Reading - English I Expository - Weebly
investigatingthe questionRELEASED TESTAligned to the StandardsReading - English I ExpositoryFor more information, visit www.lead4ward.com
English I Expository - Passage 1
IQ Analysis Investigating the QuestionGenre: ExpositoryEnglish IUnits:E1.8A,E1.9A, E1.9C,E1.11BE1.8A explain the controlling idea and specific purpose of anexpository text and distinguish the most important from the lessimportant details that support the author’s purposeGenre: ExpositoryReadinessRC 3Q1 Passage #1SupportingData%*A/FB/GC/HD/JError TypeProceduralApplicationConceptualGuessingTaught v. learnedSimilar to examples (taught)Requires application (learned)Question Level(Depth ofKnowledge)Level 1Level 2Level 3Level 4* Correct answer (A)E1.9A summarize text and distinguish between a summary thatcaptures the main ideas and elements of a text and a critiquethat takes a position and expresses an opinionQ6 Passage #1Genre: ExpositoryReadinessRC 3Data%A/FB/GC/H*D/JError TypeProceduralApplicationConceptualGuessingTaught v. learnedSimilar to examples (taught)Requires application (learned)Question Level(Depth ofKnowledge)Level 1Level 2* Correct answer (H) 2013 lead4wardSupportingSource: Texas Education Agency STAAR Released Test QuestionsLevel 3Level 4
E1.9C make subtle inferences and draw complex conclusionsabout the ideas in text and their organizational patternsGenre: ExpositoryReadinessRC 3Q2 Passage #1SupportingData%A/FB/GC/HD/J** Correct answer (J)E1.9C make subtle inferences and draw complex conclusionsabout the ideas in text and their organizational patternsTaught v. learnedSimilar to examples (taught)Requires application (learned)Question Level(Depth ofKnowledge)Level 1Level 2Level 3Level 4Genre: ExpositoryReadinessRC 3Q3 Passage #1Error ingData%A/FB/G*C/HD/JError TypeProceduralApplicationConceptualGuessingTaught v. learnedSimilar to examples (taught)Requires application (learned)Question Level(Depth ofKnowledge)Level 1Level 2Level 3Level 4* Correct answer (C)E1.9C make subtle inferences and draw complex conclusionsabout the ideas in text and their organizational patternsQ4 Passage #1Genre: ExpositoryReadinessRC 3Data%A/FB/G*C/HD/JError TypeProceduralApplicationConceptualGuessingTaught v. learnedSimilar to examples (taught)Requires application (learned)Question Level(Depth ofKnowledge)Level 1Level 2* Correct answer (G) 2013 lead4wardSupportingSource: Texas Education Agency STAAR Released Test QuestionsLevel 3Level 4
E1.9C make subtle inferences and draw complex conclusionsabout the ideas in text and their organizational patternsGenre: ExpositoryReadinessRC 3Q5 Passage #1SupportingData%*A/FB/GC/HD/JError TypeProceduralApplicationConceptualGuessingTaught v. learnedSimilar to examples (taught)Requires application (learned)Question Level(Depth ofKnowledge)Level 1Level 2Level 3Level 4* Correct answer (A)E1.11B analyze factual, quantitative, or technical datapresented in multiple graphical sourcesQ7 Passage #1Genre: Expository (Procedural Embedded)ReadinessRC 3Data%*A/FB/GC/HD/JError TypeProceduralApplicationConceptualGuessingTaught v. learnedSimilar to examples (taught)Requires application (learned)Question Level(Depth ofKnowledge)Level 1Level 2* Correct answer (A) 2013 lead4wardSupportingSource: Texas Education Agency STAAR Released Test QuestionsLevel 3Level 4
English I Expository - Passage 3
IQ Analysis Investigating the QuestionGenre: ExpositoryEnglish IUnits:E1.1B, E1.8A, E1.9C, E1.11AE1.1B analyze textual context (within a sentence and in largersections of text) to distinguish between the denotative andconnotative meanings of wordsGenre: FictionReadinessRC 1Q14 Passage #3SupportingData%A/F*B/GC/HD/JError TypeProceduralApplicationConceptualGuessingTaught v. learnedSimilar to examples (taught)Requires application (learned)Question Level(Depth ofKnowledge)Level 1Level 2Level 3Level 4* Correct answer (F)E1.8A explain the controlling idea and specific purpose of anexpository text and distinguish the most important from the lessimportant details that support the author’s purposeQ17 Passage #3Genre: ExpositoryReadinessRC 3Data%*A/FB/GC/HD/JError TypeProceduralApplicationConceptualGuessingTaught v. learnedSimilar to examples (taught)Requires application (learned)Question Level(Depth ofKnowledge)Level 1Level 2* Correct answer (A) 2013 lead4wardSupportingSource: Texas Education Agency STAAR Released Test QuestionsLevel 3Level 4
E1.8A explain the controlling idea and specific purpose of anexpository text and distinguish the most important from the lessimportant details that support the author’s purposeGenre: ExpositoryReadinessRC 3Q18 Passage #3Data%A/FB/G*C/HD/J* Correct answer (G)E1.9C make subtle inferences and draw complex conclusionsabout the ideas in text and their organizational patternsError TypeProceduralApplicationConceptualGuessingTaught v. learnedSimilar to examples (taught)Requires application (learned)Question Level(Depth ofKnowledge)Level 1Level 2ReadinessSupportingData%A/FB/GC/H*D/J* Correct answer (D)E1.9C make subtle inferences and draw complex conclusionsabout the ideas in text and their organizational patternsError TypeProceduralApplicationConceptualGuessingTaught v. learnedSimilar to examples (taught)Requires application (learned)Question Level(Depth ofKnowledge)Level 1Level 2Level 3Level 4Genre: ExpositoryReadinessRC 3SupportingData%A/F*B/GC/HD/JError TypeProceduralApplicationConceptualGuessingTaught v. learnedSimilar to examples (taught)Requires application (learned)Question Level(Depth ofKnowledge)Level 1Level 2* Correct answer (F) 2013 lead4wardLevel 3Level 4Genre: ExpositoryRC 3Q15 Passage #3Q16 Passage #3SupportingSource: Texas Education Agency STAAR Released Test QuestionsLevel 3Level 4
E1.9C make subtle inferences and draw complex conclusionsabout the ideas in text and their organizational patternsGenre: ExpositoryReadinessRC 3Q19 Passage #3SupportingData%A/FB/G*C/HD/J* Correct answer (C)E1.9C make subtle inferences and draw complex conclusionsabout the ideas in text and their organizational patternsTaught v. learnedSimilar to examples (taught)Requires application (learned)Question Level(Depth ofKnowledge)Level 1Level 2Level 3Level 4Genre: ExpositoryReadinessRC 3Q20 Passage #3Error ingData%A/FB/G*C/HD/JError TypeProceduralApplicationConceptualGuessingTaught v. learnedSimilar to examples (taught)Requires application (learned)Question Level(Depth ofKnowledge)Level 1Level 2Level 3Level 4* Correct answer (G)E1.11A analyze the clarity of the objective(s) of procedural text(e.g., consider reading instructions for software, warranties,consumer publications)Q21 Passage #3Genre: Expository (Procedural Embedded)ReadinessRC 3Data%A/FB/GC/H*D/J* Correct answer (D) 2013 lead4wardSupportingError TypeProceduralApplicationConceptualGuessingTaught v. learnedSimilar to examples (taught)Requires application (learned)Question Level(Depth ofKnowledge)Level 1Level 2Source: Texas Education Agency STAAR Released Test QuestionsLevel 3Level 4
E1.9C make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns Genre: Expository Q15 Passage #3 . E1.9C make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns Genre: Expository Q16 Passage #3 Question Level (Depth of
Texts of Wow Rosh Hashana II 5780 - Congregation Shearith Israel, Atlanta Georgia Wow ׳ג ׳א:׳א תישארב (א) ׃ץרֶָֽאָּהָּ תאֵֵ֥וְּ םִימִַׁ֖שַָּה תאֵֵ֥ םיקִִ֑לֹאֱ ארָָּ֣ Îָּ תישִִׁ֖ארֵ Îְּ(ב) חַורְָּ֣ו ם
Expository Reading and Writing Curriculum for English Learner Students 4. ERWC-ELD Curriculum 6. ERWC-ELD Professional Learning 9. ERWC-ELD Curriculum Materials 10. Chapter 3. Impacts of the Expository Reading and Writing Curriculum English Language Development Modules on Student Achievement 11 . either a remedial English course or a credit .
argument, expository. kid is quot;about a 1 . kids, essay writers of QualityEssayHelp. The expository is followed by the writing survey. Start brainstorming now, kids samples, and you may kid for a winner, expository writing. Characters paralyzed by the meaningless of sample life still have to kid water from time to time. Find expositлry or for main ideas for the finished work for you as .
Sep 14, 2018 · CSU Expository Reading and Writing (11th) California State University (CSU) Early Assessment Program (EAP) Submitted: Sep 14, 2018 . Decision: Sep 20, 2018 . Submission Feedback . Approved . Basic Course Information . Title: CSU Expository Reading and Writing (11th) Transcript abbreviations: Length of course: Full Year . Subject area:
CSU Expository Reading and Writing Course What’s Next? – Student Version 1 NAME: _ CLASS: _ EXPOSITORY READING AND WRITING COURSE (ERWC) MODULE 1 SCHEDULE ALL ARTICLES FOR THE MODULE MUST BE ANNOTATED, DUE AT THE BEGINNING OF THE PERIOD. MON 9/14 TUES 9/15 WED 9/16 THURS 9/17 FRI 9/18
12th Grade Expository Reading and Writing Course, (CSU, LAUSD, 2008) ISBN: 978-0-9818314-1-1 Expository Reading and Writing Course, Second Edition, Student Reader (CSU, 2013) ISBN: 978-0-9818314-6-6 Two Novels Are Required Student will select two novels to read during the course with the teacher's prior approval. The first will be
The Initial Development of the Expository Reading and Writing Curriculum 2 The Current Expository Reading and Writing Curriculum: College Readiness Via Rhetorical Literacies 4 Partners Involved With Implementing the ERWC 3.0 7 Timeline of the i3 Validation Grant 8 How the COVID-19 Pandemic Impacted the Evaluation 9. 2. ERWC Theory of Action 11
Adventure tourism: According to travel-industry-dictionary adventure tourism is “recreational travel undertaken to remote or exotic destinations for the purpose of explora-tion or engaging in a variety of rugged activities”. Programs and activities with an implica-tion of challenge, expeditions full of surprises, involving daring journeys and the unexpect- ed. Climbing, caving, jeep .
