High+School+-+Literature+Areas+for+Improvement+-+Resources

After reviewing the September 2014 CDT data from Sci-Tech and John Harris, we have selected a few areas of focus for Literature. Below are resources that can be implemented into your classrooms to assist with improving comprehension.

=Literature=

=**__Online Resources & Printable Documents for Formative Assessment__**= http://www.pdesas.org/module/Assessment/questions/search/ PDESAS
 * = Standards ||= Eligible Content ||
 * = == CC.1.3.8.B - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusion, and/or generalizations drawn from the text. (Reading Literature) == ||= == E08.A-K.1.1.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusion, and/or generalizations drawn from the text. == ||

@http://www.findingdulcinea.com/home.html Social Studies

@http://edsitement.neh.gov/ all subjects

@http://www.instagrok.com/ vocab builder

@http://www.wordsift.com/ creates vocab

​[]

@http://www.readwritethink.org/classroom-resources/student-interactives/

@http://www.wordle.net/

@http://www.writingfix.com/ creating writing prompts

http://freerice.com/index.php#/english-vocabulary/1505

@http://www.scholastic.com/teachers/article/25-best-websites-teachers

@http://www.adlit.org/

@http://www.biography.com/ Social Studies

@http://www.calisphere.universityofcalifornia.edu/ Social Studies

@http://historyexplorer.si.edu/home/

@http://memory.loc.gov/ammem/index.html

@http://teachinghistory.org/history-content​

=__Vocabulary (Keystone Glossary Terms)__= Analysis Argument Bias Draw Conclustion Evaluate Generalization Implicit Inference Interpret Main Idea

=**__Online Resources & Printable Documents for Formative Assessment__**=
 * = Standards ||= Eligible Content ||
 * = == CC.1.2.8.B - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusion, and/or generalizations drawn from the text. (Reading Informational Text) == ||= == E08.B-K.1.1.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusion, and/or generalizations drawn from the text. == ||

@http://www.quia.com/quiz/2733334.html?AP_rand=973855748

@http://www.shs.d211.org/ENGLISH/uploads/6/4/2/9/6429293/4-inferring_formative_assessment.pdf (needs to be printed)

@http://www.ereadingworksheets.com/free-reading-worksheets/tone-worksheets-and-lesson/ (Inference and Fig. Lang)

@https://perspective.pearsonaccess.com/content/resources/learningresources/rd/pdf/prd1361SK.pdf (Inference)

@http://www.brighthubeducation.com/high-school-english-lessons/28571-making-inferences-and-predictions-in-literature/

@http://www.brighthubeducation.com/high-school-english-lessons/40409-making-inferences-lesson-plan/

@https://www.polk-fl.net/staff/teachers/reading/documents/FebruaryFOCUSCalendarHighSchool.pdf

@http://ohiorc.org/adlit/strategy/strategy_each.aspx?id=000004

@https://www.teachervision.com/skill-builder/reading-comprehension/48611.html

[|http://www.reading.org/Libraries/books/bk506-5-Zwiers.pdf​]

=__Vocabulary (Keystone Glossary Terms)__= Analysis Argument Bias Draw Conclusion Evaluate Generalization Implicit Inference Interpret Main Idea

=**__Online Resources & Printable Documents for Formative Assessment__**=
 * = Standards ||= Eligible Content ||
 * = == CC.1.3.8.F - Analyze the influence of the words and phrases in a text including figurative and connotative meanings; and how they shape meaning and tone .== ||= == E08.A-V.4.1.2 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). == ||

@http://www.ereadingworksheets.com/figurative-language/figurative-language-worksheets/figurative-language-of-edgar-allen-poe/

@http://www.ereadingworksheets.com/figurative-language/figurative-language-poems-with-questions/

@http://www.traceeorman.com/2011/08/use-popular-music-to-teach-poetic.html

@http://www.k12reader.com/subject/figurative-language-worksheets/

@http://www.ereadingworksheets.com/figurative-language/figurative-language-worksheets/figurative-language-of-shakespeare/

@http://www.heinemann.com/shared/onlineresources/e02710/introduction.pdf

@http://www.fergusonhs.org/Literacy%20Archive/Archive%20Files/4th%20Grading%20Period/April%2028%20to%20May%202Figurative%20Language%20Worksheets%20_%20Reading%20Worksheets.PDF

Connotation : @http://www.brighthubeducation.com/high-school-english-lessons/13411-connotation-and-denotation-activities/

@http://www.smekenseducation.com/word-connotations-convey-tone-in-reading-and-writing.html

@http://www.readwritethink.org/resources/resource-print.html?id=30701

[|http://www.visualthesaurus.com/cm/lessons/shades-of-meaning/​]

=__Vocabulary (Keystone Glossary Terms)__= Connotation Figurative Language: Symbolism Tone Mood
 * Alliteration
 * Hyperbole
 * Imagery
 * Metaphor
 * Personification
 * Simile