usage patterns. [PARENTS -- Do you have a dictionary that shows the word's origins? Do you ask, "I wonder where the word laissez faire came from?"] identifies slang, both past and present. analyzes words and sentence patterns that have changed in meaning over the years. uses words and images that best express intended messages. uses language appropriate to purpose and audience. uses figurative language techniques to create and comprehend meaning (for example, similes, metaphors, analogies, anecdotes, sensory language). distinguishes between emotional and logical arguments in written, oral and visual communication. understands differences between propaganda and logical reasoning strategies. selects communication tools that will enhance understanding. knows ways the tools of graphics, pictures, color, motion, music, and computer technology affect communication across the media. evaluates strengths and weaknesses of multimedia tools in presentations. understands ways mass media may enhance or manipulate information. understands ways laws govern use of mass media (for example, plagiarism, copyright, libel, slander). Literature identifies universal themes in various types of literature. compares and contrasts themes in classic and contemporary literature. compares and contrasts characters from various texts. compares and contrasts settings from various texts. compares and contrasts plot elements from various texts. differentiates between major and minor conflicts and their resolutions in a variety of texts. knows ways the authors word choice contributes to the meaning of a text. analyzes and describes the use of symbolism and figurative language in fiction or nonfiction. knows ways the role of point of view or persona in a literary or informational text. describes how foreshadowing and flashbacks contribute to plot development of the text. recognizes the types of irony used in texts. infers the mood in a literary work. analyzes and explains persuasion techniques in literary works. knows ways effective word choice, uses of dialect and sensory or figurative language contribute to the mood or meaning of a poem. understands the impact on the reader of specific word choices (for example, multiple meanings, invented words, concrete or abstract terms, figurative language). understands ways line length, punctuation, and rhythm contribute to the overall effect of a poem. recognizes and summarizes possible themes in a variety of literary works, including classic literature. knows themes in literary works that are recurring and timeless and appear across cultures. knows the reasons for a characters actions. knows the events in the plot related to the central conflict and identifies the rising action and climax/resolution where applicable. knows ways the tone of a literary work is used to support its story line. analyzes and describes, from various characters points of view, a situation related to the central conflict in a literary work. selects a key passage that reflects his/her personal convictions. explains or demonstrates how phrases, sentences, or passages relate to personal life. understands that a text may elicit a variety of valid responses. reads literature by authors from various cultural and historical backgrounds. knows different literary approaches that are used in the study of literature. supports a particular literary approach or interpretation of a text with information from other texts (for example, historical or personal). gains a better understanding of self through the reading of literature. explains the influence of a particular text on personal growth and development. reads literature for personal pleasure. reads and discusses literature with differing viewpoints to enhance perspective. The URL of this page is www.oocities.org/teachers2teachers/datareading.html To see the expectations for the other subject areas, go to http://www.firn.edu/doe/menu/sss.htm GO TO "Check Yourself" |
| Here's an example of non-standard English: There ain't no milk on the table. There isn't any milk on the table. There is no milk on the table. Please use standard English. Go to PHONICS practice |
Learning comes after relearning Four steps 1. learning, 2. relearning, 3. relearning, 4. long-term learning We hear it then we express it in our own words then we forget some of it then we relearn it and re-read it then we learn it better and now we know it. CLICK HERE FOR THE SHORT VERSION OF THE D.O.E. Sunshine State Standards |
Return to DATA Index HOME for Mac Useful Links number2.com for vocabulary work After you complete the classwork (the reading) in each class, 1. you can work on Odyssey 2. You can look for the "United We Solve" cooperative worksheets. These are exercises that involve reading and critical thinking. 3. You can read the pages from www.snopes.com and other critical thinking essays (ask for the Critical thinking course) 4. You can read a book. 5. You can clip articles from the newspaper or a magazine and write a summary (or answer the five questions at the top of this page) 6. You can ask for a practice test to work on. Write your answers on a separate page. Book list for EXTRA CREDIT Read a book on this list and write a book report ... you'll get extra credit. http://users.rcn.com /schene.ma.ultranet/ seventh.html |