Reading, Analysis, and Written Essay Response
in reading: names, dates, technical terminology
in reading: students are given a short, "cold"
note taking and "text marking"
to deduce meaning of unfamiliar vocabulary from context
writing key points
analysis: students must analyze similarities/differences
between the long reading and the short reading given at the
thinking: making supportable connections between readings.
development: supporting observations/ideas about the readings
with evidence from the texts.
response: at the end of their essays, students are required
to relate the concepts/ideas discussed in the two readings
to their personal experiences.
fluency: general grammatical proficiency and clarity of
2 Interpreting Charts and Graphs
to accurately interpret visual data.
read accompanying selection.
charts/graphs with concept(s) in reading.
reasoning: students must write four accurate statements about
the graph/chart and the relationship to the reading.
to find incorrect information/inconsistencies in the visual
is not an essay segment and students do not need to write
their deductions in essay/paragraph format.