Programa del curso de español Grado 6






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títuloPrograma del curso de español Grado 6
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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

CHARACTER ANALYSIS

Background Information Age

Occupation Relationships

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.






External

Summative

Formative

Definition

External assessments are assessments which are designed and marked externally

Summative assessments are those assessments given within a class at the end of a chunk of learning (such as a unit).

Formative assessments are those given regularly and continuously throughout the school year.

Primary Purpose

To measure growth and progress, to inform teaching, to identify needs, to collect data, to determine level of understanding, to determine reading or math levels against national norms, assessing student learning, providing a qualification for university or college entry.

To inform teaching, to identify needs, to determine level of understanding, to measure progress, to communicate with parents

To determine prior knowledge, to determine student interest, to modify teacher practice, measure understanding, ensuring short-term knowledge and understanding objectives and targets are being met, to ensure students are progressing

Policies

Some external assessments are taken twice a year, some are once and some are on-going.

Assessments are aligned to curriculum, teachers model in advance, authentic assessments, differentiated if necessary.

Assessments are aligned to curriculum, differentiated if necessary.

Practices

STAR Math, NWEA, Accelerated Math, PSAT, SAT, AP

Essays, projects, test, RAFTS, portfolio, investigations, real-world examples, exams, oral presentation, reports, reflections, mid-trimester reports, mid-quarter reports

Observation, journal, quiz, exit cards, peer assessment or self-assessment (not graded on Gradequick), role play, conferencing, small group discussion, debate, create/present, note-taking, reflection, homework, classwork, effort, behavior, participation, Gradequick reporting,



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.
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