Web Site: http://www.4secondarysolutions.com
Posts by secondarysolutions:
- are available as a handy “flip book” reference guide for the Common Core English Language Arts standards
- provide accessible and understandable Annotated Standards that break the standards down into teachable “chunks”
- give you HUNDREDS of CCSS-Aligned Question Stems for lesson planning and assessment preparation
- are in-line with PARCC (Partnership for Assessment of Readiness for College and Careers) and Smarter Balanced (Smarter Balanced Assessment Consortium) assessments
- help you assist your students in preparing for the revised SAT® test
- Which sentence best supports the idea that
- What evidence from the text clarifies the author’s claim in (line, sentence, paragraph, etc.)
- The overall purpose of the description in the fourth paragraph is to
- The following statements include explicit information about the (characters, plot, setting) except for , where the reader is required to infer the information.
- Which of the following statements does not provide an objective summary of the text?
- Which words or phrases should be removed from this paragraph in order to make the summary more objective?
- The author has organized the action in this passage to develop the
- How does (character) act as a foil to (character)?
- Which character reveals more than one motivation? Explain.
- Which of the following (statements, actions) represent a shift in the action of the story?
- The word deepens the meaning of the (paragraph, sentence) by
- The author’s use of the phrase emphasizes
- The (expression, idiom, etc.) refers to the
- As used in (sentence), the word most likely refers to the narrator’s
- The author of the (passage, text) chose to structure the beginning of the story in the middle of
- In which paragraph does the climax occur?
- How does the author create suspense in paragraph 9?
- Which two plot lines are evident in this passage?
- What sentence best reveals the author’s background/cultural experience?
- Which era best describes the setting of the novel?
- Which of the following examples reveal that this text is not a work of American Literature?
- Which (paragraph, passage, text) best presents the theme of (societal freedom, dangers of wealth, role of a restrictive government, etc.)?
- Which of the following descriptions captures the character as seen in the movie
- The movie shows the character of quite differently than in the book . What are the most significant differences between these two interpretations of the character?
- Why do you think the director chose to portray rather than ?
- What important scene or character was left out of the movie version?
- How is the setting of in the movie more or less effective than the setting of the novel?
- How does the painting reveal the suspense that is found in
- How is the concept of a folktale similar to the text of
- Which of the following archetypes from the period are found in
- How does the treatment of (archetype, character, theme, topic) compare with the treatment of (archetype, character, theme, topic) in the texts and
- Many books give indications of similar characters or plot lines found in ancient stories. What indications might an author use to reveal these similar characters or plot lines?
- Which of the following stories is taken from the popular children’s tale
- How does the story stray from the typical morality lesson?
- Based on the author’s tone towards can be described as
- Based on this passage, we can infer that (the author) is feeling
- Based upon (speaker’s) speech, all of the following can be considered a part of (speaker’s) agenda except
- Based upon the theme of the article, which of the following could be an alternate title for the text?
- How do the themes and provide an account of
- How does (paragraph, sentence, line) reflect the theme of
- How is the information in the article organized?
- Based on the excerpt, each of the following events had an effect on the (individual) except
- Once the (individual) learned of , his ideas were clearly changed to
- By including an allusion to , the author has emphasized that
- The following analogy helps the reader understand the comparison between
- Which quotation from the text best reflects the meaning of (sentence, quote, line, paragraph, etc.)?
- All of the following statements support the author’s claim that except the statement
- The last paragraph serves the author’s purpose by
- Which of the following statements helps to clarify the author’s meaning in paragraph 7?
- What is the purpose of this (article, passage, story)?
- How does the use of understatement in the following (paragraph, statement, passage) support the author’s argument?
- Which of the following (paragraph, statement, passage) contains the use of situational irony?
- If the following statement was added to the (paragraph, statement, passage), how would the point of view change?
- Compare the two videos. Which video gives a more clear description of
- Which version of shows a more positive representation of
- How could the relationship between (characters) have been better represented in the movie version?
- The technique of (argument, propaganda, including assertion, bandwagon, glittering generalities, card stacking, stereotyping, circular reasoning, logical fallacies), are used in the text to
- According to the article, all of the statements below are reasons why except
- What is the purpose of this (article, passage, story)?
- The tone of the following (paragraph, statement, passage) could be described as
- Which of the following best describes the author’s view of
- Which of the following statements would best introduce the claim in the previous passage?
- What would be the best counterclaim for the following
- Draw a chart that best synthesizes the information from paragraphs 3 and 4.
- Which of the headings below would be appropriate for introducing the information in paragraphs 7 through 9?
- What information would logically come after
- What statement best clarifies the problem the author is attempting to solve in the passage?
- How does the use of dialogue in paragraph 3 contribute to the narration?
- All of the following plot lines are presented in this narration except
- Which of the following formats would be best for an argumentative essay?
- Bias is acceptable in which of the following essay types?
- What is the best way to revise the underlined sentence in paragraph four?
- What three questions would help you to narrow your focus on the topic of
- Each of the resources below would be helpful in researching the idea of except:
- Which of the following websites might be useful in providing information on the research topic of
- Which of the following websites most likely would not be considered an authoritative source of information?
- Pull the three quotes from the article that would best suit your research project on
- Which of the following source of information does not need to be cited in a research project?
- To participate in a class discussion, what might you have done to prepare yourself the night before?
- Which of the following statements would best support your argument in favor of
- What important step was left out of the presentation?
- This piece chose to show rather than . Why do you think the (creator, director, presenter) made this choice?
- After hearing the speech , what word could best describe the tone of the speech?
- What elements of rhetoric were you able to hear in the
- Which of the following was not mentioned in ‘s speech?
- In which of the following examples is there an error in parallel structure?
- Identify the type of phrase in the sentence below.
- Which of the following sentences shows correct use of the semicolon?
- Insert a semicolon in the correct spot in the sentence below.
- How could the sentence below be written to make it more powerful?
- Which of the following reference sources could you refer to if you need help with your style when writing?
- Which words help identify the meaning of the word
- Which sentence employs the correct part of speech for the word
- The author uses hyperbole to emphasize
- Which of the following meanings is closest to the correct connotation of the word
- Which idiom most clearly expresses
- What is the best reason the speaker repeats the (word, phrase, line) in the speech?
Hot off the presses! Secondary Solutions Launches SmartFlip™ Common Core Reference Guides for Grades 3-12July 3rd, 2014
The first of their kind, SmartFlip™Common Core Reference Guides give teachers a smart tool for creating Common Core aligned lessons and assessments.
Secondary Solutions®, (www.4secondarysolutions.com) known for superior-quality standards-based Common Core Literature and Writing Guides for Grades 3-12, today announced the release of the entire line of SmartFlip™ Common Core Reference Guides for English Language Arts for grades 3-12. These handy spiral-bound flip books include the Common Core State Standards in their basic form along with each standard broken down into easily understandable, “translated” guidelines for CCSS skill mastery, culminating in hundreds of question stems and prompts, standard-by-standard, designed to enable teachers to easily create lessons and assessments with the question types required by Common Core standards, and found in PARCC and Smarter Balanced Assessments.
“When we evaluated our own products for Common Core alignment, we found that there were very few resources available that enabled our writers to specifically address the standards and raise the rigor in our Literature Guides. Since we knew that we were having trouble finding resources to help us create our materials in line with Common Core, we knew teachers were in the same predicament when trying to design their own lessons and assessments. We decided to create our SmartFlip™ Common Core Reference Guides for teachers of grade 3 and up to help fill that need, and so far, the response has been overwhelming! Teachers are thrilled!” said Kristen Bowers, President and owner of Secondary Solutions.
To visit Secondary Solutions, go to www.4secondarysolutions.com
SmartFlip™ Common Core Reference Guides for grades 3-12 are available HERE
Secondary Solutions’ SmartFlip™ Common Core Reference Guides:
CCSS (Common Core State Standards), PARCC (Partnership for Assessment of Readiness for College and Careers), Smarter Balanced (Smarter Balanced Assessment Consortium) and the SAT test (College Board) are registered trademarks and rights are reserved. This product is not commissioned nor endorsed by any entity.
Hello all! It has been a while since I have been able to blog (working on a fabulous NEW product!!), but I was tagged by Tracee Orman (@mrsorman) on Twitter and have accepted his blogging challenge. You can read Tracee’s answers and random facts HERE. If you don’t know Tracee or her materials, you are in for a TREAT! Tracee is one of the best ELA content creators out there, and I LOVE her stuff! You can also find her clip art HERE and all things Hunger Games HERE. I have known Tracee (virtually) for several years now, and if I was still teaching, I am sure she would be my “go-to” for everything!
Thanks again, Tracee!
Are your students ready for Common Core assessments? If you’re like most teachers out there, you have been struggling to find quality materials and sample assessments to help your students get a taste of what they will soon be facing. To help, I have spent hour upon hour creating Common Core Question Stems to help you create lessons and assessments that are up to the rigor of the CCSS. I posted Grades 11-12 previously, so here are Common Core ELA Question Stems for Grades 9-10. Keep your eye open for Grade 8, Grade 7 and Grade 6 to be posted soon!
To get you started, here are a bunch from the Grades 9-10 compilation. Hopefully, you can get some of your own ideas from these, but if you are stuck, I have created 390 questions for Grades 9-10 for you!
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.