Students will:

• •Recognize a theme or central idea.

• •Recognize details that develop or support the main idea.

• •Extrapolate information and/or follow directions.

• •Paraphrase, retell, or interpret words, phrases, or sentences from the text.

• •Recognize the original structure of the text.

• •Recognize a purpose for reading.

• •Make tentative predictions of meaning.

• •Make judgments, form opinions, and draw conclusions from the text.

• •Interpret textual conventions and literary elements.

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  HSPA - Reading Persuasive Text
  Students will be given 45 minutes to complete the Reading Persuasive Text section of the HSPA.

  • •

  • Students will read a persuasive passage and then respond to multiple-choice and open-ended questions to assess literal and inferential thinking.

  • •Questions will be based on those skills that critical readers use to understand, analyze, and assess texts.

  • •For the purposes of this assessment, "persuasive text" is defined as text in which the writer attempts to sway the reader to a specific point of view.

  • •Because persuasive writing is based on a personal vision, it is inherently controversial. Exploring these controversial issues develops and enhances students' critical thinking skills.

  • •Persuasive passages will be selected from previously published text, such as essays, speeches, book and movie reviews, editorials, letters, advertisements, charitable campaign appeals, and political literature.

  • •Students will respond to open-ended and multiple choice questions about these passages

  • Students will:

  • •recognize a theme or central idea.

  • •recognize details that develop or support the main idea.

  • •extrapolate information and/or follow directions.

  • •paraphrase, retell, or interpret words, phrases, or sentences from the text.

  • •recognize a purpose for reading.

  • •make tentative predictions of meaning.

  • •make judgments, form opinions, and draw conclusions from the text.

  • Student open-ended responses will be scored using the Reading Open-Ended Scoring Rubric.

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  HSPA Synopsis – Writing to Speculate

  •Students will be given 30 minutes to complete the Writing to Speculate section of the HSPA.

  •Students will be given a picture and then asked to complete a writing task to demonstrate how well they can organize and express their ideas in written text.

  • •Students need to
  • •Respond clearly and appropriately to a given prompt
  • •Select a focus and appropriate details to support it.
  • •Organize the response to include an introduction, appropriate transitions, and a conclusion.
  • •Use elaboration to engage the audience.
  • •Use varied sentence structure and word choice.
  • •Use conventions of print and literary forms.
  • •Use language appropriate to the audience.

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  HSPA Synopsis - Writing to Persuade

  •Students will be given 60 minutes to complete the Writing to Persuade section of the HSPA.

  •Persuasive prompts present controversies arising in either interpersonal, school/community, or societal contexts.

  •Interpersonal controversies arise when two or more individuals disagree about choices/decisions, behaviors, or ideas.

  •School/community controversies arise when two or more groups of people disagree about rules, behaviors, procedures, conditions (e.g. litter), or ideas.

  •Societal controversies arise when people disagree about laws, trends, conditions, or ideas.

  •Persuasive prompts ask students to respond, offering their opinion(s) in a persuasive letter or essay format. The audience for the letters and essays may be an individual -- friend, relative, neighbor, teacher, principal, or representative of an organization-- or members of an identified organization, such as the student council, PTA, etc.

  •In the writing samples, students will need to:

  • –respond clearly and appropriately to a given prompt.
  • –select a focus and appropriate details to support it.
  • –organize the response to include an introduction, appropriate transitions, and a conclusion.
  • –use elaboration to engage the audience.
  • –use varied sentence structure and word choice.
  • –use conventions of print and literary forms.
  • –use language appropriate to the audience.
  • –Persuasive text will contain the following elements:
  • –topics that are age- and grade-level appropriate
  • –a clear focus
  • –elaboration using facts and opinions

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    Sample Lesson - Read Write and Think

    The Luncheon

    • Who are the characters?
       
    • Where does the story take place?
       
    • What is the relationship of the characters?
       
    • What does each character remember?
       
    • What does the woman look like? Can you prove it?
       
    • What kind of person is she? What makes you think so?
       
    • What does the narrator look like? How does the author tell you?

    http://www.readwritethink.org/materials/lit-elements/index.html

    Student work

    http://www.readwritethink.org/lesson_images/lesson213/comparison.pdf

     

    Critical Reading: Two Stories, Two Authors, Same Plot?

    ReadWriteThink Site

    Timer

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    Trackstar Resources

    Sample Lesson 1

    Sample Lesson 2

    Sample Lesson 3

    Sample Lesson 4

    Sample Lesson 5

    Trackstar Website

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    Foundation Based Resources 

    National Endowment for the Humanities 
    http://edsitement.neh.gov/

    International Reading Association - Read*Write*Think

    http://www.readwritethink.org/

    Council on Economic Education Econ Ed Link

    http://www.econedlink.org/

    The Kennedy Center - ArtsEdge

    http://artsedge.kennedy-center.org/

    Council of Teachers of Mathematics - Illuminations

    http://illuminations.nctm.org/

    National Geographic Expeditions

    http://www.nationalgeographic.com/xpeditions/

     

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    Essay Punch - Great site for practicing writing

    Essay Punch Great Writing Prompt Site

     

    Foundation Based Resources 

    National Endowment for the Humanities 
    http://edsitement.neh.gov/

    International Reading Association - Read*Write*Think

    http://www.readwritethink.org/

    Council on Economic Education Econ Ed Link

    http://www.econedlink.org/

    The Kennedy Center - ArtsEdge

    http://artsedge.kennedy-center.org/

    Council of Teachers of Mathematics - Illuminations

    http://illuminations.nctm.org/

    National Geographic Expeditions

    http://www.nationalgeographic.com/xpeditions/

    Timer

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    Trackstar Resources

    Sample Lesson 1

    Sample Lesson 2

    Sample Lesson 3

    Sample Lesson 4

    Sample Lesson 5

    Trackstar Website

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    Webquests - Problem Based Projects

    High School  http://webquest.sdsu.edu/webquestwebquest- hs.html

     

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    Ask ERIC Lessons

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    Research & Writing/ Step by step process