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Response to Info Skills Practice HS
The activities in this collection provide practice for high-school students (grades 9-12), developing their reading and writing skills in response to informational texts. You can use the activities in this collection to help students who need practice on a particular skill.
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Skill: Analyze Text Elements (The Farmboy Who Invented TV)
Skill: Analyze Text Elements (The Farmboy Who Invented TV)
In this activity, students read the selection "The Farmboy Who Invented Television." Then they complete a Graphic Organizer to analyze the text elements of the article. The ability to analyze elements, such as ideas, information, and evidence, is a key skill in reading informational text.
SKILLS (1):Analyze Argument / Informational Text (IR)STANDARDS:RI.9.3FORMAT:SkillsSkills in this Assignment
- Analyze Argument / Informational Text (IR)
Standards in this Assignment
- RI.9.3
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Skill: Analyze Text Elements - with Differentiation
Skill: Analyze Text Elements - with Differentiation
In this activity, students read the Student Sample, “Keep On Reading,” an argument written by a 10th-grade student. Then they complete a graphic organizer to analyze the introduction, claim, reasons, and evidence included in the Student Sample. Analyzing the elements of argumentative text is a key skill in reading informational text.
SKILLS (1):Analyze Argument / Informational Text (IR)STANDARDS:RI.9.3FORMAT:SkillsSkills in this Assignment
- Analyze Argument / Informational Text (IR)
Standards in this Assignment
- RI.9.3
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Skill: Analyze Text Structure (Dress Codes)
Skill: Analyze Text Structure (Dress Codes)
In this activity, students read the Student Sample, an argument written by a 12th-grade student. Then they complete a graphic organizer to analyze the introduction and claim of the Student Sample. The ability to analyze text structure is a key skill in reading argumentative or informational text.
SKILLS (1):Analyze Text Features & Structures (IR)STANDARDS:RI.9.5FORMAT:SkillsSkills in this Assignment
- Analyze Text Features & Structures (IR)
Standards in this Assignment
- RI.9.5
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Skill: Analyze Text Structure (Light Pollution)
Skill: Analyze Text Structure (Light Pollution)
In this activity, students read "Light Pollution Increasing Around the Globe," a news article about problems caused by artificial light. Then they complete a Graphic Organizer guiding them to analyze the text structure, focusing on how the author organized and connected ideas. The ability to analyze text structure is a key skill in reading informational text.
SKILLS (1):Analyze Text Features & Structures (IR)STANDARDS:RI.9.5FORMAT:SkillsSkills in this Assignment
- Analyze Text Features & Structures (IR)
Standards in this Assignment
- RI.9.5
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Skill: Demonstrate Comprehension (Guess What I'm Thinking)
Skill: Demonstrate Comprehension (Guess What I'm Thinking)
In this activity, students read “Guess What I'm Thinking,” an article about telepathic communication. Then they complete a graphic organizer to demonstrate their comprehension of the selection. The ability to apply comprehension strategies and demonstrate comprehension is a key skill in reading informational text.
SKILLS (1):Demonstrate Comprehension (IR)STANDARDS:RI.9.8FORMAT:SkillsSkills in this Assignment
- Demonstrate Comprehension (IR)
Standards in this Assignment
- RI.9.8
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Skill: Demonstrate Comprehension - with Differentiation
Skill: Demonstrate Comprehension - with Differentiation
In this activity, students read the informational article “Students Stand Up, Rally Against Cyberbullying.” Then they complete a graphic organizer to analyze the selection and demonstrate their comprehension.
SKILLS (1):Demonstrate Comprehension (IR)STANDARDS:RI.9.8FORMAT:SkillsSkills in this Assignment
- Demonstrate Comprehension (IR)
Standards in this Assignment
- RI.9.8
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Synthesize & Cite Evidence from Multiple Sources
Synthesize & Cite Evidence from Multiple Sources
In this assignment, students practice finding relevant details in different sources and completing a Planner (Graphic Organizer) to show which details come from what sources. Sources and details are color coded to demonstrate their alignment. Then students come up with three topics to write about in response to the prompt, and complete a second Planner by filling in details from all three sources. Have students review the details listed in the second Planner to make sure they have synthesized the information by adding details from multiple sources to each topic. Please note that details in the first Planner are automatically colored to match the source. Students must copy the text from the first Planner, and paste it into the second Planner, to retain the color coding. Color coding the text is a way to visually show students how well they've synthesized information. Use the blank Graphic Organizer in Teacher Resources to have students practice using new readings. Use the Model Graphic Organizer to help students understand how to organize their information. The Answer Key provides multiple possible responses.
This assignment goes with the Smeckens Quick Clips PD video: "Synthesize & Cite Evidence from Multiple Sources."
SKILLS (2):Cite Evidence from Text (IR), SynthesizeSTANDARDS:W.9.9, RI.9.1FORMAT:EssaySkills in this Assignment
- Cite Evidence from Text (IR)
- Synthesize
Standards in this Assignment
- W.9.9
- RI.9.1
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Response to Lit Skills Practice HS
The activities in this collection provide practice for high-school students (grades 9-12), developing their reading and writing skills in response to literary texts. You can use the activities in this collection to help students who need practice on a particular skill.
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Graphic Organizer: Literary Analysis
Graphic Organizer: Literary Analysis
In this assignment, students plan and write a Literary Analysis analyzing a reading selection and explaining how the reading is a good example of its particular literary genre. Students use the Literary Analysis Planner to plan their analysis. They complete the Graphic Organizer by filling in a thesis statement, elements of the genre, key points, and evidence from the text to support their point. Then students draft their Literary Analysis, using information from the Planner to develop an organized analysis with a clear thesis statement, key points, and relevant evidence from the text.
SKILLS (14):Analyze Argument / Informational Text (IR), Analyze Author's Craft (LR), Analyze Literary Elements (LR), Determine Theme, Write an Informational Introduction, Use Reliable Sources, Hook the Reader, Analyze Text/Topic, Provide a Strong Conclusion, Elaborate (Info), Provide a Focus Statement, Plan a Topic, Organize for Flow and Logic, Support with Reasons & EvidenceSTANDARDS:W.9-12.9, W.9-12.2.b, W.9-12.2.f, W.8.4, W.9-12.5, W.9-12.8, W.9-12.2.aFORMAT:SkillsSkills in this Assignment
- Analyze Argument / Informational Text (IR)
- Analyze Author's Craft (LR)
- Analyze Literary Elements (LR)
- Determine Theme
- Write an Informational Introduction
- Use Reliable Sources
- Hook the Reader
- Analyze Text/Topic
- Provide a Strong Conclusion
- Elaborate (Info)
- Provide a Focus Statement
- Plan a Topic
- Organize for Flow and Logic
- Support with Reasons & Evidence
Standards in this Assignment
- W.9-12.9
- W.9-12.2.b
- W.9-12.2.f
- W.8.4
- W.9-12.5
- W.9-12.8
- W.9-12.2.a
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Skill: Support with Evidence (Poetry Critique)
Skill: Support with Evidence (Poetry Critique)
Poetry Critique: In this activity, students read “Oh, oh, you wIll be sorry for that word,” a poem by Edna St. Vincent Millay. They then write a three-paragraph critique of the language in the poem, backing up their arguments with quotations from the selection. Students focus on the skills of supporting their claims with evidence, and considering their intended audience. Before writing, students complete graphic organizers to demonstrate their comprehension of the selection and plan their Poetry Critique.
Duration: one class
SKILLS (8):Analyze Author's Craft (LR), Cite Evidence from Text (LR), Evaluate Ideas & Texts (LR), Demonstrate Understanding, Develop an Argument, Analyze Text/Topic, Cite Text Evidence, Support with Reasons & EvidenceSTANDARDS:W.9-12.1.b, W.9-12.4, W.9-12.8, W.9-12.9FORMAT:SkillsSkills in this Assignment
- Analyze Author's Craft (LR)
- Cite Evidence from Text (LR)
- Evaluate Ideas & Texts (LR)
- Develop an Argument
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Analyze Text/Topic
- Demonstrate Understanding
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Cite Text Evidence
- Support with Reasons & Evidence
Standards in this Assignment
- W.9-12.1.b
- W.9-12.4
- W.9-12.8
- W.9-12.9
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Skill: Support with Evidence (Poetry Critique) - with Differentiation
Skill: Support with Evidence (Poetry Critique) - with Differentiation
Poetry Review: In this activity, students read the poem, “Oh, oh, you will be sorry for that word,” by Edna St. Vincent Millay. Then they write a three-paragraph Poetry Review in response to this question: Is the poet’s use of literary devices, including sarcasm, effective in communicating the narrator’s feelings to readers? Students focus on finding evidence in the text including quotations and other examples. Level 1 is an on-level lesson. Before writing, students complete Graphic Organizers guiding them to analyze the poem and plan the Reviews. Level 2 is for students who may require additional support in text analysis and writing. Students are supported in drafting their Poetry Reviews by completing Graphic Organizers with Sentence Starters and other scaffolds. Level 3 is for students who perform below-grade level in text analysis or writing, or may speak English as a Second Language, and require additional support. Students are supported in drafting their Poetry Reviews by completing Graphic Organizers which, along with their drafting areas, provide Sentence Starters and fill-in-the-blank scaffolds. These scaffolds help students to develop proficiency in analysis and writing skills, enabling them to move to greater levels of independence.
Duration: one week
SKILLS (11):Analyze Author's Craft (LR), Analyze Literary Elements (LR), Cite Evidence from Text (LR), Demonstrate Comprehension (LR), Evaluate Ideas & Texts (LR), Demonstrate Understanding, Make Inferences & Draw Conclusions, Analyze Text/Topic, Cite Text Evidence, Elaborate (Arg), Support with Reasons & EvidenceSTANDARDS:W.9-12.1.b, W.9-12.9FORMAT:SkillsSkills in this Assignment
- Analyze Author's Craft (LR)
- Analyze Literary Elements (LR)
- Cite Evidence from Text (LR)
- Demonstrate Comprehension (LR)
- Evaluate Ideas & Texts (LR)
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Analyze Text/Topic
- Demonstrate Understanding
- Make Inferences & Draw Conclusions
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Cite Text Evidence
- Support with Reasons & Evidence
- Elaborate (Arg)
Standards in this Assignment
- W.9-12.1.b
- W.9-12.9
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Summarize: Is College Worth the Time and Money?
Summarize: Is College Worth the Time and Money?
In this assignment, students watch a nine-minute video from KQED's Above the Noise about the pros and cons of going to college versus trade schools. Then students write two or more paragraphs summarizing the video and answering the question "Is college worth the time and money?"
SKILLS (7):Cite Evidence from Text (LR), Summarize/Paraphrase Text (LR), Choose Words Carefully, Introduce Background & Topic, Write to Task & Purpose, Use Correct Grammar/Spelling/Punctuation, Organize for Flow and LogicSTANDARDS:W.9-12.1.aFORMAT:Short ResponseSkills in this Assignment
- Cite Evidence from Text (LR)
- Summarize/Paraphrase Text (LR)
- Choose Words Carefully
- Introduce Background & Topic
- Write to Task & Purpose
- Use Correct Grammar/Spelling/Punctuation
- Organize for Flow and Logic
Standards in this Assignment
- W.9-12.1.a
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Template: Write a Compare & Contrast Poetry Essay
Template: Write a Compare & Contrast Poetry Essay
This poetry analysis template is available for customization by adding your own readings to the template. In this assignment, students write a Compare-and-Contrast Poetry Essay. Students practice analyzing poetic elements such as form, structure, and the use of figurative language; comparing two poetic texts; and using an effective organizational structure.
SKILLS (7):Compare and Contrast (LR), Analyze Text Features & Structures (LR), Connect Ending, Establish a Main Idea, Analyze Text/Topic, Consider Language and Word Choice, Add Meaning (Info)STANDARDS:RL.9.5, RL.9.7, W.9.2.a, W.9.2.d, W.9.9, W.9.2.fFORMAT:EssaySkills in this Assignment
- Compare and Contrast (LR)
- Analyze Text Features & Structures (LR)
- Connect Ending
- Establish a Main Idea
- Analyze Text/Topic
- Consider Language and Word Choice
- Add Meaning (Info)
Standards in this Assignment
- RL.9.5
- RL.9.7
- W.9.2.a
- W.9.2.d
- W.9.9
- W.9.2.f
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Literary Critique
Literary Critique
In this assignment, students write a Literary Critique. Students practice writing a clear claim about a literary text, citing citing textual evidence, elaborating on the evidence, and organizing their writing logically and effectively. Choose from multiple prompts on a variety of topics or create your own.
SKILLS (8):Cite Evidence from Text (LR), Evaluate Ideas & Texts (LR), Make Inferences (LR), Provide Closure, Connect Ending, State a Claim, Opinion, or Point of View, Elaborate (Arg), Support with Reasons & EvidenceSTANDARDS:W.9.1.e, RL.9.1, W.9.1.b, W.9.1.aFORMAT:EssaySkills in this Assignment
- Cite Evidence from Text (LR)
- Evaluate Ideas & Texts (LR)
- Make Inferences (LR)
- Provide Closure
- Connect Ending
- State a Claim, Opinion, or Point of View
- Elaborate (Arg)
- Support with Reasons & Evidence
Standards in this Assignment
- W.9.1.e
- RL.9.1
- W.9.1.b
- W.9.1.a
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Response to Information: Extra Support HS
The assignments in this collection provide short (5-15 minutes) and targeted extra support on response to information skills. You can use the activities in this collection to re-teach, pre-teach, and reinforce skills as needed. You will find simplified mini-lessons, quick writes with anchor charts, and lots of practice assignments using graphic organizers and sentence starters to scaffold learning for students who would benefit from extra support.
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Graphic Organizer (RACE): Balance Evidence and Elaboration - Staying Fit in Space
Graphic Organizer (RACE): Balance Evidence and Elaboration - Staying Fit in Space
Proficiency Level: Below
In this assignment, students learn how to balance evidence and elaboration when answering text-based questions. First, they read a nonfiction article about how astronauts exercise in space and are presented with a question. Then they use a graphic organizer (either RACE or Yes MA'AM) to balance evidence from the text and elaboration explaining their thinking. This process can be used to teach students how to respond to a short-answer question or to write a complete body paragraph in a longer essay.
This assignment is a companion to this Quick Clip video featuring Kristina Smekens.
Duration: 20-25 mins
SKILLS (2):Cite Evidence from Text (IR), Make Inferences (IR)STANDARDS:RI.9.1FORMAT:Short ResponseSkills in this Assignment
- Cite Evidence from Text (IR)
- Make Inferences (IR)
Standards in this Assignment
- RI.9.1
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Graphic Organizer (Yes MA'AM): Balance Evidence and Elaboration - Staying Fit in Space
Graphic Organizer (Yes MA'AM): Balance Evidence and Elaboration - Staying Fit in Space
Proficiency Level: Below
In this assignment, students learn how to balance evidence and elaboration when answering text-based questions. First, they read a nonfiction article about how astronauts exercise in space and are presented with a question. Then they use a graphic organizer (either RACE or Yes MA'AM) to balance evidence from the text and elaboration explaining their thinking. This process can be used to teach students how to respond to a short-answer question or to write a complete body paragraph in a longer essay.
This assignment is a companion to this Quick Clip video featuring Kristina Smekens.
Duration: 20-25 mins
SKILLS (2):Cite Evidence from Text (IR), Make Inferences (IR)STANDARDS:RI.9.1FORMAT:Short ResponseSkills in this Assignment
- Cite Evidence from Text (IR)
- Make Inferences (IR)
Standards in this Assignment
- RI.9.1
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Mini-Lesson: Evaluating Cohesion
Mini-Lesson: Evaluating Cohesion
Proficiency Level: Approaching, Below
In this activity, students learn how word choice, syntax, and transitions can help create a coherent argument. They evaluate sample passages for coherence.
Duration: 15-20 minutes
SKILLS (2):Analyze Argument / Informational Text (IR), Determine/Explain TopicSTANDARDS:RI.9.2, RI.9.3FORMAT:SkillsSkills in this Assignment
- Analyze Argument / Informational Text (IR)
- Determine/Explain Topic
Standards in this Assignment
- RI.9.2
- RI.9.3
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Mini-Lesson: Organize Information Collected from Sources
Mini-Lesson: Organize Information Collected from Sources
Proficiency Level: Approaching, Below
The goal of this lesson is to give students practice in finding details in a set of related texts, and organizing those details so they clearly line up with the correct sources. Developing an organizational system will enable students to track sources of information from multiple texts in preparation for writing. Students will fill in a Planner (Graphic Organizer) with three details from each text. After listing details, students go back and code the details from Source 2 and Source 3. They mark the details that offer big new ideas, with an asterisk (*), they mark additional little details with a plus sign (+), and they mark contradictory information with more than/less than symbols (><). After students practice with the Text Set provided, you can use the Graphic Organizer in Teacher Resources to have them practice with other related readings. Use the Answer Key to view sample student responses. Use the Model Organizer to explain the lesson goals.
This assignment goes with the Smeckens Quick Clips PD video: "Organize Information Collected from Sources."
Duration: 15-20 mins
SKILLS (1):Cite Evidence from Text (IR)STANDARDS:RI.9.1FORMAT:EssaySkills in this Assignment
- Cite Evidence from Text (IR)
Standards in this Assignment
- RI.9.1
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Mini-Lesson: Synthesize & Cite Evidence from Multiple Sources
Mini-Lesson: Synthesize & Cite Evidence from Multiple Sources
Proficiency Level: Meets, Approaching, Below
In this assignment, students practice finding relevant details in different sources and completing a Planner (Graphic Organizer) to show which details come from what sources. Sources and details are color coded to demonstrate their alignment. Then students come up with three topics to write about in response to the prompt, and complete a second Planner by filling in details from all three sources. Have students review the details listed in the second Planner to make sure they have synthesized the information by adding details from multiple sources to each topic. Please note that details in the first Planner are automatically colored to match the source. Students must copy the text from the first Planner, and paste it into the second Planner, to retain the color coding. Color coding the text is a way to visually show students how well they've synthesized information. Use the blank Graphic Organizer in Teacher Resources to have students practice using new readings. Use the Model Graphic Organizer to help students understand how to organize their information. The Answer Key provides multiple possible responses.
This assignment goes with the Smeckens Quick Clips PD video: "Synthesize & Cite Evidence from Multiple Sources."
Duration: 15-20 minutes
SKILLS (2):Cite Evidence from Text (IR), SynthesizeSTANDARDS:W.9.9, RI.9.1FORMAT:EssaySkills in this Assignment
- Cite Evidence from Text (IR)
- Synthesize
Standards in this Assignment
- W.9.9
- RI.9.1
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Practice: Analyze Author's Craft - Students Turn Food into Powder
Practice: Analyze Author's Craft - Students Turn Food into Powder
Proficiency Level: Approaching
In this activity, students read the selection, a news article titled "Students Turn Food Into Nonperishable Powder." Then they fill out a graphic organizer analyzing author's craft, focusing on the author's word choice. The ability to analyze author's craft is a key skill in reading informational text.
Duration: 15-20 mins
SKILLS (1):Analyze Author's Craft (IR)STANDARDS:RI.9.6FORMAT:SkillsSkills in this Assignment
- Analyze Author's Craft (IR)
Standards in this Assignment
- RI.9.6
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Practice: Analyze Text Elements - Keep On Reading
Practice: Analyze Text Elements - Keep On Reading
Proficiency Level: Below
In this activity, students read the Student Sample, “Keep On Reading,” an argument written by a 10th-grade student. Then they complete a graphic organizer to analyze the introduction, claim, reasons, and evidence included in the Student Sample. Analyzing the elements of argumentative text is a key skill in reading informational text.
Duration: 15-20 mins
SKILLS (1):Analyze Argument / Informational Text (IR)STANDARDS:RI.9.3FORMAT:SkillsSkills in this Assignment
- Analyze Argument / Informational Text (IR)
Standards in this Assignment
- RI.9.3
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Practice: Analyze Text Structure - Dress Codes
Practice: Analyze Text Structure - Dress Codes
Proficiency Level: Approaching, Below
In this activity, students read the Student Sample, an argument written by a 12th-grade student. Then they complete a graphic organizer to analyze the introduction and claim of the Student Sample. The ability to analyze text structure is a key skill in reading argumentative or informational text.
Duration: 15-20 mins
SKILLS (1):Analyze Text Features & Structures (IR)STANDARDS:RI.9.5FORMAT:SkillsSkills in this Assignment
- Analyze Text Features & Structures (IR)
Standards in this Assignment
- RI.9.5
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Practice: Analyze Text Structure - Light Pollution
Practice: Analyze Text Structure - Light Pollution
Proficiency Level: Approaching, Below
In this activity, students read "Light Pollution Increasing Around the Globe," a news article about problems caused by artificial light. Then they complete a Graphic Organizer guiding them to analyze the text structure, focusing on how the author organized and connected ideas. The ability to analyze text structure is a key skill in reading informational text.
Duration: 15-20 mins
SKILLS (1):Analyze Text Features & Structures (IR)STANDARDS:RI.9.5FORMAT:SkillsSkills in this Assignment
- Analyze Text Features & Structures (IR)
Standards in this Assignment
- RI.9.5
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Practice: Demonstrate Comprehension - Freedom Riders
Practice: Demonstrate Comprehension - Freedom Riders
Proficiency Level: Approaching
In this activity, students read "The Freedom Riders," an informational article about a 1961 Civil Rights protest. Then they complete a graphic organizer to analyze the selection and demonstrate their comprehension.
Duration: 15-20 mins
SKILLS (1):Demonstrate Comprehension (IR)STANDARDS:RI.9.8FORMAT:SkillsSkills in this Assignment
- Demonstrate Comprehension (IR)
Standards in this Assignment
- RI.9.8
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Practice: Demonstrate Comprehension - Guess What I'm Thinking
Practice: Demonstrate Comprehension - Guess What I'm Thinking
Proficiency Level: Approaching
In this activity, students read “Guess What I'm Thinking,” an article about telepathic communication. Then they complete a graphic organizer to demonstrate their comprehension of the selection. The ability to apply comprehension strategies and demonstrate comprehension is a key skill in reading informational text.
Duration: 15-20 mins
SKILLS (1):Demonstrate Comprehension (IR)STANDARDS:RI.9.8FORMAT:SkillsSkills in this Assignment
- Demonstrate Comprehension (IR)
Standards in this Assignment
- RI.9.8
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Practice: Demonstrate Comprehension - Students Stand Up (Level 2)
Practice: Demonstrate Comprehension - Students Stand Up (Level 2)
Proficiency Level: Below
In this activity, students read the informational article “Students Stand Up, Rally Against Cyberbullying.” Then they complete a graphic organizer to analyze the selection and demonstrate their comprehension.
Duration: 15-20 mins
SKILLS (1):Demonstrate Comprehension (IR)STANDARDS:RI.9.8FORMAT:SkillsSkills in this Assignment
- Demonstrate Comprehension (IR)
Standards in this Assignment
- RI.9.8
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Practice: Evaluate - Virtual Reality Field Trips
Practice: Evaluate - Virtual Reality Field Trips
Proficiency Level: Meets, Approaching
In this assignment, students read "Virtual Reality Field Trips Give Students Advanced Adventure," an article about virtual reality field trips. Then they complete a graphic organizer to analyze the selection and evaluate the effectiveness of the introduction and evidence. The ability to evaluate a text for sound reasoning and relevant evidence is a key skill in reading informational text.
Duration: 10-15 mins
SKILLS (1):Analyze Argument / Informational Text (IR)STANDARDS:RI.9.3FORMAT:SkillsSkills in this Assignment
- Analyze Argument / Informational Text (IR)
Standards in this Assignment
- RI.9.3
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Quick Write: Analyze Author's Craft, Purpose, & Perspective (Anchor Chart)
Quick Write: Analyze Author's Craft, Purpose, & Perspective (Anchor Chart)
Proficiency Level: Approaching, Below
In this assignment, students write a few sentences analyzing an argumentative text they are reading in class. They analyze the author's purpose, whether or not the author explains the information, and how effective the argument is.
Duration: 5-10 minutes
SKILLS (2):Analyze Author's Craft (IR), Analyze Author's Purpose & PerspectiveSTANDARDS:RI.9.6FORMAT:High FiveSkills in this Assignment
- Analyze Author's Craft (IR)
- Analyze Author's Purpose & Perspective
Standards in this Assignment
- RI.9.6
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Quick Write: Analyze Elements - Caitlin Clark Becomes a Legend
Quick Write: Analyze Elements - Caitlin Clark Becomes a Legend
Proficiency Level: Below
This week's assignment asks students to write an explanation about one of record-setter Caitlin Clark’s achievements leading up to her biggest one.
Duration: 5-10 mins
SKILLS (2):Analyze Argument / Informational Text (IR), Determine/Explain TopicSTANDARDS:RI.9.2, RI.9.3FORMAT:High FiveSkills in this Assignment
- Analyze Argument / Informational Text (IR)
- Determine/Explain Topic
Standards in this Assignment
- RI.9.2
- RI.9.3
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Quick Write: Analyze Elements - Martin Luther King Jr.'s Granddaughter Honors His Legacy
Quick Write: Analyze Elements - Martin Luther King Jr.'s Granddaughter Honors His Legacy
Proficiency Level: Below
This week's assignment asks students to write a service goal inspired by Martin Luther King Jr.’s granddaughter.
Duration: 5-10 mins
SKILLS (2):Analyze Argument / Informational Text (IR), Determine/Explain TopicSTANDARDS:RI.9.2, RI.9.3FORMAT:High FiveSkills in this Assignment
- Analyze Argument / Informational Text (IR)
- Determine/Explain Topic
Standards in this Assignment
- RI.9.2
- RI.9.3
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Quick Write: Demonstrate Comprehension - Don't Waste, Replace!
Quick Write: Demonstrate Comprehension - Don't Waste, Replace!
Proficiency Level: Below
This week's assignment asks students to write a reflection about living without plastic.
Duration: 5-10 mins
SKILLS (1):Demonstrate Comprehension (IR)STANDARDS:RI.9.8FORMAT:High FiveSkills in this Assignment
- Demonstrate Comprehension (IR)
Standards in this Assignment
- RI.9.8
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Quick Write: Demonstrate Comprehension - Lost and Found Cities
Quick Write: Demonstrate Comprehension - Lost and Found Cities
Proficiency Level: Below
This week's assignment asks students to write a comparison between the Upano Valley civilization and features of our current civilization.
Duration: 5-10 mins
SKILLS (1):Demonstrate Comprehension (IR)STANDARDS:RI.9.8FORMAT:High FiveSkills in this Assignment
- Demonstrate Comprehension (IR)
Standards in this Assignment
- RI.9.8
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Quick Write: Demonstrate Comprehension - National Ice Cream Month
Quick Write: Demonstrate Comprehension - National Ice Cream Month
Proficiency Level: Below
This week's assignment asks students to write a plan for how to break a Guinness World Record related to ice cream.
Duration: 5-10 mins
SKILLS (1):Demonstrate Comprehension (IR)STANDARDS:RI.9.8FORMAT:High FiveSkills in this Assignment
- Demonstrate Comprehension (IR)
Standards in this Assignment
- RI.9.8
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Quick Write: Evaluate - Asian American Pacific Islander Authors
Quick Write: Evaluate - Asian American Pacific Islander Authors
Proficiency Level: Approaching, Below
This week's assignment asks students to write an explanation about a book they would choose to read by an AAPI author.
Duration: 5-10 mins
SKILLS (1):Evaluate Ideas & Texts (IR)STANDARDS:RI.9.8FORMAT:High FiveSkills in this Assignment
- Evaluate Ideas & Texts (IR)
Standards in this Assignment
- RI.9.8
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Quick Write: Evaluate - Chapman's "Fast Car" Makes More Black History
Quick Write: Evaluate - Chapman's "Fast Car" Makes More Black History
Proficiency Level: Below
This week's assignment asks students to write a definition for art, based on their own experiences.
Duration: 5-10 mins
SKILLS (1):Evaluate Ideas & Texts (IR)STANDARDS:RI.9.8FORMAT:High FiveSkills in this Assignment
- Evaluate Ideas & Texts (IR)
Standards in this Assignment
- RI.9.8
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Quick Write: Main Idea - Let's Make Some Noise (and Energy)!
Quick Write: Main Idea - Let's Make Some Noise (and Energy)!
Proficiency Level: Below
This week's assignment asks students to write about new ways to generate energy.
Duration: 5-10 mins
SKILLS (2):Identify Main Idea and Details (IR), Summarize/Paraphrase Text (IR)STANDARDS:RI.9.2FORMAT:High FiveSkills in this Assignment
- Identify Main Idea and Details (IR)
- Summarize/Paraphrase Text (IR)
Standards in this Assignment
- RI.9.2
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Quick Write: Main Idea - Tech Trends Transform Learning
Quick Write: Main Idea - Tech Trends Transform Learning
Proficiency Level: Approaching
This week's assignment asks students to write an explanation of the technology they would like to use in school and discuss potential drawbacks of this technology.
Duration: 5-10 mins
SKILLS (2):Identify Main Idea and Details (IR), Summarize/Paraphrase Text (IR)STANDARDS:RI.9.2FORMAT:High FiveSkills in this Assignment
- Identify Main Idea and Details (IR)
- Summarize/Paraphrase Text (IR)
Standards in this Assignment
- RI.9.2
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Quick Write: Make Connections - Middle Eastern Eats and Treats
Quick Write: Make Connections - Middle Eastern Eats and Treats
Proficiency Level: Below
This week's assignment asks students to write an explanation about which Middle Eastern food they love or would want to try. Use this High 5 activity during the first 5 minutes of class, or anytime you want to assign a Quick Write.
Duration: 5-10 minutes
SKILLS (2):Make Connections (IR), Synthesize (IR)STANDARDS:RI.9.7FORMAT:High FiveSkills in this Assignment
- Make Connections (IR)
- Synthesize (IR)
Standards in this Assignment
- RI.9.7
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Quick Write: Summarize & Identify Main Idea (Anchor Chart)
Quick Write: Summarize & Identify Main Idea (Anchor Chart)
Proficiency Level: Below
In this assignment, students write a few sentences summarizing the topic of a text they are reading in class and explaining the main idea.
Duration: 5-10 minutes
SKILLS (2):Identify Main Idea and Details (IR), Summarize/Paraphrase Text (IR)STANDARDS:RI.9.2FORMAT:High FiveSkills in this Assignment
- Identify Main Idea and Details (IR)
- Summarize/Paraphrase Text (IR)
Standards in this Assignment
- RI.9.2
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Quick Write: Summarize - Panda-monium at the National Zoo
Quick Write: Summarize - Panda-monium at the National Zoo
Proficiency Level: Below
This week's assignment asks students to write a summary about a video announcing the return of two giant pandas to the Smithsonian National Zoo.
Duration: 5-10 mins
SKILLS (2):Identify Main Idea and Details (IR), Summarize/Paraphrase Text (IR)STANDARDS:RI.9.2FORMAT:High FiveSkills in this Assignment
- Identify Main Idea and Details (IR)
- Summarize/Paraphrase Text (IR)
Standards in this Assignment
- RI.9.2
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Quick Write: Synthesize - Earth Day
Quick Write: Synthesize - Earth Day
Proficiency Level: Approaching
In this assignment, students to write a reflective statement about a hope they have for the future of Earth. Use this High 5 activity during the first 5 minutes of class, or anytime you want to assign a Quick Write.
Duration: 5-10 minutes
SKILLS (2):Make Connections (IR), Synthesize (IR)STANDARDS:RI.9.7FORMAT:High FiveSkills in this Assignment
- Make Connections (IR)
- Synthesize (IR)
Standards in this Assignment
- RI.9.7
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Response to Literature: Extra Support HS
The assignments in this collection provide short (5-15 minutes) and targeted extra support on response to literature skills. You can use the activities in this collection to re-teach, pre-teach, and reinforce skills as needed. You will find simplified mini-lessons, quick writes with anchor charts, and lots of practice assignments using graphic organizers and sentence starters to scaffold learning for students who would benefit from extra support.
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Graphic Organizer: Literary Analysis
Graphic Organizer: Literary Analysis
Proficiency Level: Below
In this assignment, students plan a Literary Analysis analyzing a reading selection and explaining how the reading is a good example of its particular literary genre. Students use the Literary Analysis Planner to plan their analysis. They complete the Graphic Organizer by filling in a thesis statement, elements of the genre, key points, and evidence from the text to support their point.
Duration: 15-20 mins
SKILLS (6):Analyze Author's Purpose, Analyze Structure, Determine Theme, Evaluate Ideas & Texts (LR), Plan a Topic, Organize for Flow and LogicSTANDARDS:W.9.2.a, W.9.5, W.9.9, RL.9.2FORMAT:SkillsSkills in this Assignment
- Analyze Author's Purpose
- Analyze Structure
- Determine Theme
- Evaluate Ideas & Texts (LR)
- Plan a Topic
- Organize for Flow and Logic
Standards in this Assignment
- W.9.2.a
- W.9.5
- W.9.9
- RL.9.2
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Practice: Analyze and Plan a Descriptive Poem
Practice: Analyze and Plan a Descriptive Poem
Proficiency Level: Below
In this activity, students read and analyze Marianne Moore's poem "A Jelly-Fish." Then they plan a Descriptive Poem about an animal of their choice. Students focus on the skill of using precise words and sensory details to convey a vivid picture of the animal's physical characteristics, habitat, and behavior. They also analyze their own experience with, or feelings about their chosen animal. Students complete graphic organizers to analyze the selection and plan their Descriptive Poem.
Duration: 15-20 mins
SKILLS (3):Analyze Author's Craft (LR), Plan a Narrative, Organize for Flow and LogicSTANDARDS:RL.9.5, W.9.5, W.9.3.aFORMAT:SkillsSkills in this Assignment
- Analyze Author's Craft (LR)
- Plan a Narrative
- Organize for Flow and Logic
Standards in this Assignment
- RL.9.5
- W.9.5
- W.9.3.a
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Practice: Analyze the Model - E.E. Cummings
Practice: Analyze the Model - E.E. Cummings
Proficiency Level: Approaching, Below
In Level A, Developing a Literary Analysis, Step One, students analyze a free verse poem by E. E. Cummings, "Spring is like a perhaps hand," and will also analyze another student's comments about the poem. Students review the student margin notes, considering the student's analysis as they analyze the poem on their own. Students also complete a graphic organizer to familiarize themselves with academic language associated with Literary Analysis.
The Teacher's Guide will provide step-by-step instructions for the three phases of this unit. A printable student assignment is also available.
Duration: 15-20 minutes
SKILLS (5):Analyze Author's Craft (LR), Demonstrate Comprehension (LR), Make Inferences (LR), Summarize/Paraphrase Text (LR), Analyze Text Features & Structures (LR)STANDARDS:RL.9.5, RL.9.4, RL.9.1, RL.9.2FORMAT:SkillsSkills in this Assignment
- Analyze Author's Craft (LR)
- Demonstrate Comprehension (LR)
- Make Inferences (LR)
- Summarize/Paraphrase Text (LR)
- Analyze Text Features & Structures (LR)
Standards in this Assignment
- RL.9.5
- RL.9.4
- RL.9.1
- RL.9.2
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Practice: Author's Purpose - Edgar Allan Poe
Practice: Author's Purpose - Edgar Allan Poe
Proficiency Level: Below
Students first watch a Crash Course video where John Green discusses Langston Hughes' author's purpose. Students then consider author's purpose in Edgar Allan Poe's, "The Raven." Students work from two essays about Poe to use as part of their analysis. First they will review the poem and the two other sources. After they have reviewed these sources, students will answer some questions about them.
Duration: 15-20 mins
SKILLS (3):Cite Evidence from Text (LR), Demonstrate Comprehension (LR), Determine Word Meaning (LR)STANDARDS:RL.9.4, RL.9.1FORMAT:EssaySkills in this Assignment
- Cite Evidence from Text (LR)
- Demonstrate Comprehension (LR)
- Determine Word Meaning (LR)
Standards in this Assignment
- RL.9.4
- RL.9.1
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Practice: Cite Evidence - Poetry Critique (Level 3)
Practice: Cite Evidence - Poetry Critique (Level 3)
Proficiency Level: Below
In this activity, students read the poem, “Oh, oh, you will be sorry for that word,” by Edna St. Vincent Millay. Then they write a three-paragraph Poetry Review in response to this question: Is the poet’s use of literary devices, including sarcasm, effective in communicating the narrator’s feelings to readers? Students focus on finding evidence in the text including quotations and other examples.
Duration: 10-15 minutes
SKILLS (5):Analyze Author's Craft (LR), Cite Evidence from Text (LR), Demonstrate Comprehension (LR), Evaluate Ideas & Texts (LR), Make Inferences (LR)STANDARDS:W.9-12.9, W.9-12.2.bFORMAT:SkillsSkills in this Assignment
- Analyze Author's Craft (LR)
- Cite Evidence from Text (LR)
- Demonstrate Comprehension (LR)
- Evaluate Ideas & Texts (LR)
- Make Inferences (LR)
Standards in this Assignment
- W.9-12.9
- W.9-12.2.b
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Practice: Compare & Contrast - Helen of Troy
Practice: Compare & Contrast - Helen of Troy
Proficiency Level: Below
Students first watch a Crash Course video where John Green compares and contrasts three of Shakespeare's sonnets. Students compare and contrast two poems about Helen of Troy. After reviewing these sources, students will answer some questions about them.
Duration: 20-25 mins
SKILLS (4):Analyze Literary Elements (LR), Cite Evidence from Text (LR), Determine Theme, Determine Word Meaning (LR)STANDARDS:RL.9.4, RL.9.1, RL.9.3, RL.9.2FORMAT:EssaySkills in this Assignment
- Analyze Literary Elements (LR)
- Cite Evidence from Text (LR)
- Determine Theme
- Determine Word Meaning (LR)
Standards in this Assignment
- RL.9.4
- RL.9.1
- RL.9.3
- RL.9.2
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Practice: Respond to the Poem "Dying"
Practice: Respond to the Poem "Dying"
Proficiency Level: Approaching, Below
Students write a brief Literary Response to the poem "Dying" by Emily Dickinson. They focus on writing a clear response that includes citing evidence from the text to support their writing.
Duration: 10-15 minutes
SKILLS (6):Cite Evidence from Text (LR), Demonstrate Comprehension (LR), Make Inferences (LR), Write an Informational Introduction, Analyze Text Features & Structures (LR), Organize for Flow and LogicSTANDARDS:W.3-5.2.a, W.9-12.2.aFORMAT:Short ResponseSkills in this Assignment
- Cite Evidence from Text (LR)
- Demonstrate Comprehension (LR)
- Make Inferences (LR)
- Write an Informational Introduction
- Analyze Text Features & Structures (LR)
- Organize for Flow and Logic
Standards in this Assignment
- W.3-5.2.a
- W.9-12.2.a
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Practice: Theme - When You Are Old
Practice: Theme - When You Are Old
Proficiency Level: Below
Students first watch a Crash Course video where John Green completes a thematic analysis of Frankenstein. Students then complete a thematic comparison of two poems that share the title When You Are Old. After reviewing these sources, students will answer some questions about them.
Duration: 15-20 mins
SKILLS (4):Analyze Literary Elements (LR), Cite Evidence from Text (LR), Determine Theme, Determine Word Meaning (LR)STANDARDS:RL.9.4, RL.9.3, RL.9.1, RL.9.2FORMAT:EssaySkills in this Assignment
- Analyze Literary Elements (LR)
- Cite Evidence from Text (LR)
- Determine Theme
- Determine Word Meaning (LR)
Standards in this Assignment
- RL.9.4
- RL.9.3
- RL.9.1
- RL.9.2
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Practice: Write a Poetry Critique - Edna St. Vincent Millay
Practice: Write a Poetry Critique - Edna St. Vincent Millay
Proficiency Level: Approaching, Below
In this activity, students read “Oh, oh, you wIll be sorry for that word,” a poem by Edna St. Vincent Millay. They then plan a three-paragraph critique of the language in the poem, backing up their arguments with quotations from the selection. Students focus on the skills of supporting their claims with evidence, and considering their intended audience. Students complete graphic organizers to demonstrate their comprehension of the selection and plan their Poetry Critique.
Duration: 15-20 mins
SKILLS (3):Analyze Author's Craft (LR), Analyze Author's Purpose & Perspective, Evaluate Ideas & Texts (LR)STANDARDS:RL.9.5, RI.9.6FORMAT:SkillsSkills in this Assignment
- Analyze Author's Craft (LR)
- Analyze Author's Purpose & Perspective
- Evaluate Ideas & Texts (LR)
Standards in this Assignment
- RL.9.5
- RI.9.6
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Quick Write: Comparing Stories
Quick Write: Comparing Stories
Proficiency Level: Approaching, Below
In this assignment, students think about two stories they’ve read this year. They write a few sentences comparing them.
Duration: 5-10 minutes
SKILLS (2):Make Connections (LR), Synthesize (LR)STANDARDS:RL.9.9FORMAT:High FiveSkills in this Assignment
- Make Connections (LR)
- Synthesize (LR)
Standards in this Assignment
- RL.9.9
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Quick Write: Evaluate a Character
Quick Write: Evaluate a Character
Proficiency Level: Below
In this assignment, students choose a character from a story they like. They write a few sentences describing what they like and dislike about this character.
Duration: 5-10 minutes
SKILLS (1):Evaluate Ideas & Texts (LR)FORMAT:High FiveSkills in this Assignment
- Evaluate Ideas & Texts (LR)
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Quick Write: Analyze Literary Elements - Setting (Anchor Chart)
Quick Write: Analyze Literary Elements - Setting (Anchor Chart)
Proficiency Level: Approaching, Below
In this assignment, students think of a story they are reading in class. They write a few sentences describing how the story's setting impacts characters or events.
Duration: 10-15 minutes
SKILLS (1):Analyze Literary Elements (LR)STANDARDS:RL.9.3FORMAT:High FiveSkills in this Assignment
- Analyze Literary Elements (LR)
Standards in this Assignment
- RL.9.3
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Quick Write: Demonstrate Comprehension / Use Comprehension Strategies (Anchor Chart)
Quick Write: Demonstrate Comprehension / Use Comprehension Strategies (Anchor Chart)
Proficiency Level: Meets, Below
In this assignment, students think of a story or book they are reading in class. They answer the question: Who is the main character in the story and what do they want?
Duration: 10-15 minutes
SKILLS (1):Demonstrate Comprehension (LR)STANDARDS:RL.9.4FORMAT:High FiveSkills in this Assignment
- Demonstrate Comprehension (LR)
Standards in this Assignment
- RL.9.4
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Quick Write: Make Inferences & Cite Evidence (Anchor Chart)
Quick Write: Make Inferences & Cite Evidence (Anchor Chart)
Proficiency Level: Approaching, Below
In this assignment, students think about the story or book they are reading in class. They write two or three sentences about what they can infer about how the main character feels. Students cite examples and evidence to support their inference.
Duration: 10-15 minutes
SKILLS (2):Cite Evidence from Text (LR), Make Inferences (LR)STANDARDS:RL.9.1FORMAT:High FiveSkills in this Assignment
- Cite Evidence from Text (LR)
- Make Inferences (LR)
Standards in this Assignment
- RL.9.1
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Quick Write: Summarize & Identify Main Idea (Anchor Chart)
Quick Write: Summarize & Identify Main Idea (Anchor Chart)
Proficiency Level: Approaching, Below
In this assignment, students focus on a story they have read in class. They retell the story explaining who is the main character, what the main character wants, the problem they face, and how they solve the problem.Duration: 10-15 minutes
SKILLS (2):Identify Main Idea and Details (LR), Summarize/Paraphrase Text (LR)STANDARDS:RL.9.2FORMAT:High FiveSkills in this Assignment
- Identify Main Idea and Details (LR)
- Summarize/Paraphrase Text (LR)
Standards in this Assignment
- RL.9.2
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Quick Write: Visualize (Anchor Chart)
Quick Write: Visualize (Anchor Chart)
Proficiency Level: Meets, Below
In this assignment, students write a description using sensory details of what they visualize while they read the story they are reading in class.
Duration: 10-15 minutes
SKILLS (1):Demonstrate Comprehension (LR)STANDARDS:RL.9.4FORMAT:High FiveSkills in this Assignment
- Demonstrate Comprehension (LR)
Standards in this Assignment
- RL.9.4
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Response to Info Skills Practice HS
The activities in this collection provide practice for high-school students (grades 9-12), developing their reading and writing skills in response to informational texts. You can use the activities in this collection to help students who need practice on a particular skill.
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Response to Lit Skills Practice HS
The activities in this collection provide practice for high-school students (grades 9-12), developing their reading and writing skills in response to literary texts. You can use the activities in this collection to help students who need practice on a particular skill.
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Response to Information: Extra Support HS
The assignments in this collection provide short (5-15 minutes) and targeted extra support on response to information skills. You can use the activities in this collection to re-teach, pre-teach, and reinforce skills as needed. You will find simplified mini-lessons, quick writes with anchor charts, and lots of practice assignments using graphic organizers and sentence starters to scaffold learning for students who would benefit from extra support.
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Response to Literature: Extra Support HS
The assignments in this collection provide short (5-15 minutes) and targeted extra support on response to literature skills. You can use the activities in this collection to re-teach, pre-teach, and reinforce skills as needed. You will find simplified mini-lessons, quick writes with anchor charts, and lots of practice assignments using graphic organizers and sentence starters to scaffold learning for students who would benefit from extra support.