Reasoning Through Language Arts (RLA) Instructional .
Reasoning Through Language Arts (RLA) Instructional FrameworkKENTUCKY SKILLS U INSTRUCTIONAL FRAMEWORK SERIES INTRODUCTIONIMPETUS FOR FRAMEWORKSThe Kentucky Skills U Instructional Framework Series was designed to provide a common instructional foundation for all of Kentucky’s adult education providers.Local adult educators (who intuitively aligned instruction with college and career readiness standards, student assessment criteria, and program performancemetrics) provided the impetus for this project. (In an effort to acknowledge those who inspired this work, contributions of individual Kentucky Adult Educatorsare signified with a pink highlight throughout the entire framework series.)Building upon the work done by local providers, a state-level team designed the KY Skills U Instructional Framework Series to align all instruction statewide withthe LINCS Professional Development Center State Leadership Self-Assessment Tool, the LINCS Adult Education Teacher Competencies, the Data RecognitionCorporation TABE 11/12 Blueprints, and the GED Testing Service High Impact Indicators (HIIs). The result is a four-framework series comprised of: The Student Framework – Research and strategies targeted to adult student retention and persistence, aligned with LINCS AE Teacher Competencies The Mathematics Instructional Framework – Instructional resources aligned with TABE 11/12 levels and GED HIIs The Reasoning Through Language Arts Instructional Framework – Instructional resources aligned with TABE 11/12 levels and GED HIIs The Instructional Technology Framework – Instructional resources, accompanied by detailed screenshot and video tutorials, aligned with LINCS AETeacher CompetenciesINTENDED USES OF FRAMEWORKSThe KY Skills U Instructional Framework Series provides comprehensive, assessment-aligned instructional support to adult educators. The frameworks serve asthe basis for intensive, ongoing, job-embedded professional learning in the form of provider-based professional learning communities and targeted, frameworkaligned, online professional learning elective courses. The four frameworks also: Arm instructional leaders with research-based instructional coaching resources Equip providers with relevant instructional technology and distance learning tools to support instruction Orient providers with best practice strategies for understanding, recruiting, and retaining adult students Prepare volunteer tutors with high-quality instructional resources to support learnersINFORMATION FOR NAVIGATING FRAMEWORKS SUCCESSFULLYTo ensure quick and easy access to resources featured in the frameworks, resources have been color coded, as shown below:KY Skills U Lesson Bank Lesson (yellow highlight)Network Resources Open College & Career (NROC) Playlist (light grey highlight)Open Educational Resource (OER) (no highlight)Kentucky Skills U Educator Model Lesson Segment (pink highlight)Videos*Must download for optimal quality
Reasoning Through Language Arts (RLA) Instructional FrameworkKentucky Skills U, in conjunction with the Morehead State University Adult Education Academy, is pleased to present thisinstructional framework for RLA. In the framework, instructional materials from the Kentucky Skills U Lesson Bank, NROCHippocampus, and Other Education Resources have been aligned with both the Data Recognition Corporation (DRC) TABE 11/12Blueprints and the GED Testing Service GED High Impact Indicators.College and Career Readiness Standards for Adult Education ELA/Literacy Standards Key:RI: Reading Informational TextRL: Reading LiteratureRH: Reading Historical/Social Studies TextRST: Reading Scientific and Technical TextW: WritingWHST: Writing for History/Social Studies, Scientific and Technical SubjectsSL: Speaking and ListeningL: LanguageRF: Reading FoundationsThe citation at the end of each standard in the following chart identifies the CCRS strand, grade, and number (or standard numberand letter, where applicable). For example, RI.4.3 stands for Reading, Instructional Text, Grade 4, Standard 3.
REASONING THROUGH LANGUAGE ARTS (RLA) INSTRUCTIONAL FRAMEWORKTABE 11/12 HIGH EMPHASIS LEVELClick Here to View the Entire Kentucky Skills U Hippocampus English PlaylistLEVEL L High EmphasisLEVEL L(AE-CCR LEVEL A)STANDARDSTANDARD DESCRIPTIONPHONOLOGICALAWARENESS (23%)RF.K.2Demonstrate understanding of spoken words,syllables, and sounds phonemes). (RF.K.2.a, RF.K.2.b,RF.K.2.c, RF.K.2.d, RF.K.2.e)Syllable Types and Word Attack Strategies (IPDAE)Decoding Words Part 1 PlaylistPHONICS AND WORDRECOGNITION (23%)Know and apply grade-level phonics and wordanalysis skills in decoding words. (RF.1.3.a, RF.1.3.b,RF.1.3.c, RF.1.d, 1.RF.3.e, RF.1.3.f, RF.1.3.g)Community SignageRF.1.3RL.1.1Ask and answer questions about key details in a text.RI.1.4Ask and answer questions to help determine orclarify the meaning of words and phrases in a text.KEY IDEAS ANDDETAILS (28%)CRAFT ANDSTRUCTURE (16%)INTEGRATION OFKNOWLEDGE ANDIDEAS (10%)RESOURCESEmployability Skills Lesson 1Ask Questions to Determine Word Meaning (RI.1.4)No High Emphasis questions in this categoryLEVEL E High EmphasisLEVEL E(AE-CCR LEVEL B)STANDARDINTEGRATION OFKNOWLEDGE ANDIDEAS (15%)PHONICS AND WORDRECOGNITION (16%)KEY IDEAS ANDDETAILS (37%)STANDARD DESCRIPTIONRESOURCESNo High Emphasis in this categoryRF.3.3Know and apply grade-level phonics and wordanalysis skills in decoding words. (RF.3.3a, RF.3.3b,RF.3.3.c, RF.3.3.d)RI.2.1Ask and answer such questions as who, what, where,when, why, and how to demonstrate understandingof key details in a text.Decoding Words Part 2 Playlist (RF.3.3)Complete and Partial BathsSMART Goal-SettingUnderstanding Employer's ExpectationsWhat is Your Why?1
REASONING THROUGH LANGUAGE ARTS (RLA) INSTRUCTIONAL FRAMEWORKTABE 11/12 HIGH EMPHASIS LEVELClick Here to View the Entire Kentucky Skills U Hippocampus English PlaylistLEVEL E(AE-CCR LEVEL B)STANDARDRI.3.2CRAFT ANDSTRUCTURE (32%)RI.3.4STANDARD DESCRIPTIONDetermine the main idea of a text; recount the keydetails and explain how they support the main idea.Determine the meaning of general academic anddomain-specific words and phrases in a text relevantto a grade 3 topic or subject area.RESOURCESRead for Main Ideas and Details Playlist (RI.3.2)Academic Vocabulary (IPDAE)LEVEL M High EmphasisLEVEL M(AE-CCR LEVEL C)STANDARDSTANDARD DESCRIPTIONRL.4.2Determine a theme of a story, drama, or poem fromdetails in the text; summarize the text.RI.4.2Determine the main idea of a text and explain how itis supported by key details; summarize the text.RI.4.3Explain events, procedures, ideas, or concepts in ahistorical, scientific, or technical text, including whathappened and why, based on specific information inthe text.RI.5.4Determine the meaning of general academic anddomain-specific words and phrases in a text relevantto a grade 5 topic or subject area.KEY IDEAS ANDDETAILS (47%)CRAFT ANDSTRUCTURE (42%)RESOURCESDetermine the Main IdeaThe Main Idea: Boston Tea PartyThemes in Short Stories (IPDAE)Creativity Through Systems ThinkingDetermine the Main IdeaGoal Boosters vs. Goal BustersHealthcare Worker Importance of Following DirectionsIntroduction to the Study GuideThe Main Idea: Boston Tea PartySocial Studies and SystemsUsing the Internet as Your Career Compass5S System of Lean ManufacturingAnalyzing the Effects of Reducing, Reusing, and Recycling—Can You Make aDifference?End of Life CareSocial Studies and SystemsWorkplace SystemsInformational Text: It Reads Differently (IPDAE)First Things FirstGetting Your BearingsImportance of SleepResearching the Job Market to Investigate Take-Home SalariesThe Legos of LanguageThe Main Idea: Boston Tea PartyWhat Dream Picked You?2
REASONING THROUGH LANGUAGE ARTS (RLA) INSTRUCTIONAL FRAMEWORKTABE 11/12 HIGH EMPHASIS LEVELClick Here to View the Entire Kentucky Skills U Hippocampus English PlaylistLEVEL M(AE-CCR LEVEL C)STANDARDSTANDARD DESCRIPTIONRESOURCESYour Mission StatementThe Following Have a Few Vocabulary Words in Context:Healthcare Worker Importance of Following DirectionsIdentifying HazardsIntro to OSHALesson 3: Organizational CommunicationSMART Goal-SettingSpeaking and ListeningThe Words We Live ByVaccinationsINTEGRATION OFKNOWLEDGE ANDIDEAS (11%)No High Emphasis questions in this categoryLEVEL D High EmphasisLEVEL D(AE-CCR LEVEL D)KEY IDEAS ANDDETAILS (47%)STANDARDRI.7.1STANDARD DESCRIPTIONCite several pieces of textual evidence to supportanalysis of what the text says explicitly as well asinferences drawn from the text.RESOURCESBeing a Good EmployeeClose Reading Strategies—Industrialization and Child LaborCommunicating Across CulturesComplete and Partial BathsConstruction & Trades: Career ExplorationDon't Let Cost Be Your Goal Buster: Ways to Pay for Higher EducationEducate, Respect, and Protect YourselfEmployee Performance and EtiquetteExpert Testimony—Research and Compilation of Data to Support a ClaimExtended ResponseFollowing Multi-Step Procedures for Trade JobsGender Pay GapGifted: Finding Your Multiple IntelligencesHealth Science Careers in Therapeutic Services: The Ability to Work as a TeamIs it Poetic Justice--Interpreting LiteratureJust the Facts Ma'am—Explicit Meanings of TextsMaking Inferences in Articles about Trade Jobs3
REASONING THROUGH LANGUAGE ARTS (RLA) INSTRUCTIONAL FRAMEWORKTABE 11/12 HIGH EMPHASIS LEVELClick Here to View the Entire Kentucky Skills U Hippocampus English PlaylistLEVEL D(AE-CCR LEVEL D)STANDARDRST.6-8.1STANDARD DESCRIPTIONCite specific textual evidence to support analysis ofscience and technical texts.RI.6.2Determine a central idea of a text and how it isconveyed through particular details; provide asummary of the text distinct from personal opinionsor judgments.RESOURCESSurvey of Support Services and InformaticsTeam Work and Problem SolvingTDL Extended Response Part 1: Analyzing the Evidence in the TextsWhat Did I Just Say?What's It All About? Logical Inferences and Citing EvidenceWord Choice in Texts for Energy JobsDetermining the Meaning and Making Inferences through Text Connections(IPDAE)Looking for Evidence (IPDAE)Construction & Trades: Career ExplorationEmployee Performance and EtiquetteExpert Testimony—Research and Compilation of Data to Support a ClaimFollowing Multi-Step Procedures for Trade JobsGender Pay GapHealthcare Careers in Diagnostic Services: Observing for Detecting andDiagnosing “What are the Signs and Symptoms and Why Do They Matter?”Healthcare Worker Importance of Following DirectionsJust the Facts Ma'am—Explicit Meanings of TextsMaking Inferences in Articles about Trade JobsSurvey of Support Services and InformaticsTDL Extended Response Part 1: Analyzing the Evidence in the TextsWhat Did I Just Say?What's It All About? Logical Inferences and Citing EvidenceWord Choice in Texts for Energy JobsA Drug-free WorkplaceActive Listening and Lineman InterviewsCompare and Contrast with the Battle of GettysburgDetermine the Main IdeaHealth Science Careers in Diagnostic Services: Diagnostic Questioning OLDCARTS and SOAP NotesHealth Science Careers in Diagnostic Services: Differentiating Between DrugUse, Misuse, and AbuseHealth Science Careers in Diagnostic Services: People Skills in HealthcareSettingsHealthcare Worker Importance of Following DirectionsIntroduction to the Study Guide4
REASONING THROUGH LANGUAGE ARTS (RLA) INSTRUCTIONAL FRAMEWORKTABE 11/12 HIGH EMPHASIS LEVELClick Here to View the Entire Kentucky Skills U Hippocampus English PlaylistLEVEL D(AE-CCR LEVEL D)STANDARDSTANDARD DESCRIPTIONRESOURCESNetiquetteRe-ordering the Sequence of Events with Transportation Texts: Sequencing toSummarizingSummarizing Workplace Texts: The Power GridThe Main Idea: Boston Tea PartyUnderstanding SystemsUsing Fables to Teach Character and Cultural Traditions through Speaking,Listening, and WritingUsing the Internet as Your Career CompassWeight and Weightlessness: Themes of The Things They CarriedComprehending Complex Informational Texts (IPDAE)Finding the Central Idea and Supporting Details(IPDAE)RI.8.3Analyze how a text makes connections among anddistinctions between individuals, ideas, or events(e.g., through comparisons, analogies, or categories).RI.6.4Determine the meaning of words and phrases as theyare used in a text, including figurative, connotative,and technical meanings.CRAFT ANDSTRUCTURE (38%)5S System of Lean ManufacturingClimax on the Rainy River: Character, Setting, and Plot DevicesForklift SafetyEnd of Life CarePart 2 of Essay on a Goal Achiever: Writing the First DraftTDL Extended Response Part 2: Transitions are Like Road SignsThe Chain of Command for Major TDL CompaniesDateline Chappaquiddick—Analyzing One of the Top 100 Speeches of the 20thCenturyFirst Things FirstGettin' Real with GettysburgHealthcare Careers in Diagnostic Services: Vocabulary for Interpreting Chartsand Print OutsIs that Gun Loaded? Effects of Structure and Word Choices on MeaningMy Bedside Manners: Putting Thoughts into Written WordPower/Energy Vocabulary in ContextSticks and StonesThe Vocabulary of Saving and Investing MoneyUsing Fables to Teach Character and Cultural Traditions through Speaking,Listening, and WritingWelding Terminology, Joint and Weld Types, Diagrams and SymbolsThe following lessons have a few vocabulary words in context:A Drug-free Workplace5
REASONING THROUGH LANGUAGE ARTS (RLA) INSTRUCTIONAL FRAMEWORKTABE 11/12 HIGH EMPHASIS LEVELClick Here to View the Entire Kentucky Skills U Hippocampus English PlaylistLEVEL D(AE-CCR LEVEL D)INTEGRATION OFKNOWLEDGE ANDIDEAS (15%)STANDARDSTANDARD DESCRIPTIONRI.7.5Analyze the structure an author uses to organize atext, including how the major sections contribute tothe whole and to the development of the ideas.RI.8.6Determine an author’s point of view or purpose in atext and analyze how the author acknowledges andresponds to conflicting evidence or viewpoints.RI.8.8Delineate and evaluate the argument and specificclaims in a text, assessing whether the reasoning issound and the evidence is relevant and sufficient;recognize when irrelevant evidence is introduced.RESOURCESResearching the Job Market to Investigate Take-Home SalariesFigurative Language in Informational Text: A Closer Look at Print Media (IPDAE)Understanding and Using Multiple Meaning Words: A Three-Part Lesson (IPDAE)and Links to Word Meaning PowerPointsWhat is Figurative Language? Powerpoint (IPDAE)Understanding Nonfiction Text Structure (IPDAE)Identifying Text Structure Lesson 1Identifying Text Structure Lesson 1: AnswersIdentifying Text Structure Lesson 7: Revolutionary WarIdentifying Text Structure Lesson 7: AnswersDateline Chappaquiddick—Analyzing One of the Top 100 Speeches of the 20thCenturyHealth Science Careers in Diagnostic Services: Differentiating Between DrugUse, Misuse, and AbuseI Approve This MessageWord Choice in Texts for Energy JobsBelieve It or Not—Checking the FactsComparing Arguments Between Texts: To Build or Not to Build?GED Extended Response Lesson1: Analyzing the EvidenceHealth Science Careers in Diagnostic Services: Analyzing the Evidence andWriting an Extended ResponseTDL Extended Response Part 1: Analyzing the Evidence in the TextsUranium--Friend or Foe, Comparative Analysis in Science6
REASONING THROUGH LANGUAGE ARTS (RLA) INSTRUCTIONAL FRAMEWORKTABE 11/12 HIGH EMPHASIS LEVELClick Here to View the Entire Kentucky Skills U Hippocampus English PlaylistLEVEL A High EmphasisLEVEL A(AE-CCR LEVEL E)STANDARDSTANDARD DESCRIPTIONRI.9-10.1Cite strong and thorough textual evidence to supportanalysis of what the text says explicitly as well asinferences drawn from the text.KEY IDEASAND DETAILS (47%)RI.9-10.2RI.9-10.4CRAFT ANDSTRUCTURE (42%)RI.9-10.5RI.9-10.6INTEGRATION OFKNOWLEDGE ANDIDEAS (11%)RI.9-10.8Determine a central idea of a text and analyze itsdevelopment over the course of the text, includinghow it emerges and is shaped and refined by specificdetails; provide an objective summary of the text.Determine the meaning of words and phrases asthey are used in a text, including figurative,connotative, and technical meanings; analyze thecumulative impact of specific word choices onmeaning and tone (e.g., how the language of a courtopinion differs from that of a newspaper).Analyze in detail how an author’s ideas or claims aredeveloped and refined by particular sentences,paragraphs, or larger portions of a text (e.g., asection or chapter).Determine an author’s point of view or purpose in atext and analyze how an author uses rhetoric toadvance that point of view or purpose.Delineate and evaluate the argument and specificclaims in a text, assessing whether the reasoning isvalid and the evidence is relevant and sufficient;identify false statements and fallacious reasoning.RESOURCESPart 1 of Essay on a Goal AchieverMaking Inferences and Drawing Conclusions Playlist (RI.9-10.1)Weight and Weightlessness: Themes of The Things They CarriedReading for Main Ideas, Details, Implied Meaning, and Summary Playlist (RI.910.2)Reading Activity 2: Main Ideas Playlist (RI.9-10.2)Reading Activity 3: Implied Meanings Playlist (RI.9-10.2)Welding Terminology, Joint and Weld Types, Diagrams and SymbolsThe Power of Words (IPDAE)Reading Activity 5: How an Author Develops Ideas Playlist (RI.9-10.5)Reading for POV, Purpose, and Audience Playlist (RI.9-10.6)Reading Activity 1: The Penny Debate Playlist (RI.9-10.6)Believe It or Not—Checking the FactsEvaluating Evidence and Sources Playlist (RI.9-10.8)Reading Activity 4: Interpreting Bias Playlist (RI.9-10.8)Reading Activity 10: Evaluating the Evidence in a Student Paper Playlist (RI.910.8)7
REASONING THROUGH LANGUAGE ARTS (RLA) INSTRUCTIONAL FRAMEWORKTABE 11/12 MEDIUM EMPHASIS LEVELClick Here to View the Entire Kentucky Skills U Hippocampus English PlaylistLEVEL L Medium EmphasisLEVEL L(AE-CCR LEVEL A)PHONOLOGICALAWARENESSS (23%)PHONICS AND WORDRECOGNITION (23%)STANDARDSTANDARD DESCRIPTIONNo Medium Emphasis questions in this categoryNo Medium Emphasis questions in this categoryRI.1.2Identify the main topic and retell key details of a text.RI.1.3Describe the connection between two individuals, events,ideas, or pieces of information in a text.RI.1.5Know and use various text features (e.g., headings, tablesof contents, glossaries, electronic menus, icons) to locatekey facts or information in a text.KEY IDEAS ANDDETAILS (28%)CRAFT ANDSTRUCTURE (16%)RESOURCESINTEGRATION OFKNOWLEDGE ANDIDEAS (10%)Jazz MusicMen Who Walked on the MoonPatricia BathThe Story of Martin Luther King Jr.The Telephone, The Lightbulb, and Lewis LatimerSet 1: A Hero in Disguise and Meet Rosa ParksSet 2: The Golden Gate Bridge and London's Tower BridgeSet 3: The American Bird and The Liberty BellNonfiction Text Features VideoText Features Practice AssessmentNo Medium Emphasis questions in this categoryLEVEL E Medium EmphasisLEVEL ESTANDARDSTANDARD DESCRIPTIONINTEGRATION OFKNOWLEDGE ANDIDEAS (15%)RI.3.7Use information gained from illustrations (e.g., maps,photographs) and the words in a text to demonstrateunderstanding of the text (e.g., where, when, why, andhow key events occur).PHONICS AND WORDRECOGNITION (16%)RF.2.3Know and apply grade-level phonics and word analysisskills in decoding words. (RF.2.3.a, RF.2.3.b, RF.2.3.e,RF.2.3.f)RESOURCESInterpreting Photographs: A First Step in Understanding Texts (IPDAE)RI.3.7Learning Map Skills VideoNonfiction Text Features VideoWhy Illustrations Are Important: VideoWord Analysis Strategy VideoKey Word List for Practice with Word Analysis Strategy8
REASONING THROUGH LANGUAGE ARTS (RLA) INSTRUCTIONAL FRAMEWORKTABE 11/12 MEDIUM EMPHASIS LEVELLEVEL ESTANDARDKEY IDEAS ANDDETAILS (37%)RI.3.3RI.3.5CRAFT ANDSTRUCTURE (32%)RI.2.6RI.3.6Click Here to View the Entire Kentucky Skills U Hippocampus English PlaylistSTANDARD DESCRIPTIONRESOURCESDescribe the relationship between a series of historicalAnalyzing the Effects of Reducing, Reusing, and Recycling—Can You Makeevents, scientific ideas or concepts, or steps in technicala Difference?procedures in a text, using language that pertains to time, Part 2 of Essay on a Goal Achiever: Writing the First Draftsequence, and cause/effect.Website for U.S. History TimelinesUse text features and search tools (e.g., key words,eSpark Learning: Using Text Features Framing Videosidebars, hyperlinks) to locate information relevant to aOnline Research: Tips for Effect Search Strategies Videogiven topic efficiently.Set 1: A Day to Celebrate Earth and A Day to Celebrate Earth QuestionIdentify the main purpose of a text, including what theSetauthor wants to answer, explain, or describe.Set 2: Give Thanks! and Give Thanks! Question SetDistinguish their own point of view from that of theFirst-Person View, the Holocaust, and Japanese Internment Campsauthor of a text.Author's Point of View and Cultural ContextLEVEL M Medium EmphasisLEVEL MSTANDARDSTANDARD DESCRIPTIONRI.4.1Refer to details and examples in a text when explainingwhat the text says explicitly and when drawing inferencesfrom the text.KEY IDEAS ANDDETAILS (47%)RL.5.1RL.5.4CRAFT ANDSTRUCTURE (42%)RI.4.5Quote accurately from a text when explaining what thetext says explicitly and when drawing inferences from thetext.Determine the meaning of words and phrases as they areused in a text, including figurative language such asmetaphors and similes.Describe the overall structure (e.g., chronology,comparison, cause/effect, problem/solution) of events,ideas, concepts, or information in a text or part of a text.RESOURCESBack It Up-Recognizing How Authors Support Their ArgumentsBenchmarks: How Interviews Drive the Hiring ProcessGoal Boosters vs. Goal BustersLesson 1: Professional AssessmentsThe Words We Live ByWe Did It! So Can You!You Are an Internet ExplorerExplicit vs. Implicit Details Instructional VideoMaking Inferences VideoBack It Up-Recognizing How Authors Support Their ArgumentsMaking Inferences in LiteratureMaking Inferences Instructional VideoFigurative Language in Informational Text: A Closer Look at Print Media(IPDAE)What is Figurative Language? Powerpoint (IPDAE)First Things FirstThe 5 Types of Text Structure: VideoUnderstanding Nonfiction Text Structure (IPDAE)9
REASONING THROUGH LANGUAGE ARTS (RLA) INSTRUCTIONAL FRAMEWORKTABE 11/12 MEDIUM EMPHASIS LEVELLEVEL MSTANDARDRI.5.6RI.4.7INTEGRATION OFKNOWLEDGE ANDIDEAS (11%)RI.5.8Click Here to View the Entire Kentucky Skills U Hippocampus English PlaylistSTANDARD DESCRIPTIONRESOURCESBack It Up--Recognizing How Authors Support Their ArgumentCompare and Contrast with the Battle of GettysburgAnalyze multiple accounts of the same event or topic,Consider the Source--Exploring Effects of Point of View, Worldview, andnoting important similarities and differences in the pointLife Experiencesof view they represent.Discussing Views on Surface MiningEnd of Life CareQuestioning the Author (IPDAE) RI.5.6Building a ResumeDateline Chappaquiddick—Analyzing One of the Top 100 Speeches of theInterpret information presented visually, orally, or20th Centuryquantitatively (e.g., in charts, graphs, diagrams, timeEmployability Skills Lesson 2lines, animations, or interactive elements on Web pages)Getting Your Bearingsand explain how the information contributes to anHow the Industrial Revolution Leads to the Roaring Twentiesunderstanding of the text in which it appears.Using Job Skills to Choose a CareerWhat Footprint Will You Leave? Synthesizing and Presenting InformationGraphicallyAuthor's Point of ViewExplain how an author uses reasons and evidence toIs it Poetic Justice--Interpreting Literaturesupport particular points in a text, identifying whichRe-ordering the Sequence of Events with Transportation Texts:reasons and evidence support which point(s).Sequencing to SummarizingLEVEL D Medium EmphasisLEVEL D(AE-CCR LEVEL D)STANDARDSTANDARD DESCRIPTIONRL.7.1Cite several pieces of textual evidence to support analysisof what the text says explicitly as well as inferences drawnfrom the text.KEY IDEAS ANDDETAILS (47%)RL.6.2Determine a theme or central idea of a text and how it isconveyed through particular details; provide a summaryof the text distinct from personal opinions or judgments.RESOURCESFinding Evidence that Supports an Opinion (IPDAE) RI.5.8Looking for Evidence (IPDAE) (RI.5.8)Compare and Contrast with the Battle of GettysburgDetermine the Main IdeaRe-ordering the Sequence of Events with Transportation Texts:Sequencing to SummarizingUsing Fables to Teach Character and Cultural Traditions throughSpeaking, Listening, and WritingWeight and Weightlessness: Themes of The Things They CarriedThemes in Short Stories (IPDAE)10
REASONING THROUGH LANGUAGE ARTS (RLA) INSTRUCTIONAL FRAMEWORKTABE 11/12 MEDIUM EMPHASIS LEVELClick Here to View the Entire Kentucky Skills U Hippocampus English PlaylistLEVEL D(AE-CCR LEVEL D)CRAFT ANDSTRUCTURE (38%)STANDARDSTANDARD DESCRIPTIONRL.6.4Determine the meaning of words and phrases as they areused in a text, including figurative and connotativemeanings; analyze the impact of a specific word choice onmeaning and tone.INTEGRATION OFKNOWLEDGE ANDIDEAS (15%)RESOURCESIs That Gun Loaded? Effect of Structure and Word Choice on MeaningPower/Energy Vocabulary in ContextUsing Fables to Teach Character and Cultural Traditions throughSpeaking, Listening, and WritingUnderstanding Literary Text: What's in a Sonnet? (IPDAE) RL.6.4No Medium Emphasis questions in this categoryLEVEL A Medium EmphasisLEVEL A(AE-CCR LEVEL E)STANDARDRH.9-10.1KEY IDEAS D DESCRIPTIONCite specific textual evidence to support analysis ofprimary and secondary sources, attending to suchfeatures as the date and origin of the information.Determine a theme or central idea of a text and analyze indetail its development over the course of the text,including how it emerges and is shaped and refined byspecific details; provide an objective summary of the text.Analyze a complex set of ideas or sequence of events andexplain how specific individuals, ideas, or events interactand develop over the course of the text.Analyze in detail a series of events described in a text;determine whether earlier events caused later ones orsimply preceded them.RESOURCESPrimary and Secondary Sources Instructional VideoPrimary Sources: Looking for the Answer in the Constitution (IPDAE)The Bill of Rights is in the News! (IPDAE)A Primary Source by Olaudah EquianoSecondary Source: The Middle PassagePrimary Source: Declaration of IndependenceSecondary Source: Analysis of the Declaration of IndependencePrimary Source: The Virginia Declaration of RightsPrimary Source: Transcript of the Gettysburg AddressSecondary Source: Slavery, the Civil War & Reconstruction: Gettysburgand the Gettysburg AddressWeight and Weightlessness: Themes of The Things They CarriedGrace's Painful Pattern Repeated: See It?The Gift of the MagiClimax on the Rainy River: Character, Setting, and Plot DevicesWhy Do Cave Fish Lose Their Eyes?Identifying Causes and EffectsThe MayflowerNative American Conflicts11
REASONING THROUGH LANGUAGE ARTS (RLA) INSTRUCTIONAL FRAMEWORKTABE 11/12 MEDIUM EMPHASIS LEVELClick Here to View the Entire Kentucky Skills U Hippocampus English PlaylistLEVEL A(AE-CCR LEVEL E)STANDARDRST.9-10.3Follow precisely a complex multistep procedure whencarrying out experiments, taking measurements, orperforming technical tasks attending to special cases orexceptions defined in the text.RST.9-10.4Determine the meaning of symbols, key terms, and otherdomain-specific words and phrases as they are used in aspecific scientific or technical context relevant to grades9–10 texts and topics.RI.11-12.5Analyze and evaluate the effectiveness of the structure anauthor uses in his or her exposition or argument,including whether the structure makes points clear,convincing, and engaging.CRAFT ANDSTRUCTURE (42%)INTEGRATION OFKNOWLEDGE ANDIDEAS (11%)STANDARD DESCRIPTIONRESOURCESScientific Inquiry: Which Falls Fastest? (IPDAE)Click “Sample Assignment” and “Example” on this link: SampleAssignment: Scientific ExperimentClick “Sample Assignment” and “Quiz Questions” on this link: Quiz overScience ExperimentWelding Terminology, Joint and Weld Types, Diagrams and SymbolsAntibiotic Resistance (IPDAE)Instructors must create a free Readworks account:Everyday EnergyHow small can transistors get?How to Make a Better RobotHuman Microbiome: The Role of Microbes in Human HealthAnalyze the Effectiveness of an Argument Reading Activity 8 Playlist(RI.11-12.5)No Medium Emphasis questions in this category12
REASONING THROUGH LANGUAGE ARTS (RLA) INSTRUCTIONAL FRAMEWORKTABE 11/12 LOW EMPHASIS LEVELSClick Here to View the Entire Kentucky Skills U Hippocampus English PlaylistsLEVEL L Low EmphasisLEVEL L(AE-CCR LEVEL A)PHONOLOGICALAWARENESS (23%)PHONICS AND WORDRECOGNITION (23%)KEY IDEAS ANDDETAILS (28%)CRAFT ANDSTRUCTURE (16%)STANDARDSTANDARD DESCRIPTIONRESOURCESNo Low Emphasis questions in this categoryNo Low Emphasis questions in this categoryNo Low Emphasis questions in this categoryNo Low Emphasis questions in this categoryRI.1.7Use the illustrations and details in a text to describeits key ideas.RI.1.8Identify the reasons an author gives to support pointsin a text.INTEGRATION OFKNOWLEDGE ANDIDEAS (10%)Health Science Careers in Therapeutic Services: The Ability to Work as aTeam Part 1Introduction to Concept: Main Idea vs. Key Details VideoInstructors must create a free account to access Newsela:Boy Uncovers Treasure that Might Have Belonged to Danish King Long AgoFriendly-faced Water Wheel Keeps Baltimore Harbor CleanSocial Media, Music Become Entry Points for Kids' Interest in PoetryInstructors must create a free account to access Newsela:Pro/Con: Mandatory VaccinationsPRO/CON: Should our next Census ask about Citizenship Status?PRO/CON: Is it Time to Pass Tough Gun Control Laws?PRO/CON: Should all High Schoolers take Courses in Personal Finance?13
REASONING THROUGH LANGUAGE ARTS (RLA) INSTRUCTIONAL FRAMEWORKTABE 11/12 LOW EMPHASIS LEVELSClick Here to View the Entire Kentucky Skills U Hippocampus E
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Read for Main Ideas and Details Playlist (RI.3.2) CRAFT AND STRUCTURE (32%) RI.3.4 Determine the meaning of general academic and domain-specific words and phras
Description Logic Reasoning Research Challenges Reasoning with Expressive Description Logics – p. 2/40. Talk Outline Introduction to Description Logics The Semantic Web: Killer App for (DL) Reasoning? Web Ontology Languages DAML OIL Language Reasoning with DAML OIL OilEd Demo Description Logic Reasoning Research Challenges Reasoning with Expressive Description Logics – p. 2/40. Talk .
Steam Turbine Business Unit www.dresser-rand.com 880-268-8726 508-595-1700 Refer to Section M, Replacement Parts/Factory Service, for information on how to request factory service or order replacement parts. 2 Revision H RLA Instruction Manual . RLA Instruction Manual EU Compliance
2014 GED Test - Reasoning Through Language Arts: Extended Response Resource Guide for Adult Educators Page 6 Arguments against DST 7 Opponents of DST cite other studies that disagree with these outcomes. A 2007 study in California indicated that DST
Use inductive reasoning to make a conjecture about the sum of a number and itself. Then use deductive reasoning to show that the conjecture is true. 11. Decide whether inductive reasoning or deductive reasoning is used to reach the conclusion. Explain your reasoning. All multiples of 8 are divisible by 4. 64 is a multiple of 8. So, 64 is .
2014 – 2015. 2 2014-2015 ARTS CONCENTRATIONS AT DURHAM SCHOOL OF THE ARTS ARTS: Music ARTS: Theatre Arts ARTS: Dance ARTS: Visual Arts ARTS: CTE ARTS: Writing . portfolio to Scholastic Art & Writing Awards _ Newspaper Journalism *Completer Options 1) Editor or Co-Editor . AP Art History - 54487X0Y Writing Through Literature 2-10272YW2 .
scientific abilities. One such ability, scien-tific reasoning (7–9), is related to cogni-tive abilities such as critical thinking and reasoning (10–14). Scientific-reasoning skills can be developed through training and can be transferred (7, 13). Training in scientific reasoning may als
test, and not only for the Reasoning through Lan-guage Arts section: The GED Social Studies test and the GED Science test also measure your ability to understand and communicate ideas through writing. The Reasoning through Language Arts test will contain a number of reading passages, each 400 to 900 words in length.
Critical reasoning focuses on giving reasons for one’s beliefs and actions, on analysing and evaluating one’s own and other people’s reasoning, and devising and constructing better reasoning. This new and original textbook offers the opportunity to practise reasoning in a clear-head
