Students will explain how the characters are similar and different using a graphic organizer. Engage students with characters with interesting personalities. Involve students in peer discussion about the characters. Involve students in identifying their own character traits.
Explain that students will read and rate each sentence on the handout from 1 to 5, with 1 being very informal and 5 being very formal. After rating each sentence, have students work in pairs or small groups to compare their answers. During this discussion, encourage students to talk about which features they notice in the sentences they labeled formal and which are in the sentences they labeled informal.
Have students make lists of their observations to report to the class. As a whole class, elicit observations from each group. You could use the board or computer screen to create two lists, one for formal and one for informal language features.
As a class, select a few sentences and ask students if that is the type of sentence they would say to their teachers? Help students notice that we use different types of language depending on who we are talking to.
Ask students to make a list of the different people or types of people they interact with regularly. For example, students probably interact with parents, siblings, grandparents, close friends, classmates, teachers, passengers on a bus or train, cafeteria staff, store clerks, and so forth.
Encourage them to think about any sports, clubs, religious affiliations, and hobby groups such as cheerleading, basketball, ultimate Frisbee, or choir practice. Consider providing the class with your own examples. Encourage students to work in pairs or groups to generate their lists.
Explain that each of these groups makes up its own speech community or discourse communitywith its own set of expectations for communicating. For example, we ask for information from a store clerk or librarian differently from how we ask our close friends or parents for answers. Ask students to focus on two speech communities on their lists: Students should think about how they talk or write to other members of each speech community.
called the Academic Knowledge and Skills (AKS) and is aligned to the state-adopted setting, plot, compare/contrast, theme, cause/effect, and main idea and key details. Reading 5th graders read and analyze a variety of both literary and authors’ use of various elements of writing for effect and purpose. 5th graders are expected to read. Academic Vocabulary; 5th Grade. Academic Vocabulary; Announcements; Golden Sower. Questions for Reviews; Kindergarten. High Frequency Words; Categories: No categories; Academic Vocabulary. Word Origins. The history of where words come from. The first language gives clues to meaning. Compare/Contrast. Your students will learn academic vocabulary and use a graphic organizer to compare and contrast two short stories.
If possible, have students pull up emails, text messages, or other writing that they have received or shared among members of those speech communities to compare them. Encourage students to draw on the features from earlier in the session. It may be helpful to draw their attention to specialized vocabulary, abbreviations, sentence style, sentence length, and so forth.
As a class, elicit from students the speech communities they thought about and compared and what they discovered in their comparisons.
A very basic comparison is texting about an event to a friend versus writing about an event to a teacher. Again, it might be helpful to be prepared with your own examples to get students started.
Be sure that students understand that this is normal and expected, since different speakers and listeners have different expectations about what is appropriate or not.
Point out to students that what is true for speech communities is also true for the contexts in which they write; that is, students need to consider the community, or audience, for whom they are writing in order to select the most appropriate vocabulary, sentence structure, and overall organization.
Share with students the text you expect them to read for the next session, explaining that they need to read it carefully in preparation for writing a formal summary of it.
Session Two This session may need to be divided over two sessions, depending on how much time is spent on the two writing activities. For this session, students should all have read the same text or viewed the same film for homework.
Tell students that they are going to prepare a summary of the text to hand in. Have students work in groups to discuss and share the content that they plan to write about. Once students have reviewed the content in their groups, have them work individually to write a one-paragraph formal summary with the teacher as intended audience.The Writing portion of the IELTS Academic assesses a student's skills with the written word.
Read on to learn more about how this part of the test is structured and scored.
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Compare and contrast characters, settings, ideas, information and/or plot within a text or between two or more genre sources (literary or expository), including figurative language such as metaphors. Lesson 6: Evidence & Academic Language (A) – 5 Activities.
Reading, Writing, & Communicating 5th Grade Reading, Writing, and Communicating Page 2 of 27 Colorado Academic Standards in Reading, Writing, and Communicating Writing, and Communicating Academic Standards, along with academic standards in nine other content areas, creating Colorado’s first fully aligned preschool through high school.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
Compare and Contrast Paragraphs - Academic Computer Center PPT. Presentation Summary: The Role of Science Vocabulary. Pause every 5 minutes in elementary or every 8 minutes in middle school or high school. Elementary Writing Strand. Write to compare/contrast the points of view of both the Reference within this presentation.