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Types of Poems:Acrostic, Ballad, Blank Verse, Epic, Epitaph, Free Verse, Haiku, Limerick, Lyric, Odes, Rhyming, Shape, Sonnet
WRITING PROMPT TERMS
1. Trace: Follow, track outline, list in steps
2. Analyze: Think through, break apart, break into pieces
3. Infer: Figure out, read between the lines, predict, what are they trying to say
4. Evaluate: Judge, value of, meaning, examine, solve, test for the truth of, tell one good and one bad
5. Formulate: Come up with, make a plan, develop, make, create
6. Describe: Tell about, show, list details
7. Support: Provide reasons, tell reasons, give examples, back it up
8. Explain: Tell all about, tell what and why, tell how, teach to someone else
9. Summarize: Tell main parts, bottom line, main ideas
10. Compare: List sames, all the ways they are alike
11. Contrast: List differences, all the ways they are different
12. Predict: Educated guess, tell what could or may happen, look into the future
Background Information Age
What they say What they do
What others say about them How they respond to others
What the author tells you Physical Description
Role in Story Personality Traits
APPENDIX D: Secondary Assessment Policy
Assessment monitors the progress of student learning and produces feedback for students, teachers, parents and external institutions. The following policy outlines the general assessment procedures for the school. Teachers are responsible for communicating their individual assessment policies to the students and parents at the beginning of the school year.
Teachers are expected to communicate assessment expectations and criteria, including major assignments and projects clearly to students prior to a chunk of learning. Assessment should take into account the ISS diverse group of learners and learning styles. Feedback on assignments should be positive, constructive and prompt. Teachers should provide a wide variety of different assessment opportunities which are relevant and motivational to students. Formative assessments assist student in building understanding, knowledge and skills and summative assessments assess students’ acquired understanding, knowledge and skills.
Teachers will be asked to implement IEP's/ILP's in their classroom should it contain students receiving necessary support. Teachers will be provided with the document, as well as support in how to effectively implement the modifications in order to ensure student success. We strongly suggest that teachers consult with the learning specialist or principal during the design and implementation of all summative evaluations for students with IEPs.