# data[].attributes.body
-Record a peer's retelling of a story, then type up the story using correct punctuation

-use sentence-combining techniques to create more sophisticated sentences; revise to avoid fragments, comma splices, and run-ons

-rearrange sentences in a paragraph in order to improve its coherence

# data[].attributes.body
-identify clear cause-effect relationships in somewhat challenging passages

-order simple sequences of events in somewhat challenging literary narratives

-analyze how the choice of a specific word or phrase shapes meaning or tone in somewhat challenging passages (Juliet's speech to her mother, Romeo's lines)

-analyze how one or more sentences in somewhat challenging passages offer reasons for or support a claim when the relationship is simple

# data[].attributes.body
-Finish analysis of ACT English pre-test from August

-Prioritize grammatical skills to teach 2nd semester

# data[].attributes.body
The following essential outcomes align with the CRS from the ACT:

-Students will cite thorough textual evidence to support analysis/argumentation. RL.9.1

-Students will analyze point of view or cultural experience. RL.9.6

-Students will produce clear and coherent writing appropriate to purpose, task, and audience. W.9.4

-Students will develop and strengthen writing by using the writing process (year- long). W.9.5; W.9.10

# data[].attributes.body
-Data analysis over ACT Reading final from fall; look at specific questions students missed and re-teach those concepts 2nd semester

# data[].attributes.body
IDT 501/502 and TST 501/502 align with our goal for students to analyze the purpose of specific text elements and author's choices.

WME 503/504 align with goal that students understand and analyze use of literary/ rhetorical devices and nuanced word choice.

PPV 501/502 align with focus on rhetorical triangle (how an author’s specific purpose shapes tone, etc.).

KLA 504, SST 501, PUN 501/502/503 align with focus on correct and complete sentences with focus on subordination, conjunction, etc.

# data[].attributes.body
Teach students to “imitate the writers’ sentence in own writing” and “use sentence-combining techniques to create more sophisticated sentences.”

Practice the “use [of] commas to set off nonessential appositives or clauses” and “semicolons to indicate relationships between independent clauses.”

Have students identify subtle deviations in tone and then “manipulate words, phrases, and clauses to convey shades of meaning and tone.”

# data[].attributes.body
Have students “predict how changes to the wording of a complex text might convey a different tone or attitude.”

Ask students to “determine the primary purpose of specific sections of a text in relation to the text as a whole” and “explain how text structures are use to achieve the author’s purpose in complex texts.”

# data[].attributes.body
-Our essential outcomes matched up fairly well for the most part. Here is one we can work on:

-Revise fairly straightforward writing to sharpen focus and coherence.

# data[].attributes.body
(AP)

SST 501 and 502-- Recognize and correct disturbances in sentence structure and maintain consistent and logical verb tense and pronoun agreement

Students will complete some exercises to practice complex sentence structures, review their own writing, evaluate the writing of their peers, and revise.

# data[].attributes.body
(AP)

Standard--WME 502 --Analyze how the choice of a specific word or phrase shapes meaning or tone in more challenging passages

Students will review, correct, and justify answers to AP Multiple choice questions that refer to tone and meaning.

# data[].attributes.body
--review tone and attitude within complex texts

--search for words or phrases that suggest the author's attitude toward his/her subject, characters or audience

# data[].attributes.body
-Have them practice rearranging sentences / paragraphs within a text

-Have them play games to compete to reduce redundancy / wordiness while retaining meaning

-Have them map out which details support main ideas

# data[].attributes.body
--review parallel structure between phrases and clauses in complex sentences

--have students employ a variety of sentence structures in drafts

# data[].attributes.body
-Have them take multiple details from different places in the text to make inferences, generalizations, conclusions

-Have them read a text and make chunks on their own based on topics, tone, etc.

-Have them identifying opposing viewpoints

# data[].attributes.headline
Seniors #3- Essential Outcomes Alignment

# data[].attributes.subject
Seniors #3- Essential Outcomes Alignment

# data[].attributes.body
The following essential outcomes align with the CRS from the ACT:

-Establishing VOICE and TONE in writing for a purpose. (W.12.3)

-Analyzing and evaluating texts for author’s purpose and meaning. (RL.12.5)
--Understand a writer’s choice of words, phrases, and conventions for meaning (L.12.3)

# data[].attributes.body
-Record a peer's retelling of a story, then type up the story using correct punctuation

-use sentence-combining techniques to create more sophisticated sentences; revise to avoid fragments, comma splices, and run-ons

-rearrange sentences in a paragraph in order to improve its coherence

# data[].attributes.body
-identify clear cause-effect relationships in somewhat challenging passages
-order simple sequences of events in somewhat challenging literary narratives
-analyze how the choice of a specific word or phrase shapes meaning or tone in somewhat challenging passages (Juliet's speech to her mother, Romeo's lines)
-analyze how one or more sentences in somewhat challenging passages offer reasons for or support a claim when the relationship is simple

# data[].attributes.headline
5) What is your PLC's next step in ENGLISH to improve student learning and performance on the ACT?

# data[].attributes.subject
5) What is your PLC's next step in ENGLISH to improve student learning and performance on the ACT?

# data[].attributes.headline
4) What is your PLC's next step in READING to improve student learning and performance on the ACT?

# data[].attributes.subject
4) What is your PLC's next step in READING to improve student learning and performance on the ACT?

# data[].attributes.headline
3) How do the essential outcomes from your course align with the College Readiness Standards from ACT? (T:\ONW\Essential Outcomes\English-Language Arts)

# data[].attributes.subject
3) How do the essential outcomes from your course align with the College Readiness Standards from ACT? (T:\ONW\Essential Outcomes\English-Language Arts)

# data[].attributes.headline
2) According to the curriculum review worksheets and
ideas for progress, what can your grade-level PLCs do to move students to the next score range in ENGLISH? 

# data[].attributes.subject
2) According to the curriculum review worksheets and
ideas for progress, what can your grade-level PLCs do to move students to the next score range in ENGLISH? 

# data[].attributes.headline
1) According to the curriculum review worksheets and
ideas for progress, what can your grade-level PLCs do to move students to the next score range in READING? 

# data[].attributes.subject
1) According to the curriculum review worksheets and
ideas for progress, what can your grade-level PLCs do to move students to the next score range in READING? 