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  • Weekly News
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    • 1st Period >
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      • Jocelyn's Blog
      • Edolo's Blog
      • Cortel's Blog
      • Nevaeh's Blog
      • Elijah's Blog
      • Mayah's Blog
    • 3rd period >
      • Oscar's Blog
      • Janaya's Blog
      • Dylan's Blog
      • Dauris's Blog
      • Savion's Blog
      • Brandie's Blog
      • Fred's Blog
      • Tashanty's Blog
      • Theo's Blog
      • Nehemiah's Blog
      • Sean'Tay'Jah's Blog
      • Kylie's Blog
      • Zoe's Blog
      • Brianna's Blog
      • Dante's Blog
    • 4th period >
      • Naveair's Blog
      • Zander's Blog
      • Vanessa's Blog
      • Alyssa's Blog
      • Xavier's Blog
      • Nicholas's Blog
      • Ta'Kyden's Blog
    • 5th period >
      • Terrion's Blog
      • Kearie's Blog
      • Yaya's Blog
      • Fred's Blog
      • Jade's Blog
      • Malik's Blog
      • Zach's Blog
      • Dujuan's Blog
      • Jamal's Blog
      • Takara's Blog
      • Patrick's Blog
      • Mason's Blog
      • Janell's Blog
    • 7th period >
      • A'Tayjia's Blog
      • Brandon's Blog
      • Hugo's Blog
      • Ayden's Blog
      • Jameze's Blog
      • Amair's Blog
      • Yurianna's Blog
      • Joseph's Blog
      • Jordan's Blog
      • Jamien's Blog
      • Daniella's Blog
      • Tejae's Blog
      • Betzy's Blog
      • Faith's Blog
      • Anthony's Blog
      • Adrianna's blog
  • Students of the Week
  • Students of the Month
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  • IMPORTANT DAYS
  • Video & Audio Test Page

Amp

Picture
Amp is for students that are just below grade level for Literature Studies.  The course of study is the same curriculum as Regular Literature Studies, but at a slower pace.  While this class is not self-paced, as are other reading intervention courses, no student will be left behind.  In order to gain promotion into Regular Literature Studies students must fall between the 21st and 59th percentile on the MAP assessment.

​  Anchor words: These are the vocabulary words.  They are strategically chosen to be cross-curricular.  Students will receive 1 word daily, (4/Week), and on Fridays will be given an assessment on the four total words.  The assessment will not necessarily be a 'spelling test', but more comprehensive.  The test may consist of antonyms, synonyms, comparing/contrasting, etc...  

PIE
Whenever students are reading, or being read to, or writing; they are required to determine the authors purpose.
     -Persuasive Reading/Writing: The author is attempting to persuade the reader to conform to a certain belief.
     -Informative Reading/Writing: The author is providing the reader with valuable knowledge or information.
     -Entertaining Reading/Writing: The author is looking to fulfill the reader through enjoyment.  Click on the pie link above to view the student created video.

GRAMMAR
Nouns- Persons, places, things, or ideas. 
     10 different types
         -Common
         -Proper
          -Compound
          -Countable
          -Mass
          -Collective
          -Concrete
          -Abstract
          -Pronoun
          -Material

Verbs- Action words
     3 different types
          -Physical
          -Mental
          -State of Being (helping/linking)

Adjectives- Words that describe or modify nouns
     2 different types
          -Prepositive: Descriptive word(s) that come before the noun
          -Postpositive: Descriptive word(s) that come after the noun and after the verb

Adverbs- Words that describe or modify adjectives, verbs, or other adverbs; they tell when or where; they sometimes end with the suffix (ly) 
Pronouns- Take the place of nouns. 
          -The six most common are, [I, YOU, HE, SHE, IT, THEY]

Conjunctions- Used to connect sentences.
          -Coordinating conjunctions are referred to as
               [FANBOYS- For And Nor But Or Yet So]

Interjections-Used to show exclamation.  Usually are followed by an exclamation point & occur at the beginning of a sentence
Prepositions- Show placement or location.
               [ON UNDERNEATH INSIDE NEXT TO]


VOWELS
     -Short vowels- a, e, i, o, u
          Apple, Egg, Igloo, Octopus, Umbrella

      -Long vowels- A, E, I, O, U
          Ape, Eat, Ice, Oatmeal, Unicorn

There will be selected passages for the students to read & highlight the different vowel sounds.  Click the above links for a preview of the long & short vowel shorts.

CONTEXT CLUES
Hints an author gives to help define difficult, or unusual words.
     5 different types:
          -Definition: The author gives the definition of the word
          -Example: The author gives an example of the word.
          -Inference: The author expects you to 'read between the lines'
          -Synonym: The author gives you a similar word to help you understand
          -Antonym: The author gives you a word that means the opposite to help you understand

4 Look Fors: Words that mean the same or opposite, Things or ideas related to the word, What part of speech is the word, Predict the meaning of the word
There will be task cards for the students

INFERENCE
Using the clues in the text to discover what is NOT directly stated.
2 types
Implicit: is indirect v. explicit: direct
implicit: you have to dig to discover v. explicit: is directly stated
Difference between inference & prediction
What you already know + Evidence in the passage = Inference
There will be short passages for the students w/questions to answer
​
INFORMATIONAL TEXT FEATURES
INFORMATIONAL TEXT STRUCTURES-5
FIGURATIVE LANGUAGE
- 10 types
     Simile
     Metaphor
     Personification
     Alliteration
     Onomatopoeia
     Hyperbole
     Idiom
     Cliche
     Irony
PREFIX-(ROOT/BASE)-SUFFIX (AFFIX)
MAIN IDEA
SUBJECT/VERB AGREEMENT
SEQUENCE OF EVENTS

     the order in which events happen
     look for times, dates, and signal words
          first, next, then, after, finally
     make sure it makes sense
COMPARE/CONTRAST
STORY ELEMENTS
     setting
     characters
     plot: the sequence of events: problem-rising action- CLIMAX- falling action-solution
     theme: an important message about life that the author wants readers to understand
     point of view:
          1st person: "I" am telling the story; the character is in the story & relates her/his experiences directly
               [I, ME, MY]
          2nd person: the story is told to "you"
               [YOU, YOUR]
          3rd person [limited]: the narrator is outside the story & relates the experiences of a character
               [SHE, HE, HER, HIS]
          3rd person [omniscient]: the narrator has full access to the thoughts/experiences of all characters
​               [SHE, HE, HER, HIS]
SENTENCES-Structure
     A group of words that tells a complete idea
     MUST be able to stand alone
     Have a subject (noun), action word (verb), predicate (verb + object[s])
     Capital Letter, Punctuation (! ? .), Coherency (no gobbly-gook)
Novels [Paul Langan - Bluford Series]
     Secrets in the Shadows 2001
     Brothers in Arms 2004
     The Fallen 2006
HOMOPHONES/HOMOGRAPHS
     Homophones: sound the same, different spelling, different meaning
     Homographs: same spelling, different sound (sometimes), different meaning
SENTENCE FRAMES/STARTERS
TRANSITION WORDS
     first
     next
     then 
     last
     finally
     in conclusion
STRETCH-DIFFERENTIATE-MODIFICATION-EXTENDED -ENRICHMENT
WORD WEBS
     Main ideas in center & at least 4 supporting details

Picture
​​RAP INSTEAD OF ACE
Restate-Answer-Prove
Answer-Cite-Explain


​