What is its rhyme scheme, rhythm? Write a funny poem with this rhyme scheme. Do you remember that Paul Revere is one of the men who rode to warn the American minute men that the British troops were planning on attacking? Two lanterns were hung in a church tower to let everyone know from where the British were going to attack.
The strands focus on academic oracy proficiency in oral expression and comprehensionauthentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.
Strands include the four domains of language listening, speaking, reading, and writing and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency.
Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year. It is important to note that encoding spelling and decoding reading are reciprocal skills.
Decoding is internalized when tactile and kinesthetic opportunities encoding are provided. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice. As skills and knowledge are obtained in each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.
To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input.
ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English.
Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards ELPS and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible.
For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title relating to Required Curriculum.
The student develops oral language through listening, speaking, and discussion. The student is expected to: The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
The student uses newly acquired vocabulary expressively. The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.
The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.W hy does your book not attract big sales?
The problem may not lie with the book, but with the blurb. Once a reader’s interest has been whetted by the title and cover, they’ll glance at the book description, the so-called ‘blurb’ that decides what the potential reader clicks next.
A compound subject is made up of two or more subjects that share the same verb. The subjects are joined by a conjunction, or connecting word, such as and, or, or but. Rain and hail fell during the thunderstorm. COMPOUND SUBJECT A compound verb is . The subjunctive is a grammatical mood (that is, a way of speaking that allows people to express their attitude toward what they are saying) found in many languages.
Subjunctive forms of verbs are typically used to express various states of unreality such as wish, emotion, possibility, judgment, opinion, obligation, or action that have not yet occurred; the precise situations in which they are.
Automatic works cited and bibliography formatting for MLA, APA and Chicago/Turabian citation styles. Now supports 7th edition of MLA. As a follow-up to Tuesday’s post about the majority-minority public schools in Oslo, the following brief account reports the latest statistics on the cultural enrichment of schools in Austria.
Vienna is the most fully enriched location, and seems to be in roughly the same situation as Oslo. Many thanks to Hermes for the translation from urbanagricultureinitiative.com BuzzFeed publishes news and entertainment in the language of the web, and in our work, we rely on a style guide to govern everything from hard-hitting journalism to fun quizzes.