page37 skill standard - biloxischools.net

Tab

le o

f C

on

ten

tsPage37 Skill Standard

1-2 Making Inferences RL 6.1, RI 6.1

3 Citing Evidence, Using Quotation Marks, Text Talkers RL 6.1, RI 6.1

4-5 Theme RL 6.2

6 Main Idea RL 6.2, RI 6.2

7 Writing Summaries RL 6.2, RI 6.2

8 Elements of a Plot RL 6.3, RL 6.5

9 Types of Conflict RL 6.3

10 Characters/Character Traits RL 6.3

11 Character Traits RL 6.3

12 Character Motivations, Character Types RL 6.3

13 Using Context Clues to Determine Unfamiliar Word Meaning RL 6.4, RI 6.4

14 Figurative Language RL 6.4, RI 6.4

15 Tone and Mood RL 6.4, RI 6.4

16 Text Structure RI 6.5

17-19 Point of View RL 6.6, RI 6.6

20 Comparing and Contrasting/Venn Diagram RL 6.7, RI 6.7, RI 6.9

21 Evaluating an Argument RL 6.8

22-23 Author’s Purpose RL 6.9, RI 6.9

24 Close Reading, Text Annotation RL 6.9, RI 6.9

25-26 A.C.E. W 6.1 – W 6.10

27 Writing Hooks and Transition Words W 6.1 – W 6.10

28-31 Informative Writing W 6.2, W 6.4 – W 6.10

32- 34 Argumentative Writing W 6.1, W 6.4 – W 6.10

27-36 Glossary of Academic Vocabulary

Note-Taking Templates

Citing Textual Evidence: Cite evidence to support what the author says explicitly or through inferences drawn from the text.

What does it mean to infer?Use text evidence, background knowledge, and logic to come to a reasonable

conclusion. An inference is an educated guess.

Ask Yourself: Do details from the text, my background knowledge, and logic combine to reveal a certain emotion, concept, trait, or idea?


Citing Evidence to answer a multiple choice question:

2

1. Read the question carefully. Example: 1. Which quote from the text supports theinference that the Dad liked to play jokes on hischildren?

2. Mark key words in the question. 1. Which quote from the text supports the inferencethat the Dad liked to play jokes on his children?

3. Read ALL answer choices carefully, and mark key words in each answer choice.(one word can make it wrong).

A. "Of course, that had been a surprise, too. He hadtaken us all for a walk and had ended up at a garage wherethe car had been parked."B. "He named it Foolish Carriage because he said itwas foolish for any man with as many children as heto think he could afford a horseless carriage."C. "We had seen Dad nick fenders, slaughter chickens,square away with traffic policemen, and knock down full-grown trees, and we weren't taking any chances." D. "Kadookah, Kadookah.' The horn blaring right inyour ear was frightening and you'd jump away in hurt amaze-ment. Dad would laugh until the tears came to his eyes."

As you read each answer choice, think to yourself: Does this this prove the what the question is asking?

A and B both have words that can be associated with practical jokes, but do not show a joke or Dad being amused. C shows that the father is known as a bad driver. D shows the car horn honking, scaring the child, and Dad laughing. D is the correct answer.

Remember: The evidence needs to make sense to someone who has never read the passage.

Always double check your answers! Evidence is meant to prove something.


3

• According to the text (passage, excerpt, poem, account, etc.)…

• The text states…• The author wrote…• The text explicitly sates…• One can infer from…• The illustration (diagram, chart, etc.) shows…

When citing evidence that contains dialogue or quote within a quote, use a single quotation mark (an inverted comma) around the dialogue or quote, and use double quotation marks around your textual evidence.---------------------------------------------------------Example:• “I got an A on my test!” Billy told his mom.✓ The text states, “‘I got an A on my test!’ Billy told his

mom.”

Theme

Readers are often asked to determine the theme of a story.

1. The theme of a fable1 is its moral2.

2. The theme of a piece of fiction is its view about life and how people behave.

1. In fiction, the theme is not intended to teach or preach. You extract it from the characters, action, and setting that make up the story. In other words, you must figure out the theme yourself.

Determining a Theme:

1. Check out the title. Sometimes it tells you a lot about the theme.2. Notice repeating patterns and symbols. Sometimes these lead you to the theme.3. What allusions3 are made throughout the story?4. What are the details and particulars in the story? What greater meaning may they have?

Remember that theme, plot, and structure are inseparable, all helping to inform and reflect back on each other. Also, be aware that a theme we determine from a story never completely explains the story. It is simply one of the elements that make up the whole.

1. Fable: a short story, typically with animals as characters, conveying a moral2. Moral: a lesson, especially one concerning what is right or wise, that can be derived from a story, a piece of information, or an experience; a lesson that be used in the reader’s life3. Allusion: a reference to something well-known or famous

4

5

Theme:The message, moral, or lesson of a text.It is usually implied rather than stated.

Common Themes:

• Respect: The characters learn to show respect to someone in the story.

• Acceptance: The characters learn to accept others for their differences.

• Courage: The characters learn to face their fears.

• Responsibility: The characters learn to do the right thing.

• Compassion: The characters find ways to show concern for other characters that were hurt or suffering.

• Perseverance: The characters learn to face challenges and obstacles but do not give up.

• Friendship: The characters know what it mean to be good, trustworthy friends.

Questions to Ask Yourself:

• What did the character learn?

• How did the characters grow or change?

• What message is the author trying to send?

• What important part of life is the story about?

8

Determining the Main Idea or

Central Idea of a Text

Fiction:• What is the story mostly

about?• What do I notice over

and over?

Non-Fiction:• What does the author

want me to notice about the topic?

• First and last sentence can give you a clue.

• Use headings.

6

For non-fiction texts, pay attention to the text format. Think: Is the text broken down by sub-headings, does it follow chronological order, etc. It’s up to you to use the format for your summary.

Writing Summaries: A summary is a SHORT retelling of a text. It should be re-told in your own words in a logical order. You should only include key details. Think: Does this detail support or lead to the main idea? Only include details that are needed to explain or support the main idea. Important Note: Summaries must be free of personal opinion or judgment. The author’s opinion is okay. Don’t use personal pronouns (I, me, my) your summary.

7

Plot

Readers are often asked to determine how piece of a story contributes1 to the plot.

In order to do this, you must:

1. Have an understanding of the elements of a plot

2. Understand how a each piece contributes to the story as a whole

Elements of a Plot

1. Introduction/Exposition: the beginning of a story where the setting is established and main characters are introduced.

2. Inciting Incident/Main Confict2: the event or decision that begins a story's problem. Everything up and until that moment is backstory; everything after is "the story.“

3. Rising Action: in a plot is a series of relevant incidents that create suspense, interest and tension in a narrative. In literary works, a rising action includes all decisions, characters' flaws and background circumstances that together create turns and twists leading to a climax. Smaller conflicts throughout the story.

4. Climax: the turning point and the most intense point in a story. To decide where the climax of a story takes place, always look at when we know the outcome of the inciting incident/main conflict—the climax usually occurs just before this. It usually involves an important event, decision, or discovery that affects the final outcome of the story.

5. Falling Action: The events that follow the climax and lead up to the resolution. During the falling action, the minor conflicts presented during the rising action are resolved; previously unanswered questions are answered for the reader.

6. Resolution: The end of the story in which conflicts are resolved. Provides a sense of closure. Indicates an ending.

1. Contributes: adds2. Conflict: problem presented in a story

8

Characters in LiteratureThere are many questions readers can be asked about a character and characteristics.

1. What can the reader infer1 based off of the character’s actions?

2. How has the character changed throughout the story?

3. What can the reader infer1 about _______’s character?

1. Infer: the act of making an inference (educated guess)

10

Character

A person or individual in a story

Character

The moral qualities of a person or individual; reputation

Character Traits

Aspects of a person's behavior and attitudes that make up that person's personality

Characteristics

Qualities that are unique or distinct to a person or individual

Characterize

To describe someone or form an opinion of someone based off of his/her character traits or characteristics

adventurousanxiousappreciativeargumentativebitterboastfulboldboringbossybravebrightcapablecarefreecarefulcautiouscharitableclevercoarse

coldconceitedconsiderateconsistentcontentcooperativecorruptcourageouscowardlycreativecrueldependentdetermineddignifiedevilfairfearlessfoolish

forgivingfriendlygenerousgentlegrumpygulliblehappyharshhatefulhelpfulheroichigh-maintenancehumblehumorousidealisticimaginativeimpatientimpulsive

incompetentintelligentirresponsiblejealousjoyfulkindknowledgeablelazylovinglow-maintenanceloyalmeanmessymischievousmodestnaïveobservantopen-minded

optimisticpatientpatrioticpeacefulpersistentpersuasivepessimistic politeproperproudpunctualquietrealisticrebelliousrecklessreliablereservedresourceful

respectfulresponsiblerudesadsarcasticself-centeredselfishsentimentalskepticalsophisticatedspontaneoussternstudiousthriftytrustworthytruthful

(Examples Below)

11

Says

What does the character say out loud? Look for monologue or dialogue in quotation marks.

ThinksWhat are the character’s thoughts and feelings?

Effect

What effect does the character have on others in the story?

How is the character affected by others?

Actions

What are the character’s actions and reactions?

What does he/she do?

Look

What is the physical appearance of the character?

What facial expressions do they make?

When trying to infer what a character is like, think STEAL:

12

Motivation is what causes a character to act in a specific way. This can be applied to the main character and to supporting characters that affect the main character.

Terminology of Character Types

Using Context Clues to Determine Unfamiliar Word Meaning

There are several ways you can determine the meaning of an unfamiliar word.

13

Definition Synonym Antonym Example Inference

Look for the word’s meaning (in the from of a definition) in the text before or after the unfamiliar word. The connotation will match.

Look for a word that means the same as the unfamiliar. The connotation will match.

Look for a word that means the opposite as the unfamiliar word.Remember “The Rule of But”: If you see a “but” word (but, yet, however, …), the connotation will change.

Look for an example, typically following the unfamiliar word, that shows what the word means. The connotation will match.

Make an educated guess as to what the word may mean based off of the information in text. The connotation will match.

Mr. Fry is an affableneighbor. He is pleasantly easy to approach and always friendly.

Mr. Fry is quite affable. In fact, he reminds me of Ms. Baker. Do you remember how kindshe way?

I miss Mr. Fry. Our new neighbor is cranky and unapproachable, but Mr. Fry was so affable.

Mr. Fry is an affableneighbor. He knows everyone’s name. If you have a problem, you can talk to him.

You don’t need to worry about talking to Mr. Fry. He is an affableneighbor.

Do1. Remember that context clues are usually close to the word

in question.2. Plug in the multiple choice answers to replace the

unfamiliar word; check to make sure your answer makes sense in the passage.

3. Use the process of elimination. 4. ALWAYS use connotation1.

Don’t1. Don’t pick a multiple choice answer just because you don’t know the word. Think Stranger Danger! Only pick an unfamiliar word for your answer if you have ruled out the other options.

1. Connotation: the feeling people associate with a word. Can be positive, negative, or neutral.

Figurative Language

• Figurative language uses words or expressions with a meaning that is different from its literal1 meaning.

• 1When a writer uses literal langue, they state facts/opinions exactly as they are. (Example: I am very hungry.)

• When a writer uses figurative language he/she uses exaggerations or alterations to make a point. (Example: I am so hungry, I could eat a horse.)

• Figurative language is common in poetry, but it is used in fiction writing (and occasionally non-fiction writing) as well.

14

Type Definition Example Notes

Simile Compares two unlike things using “LIKE” or “AS”

I’m as hungry as a hippo. AuntJan’s cooking tastes like garbage.

“Like” or “As” comes between the two things being compared.

Metaphor Compares two unlike things. Does NOT use “like” or “as.”

Drew Brees is a beast. These sentences are harder to identify. Think: Is Drew Breesactually a fake creature? Nope—must be figurative language.

Personification Gives human qualities to non-human things.

The air conditioner hummed on the hot summer day.

Air conditioners make noise, but they don’t actually “hum.” People hum.

Symbolism Using a word/symbol to represent something else

Spring can represent new life or a fresh start.

Symbolism is seen often in poetry. Pay attention to the words that surround it to look for an alternative meaning.

Hyperbole An exaggeration. I’ve told you a million times, it’s not hyper bowl.

Uses an exaggeration to make a point , add emphasis, or add humor.

Idiom An expression that meanssomething other than its literal meaning.

Raining cats and dogs, Kick the bucket, Hit the road, Pay the piper, Show you the ropes

Often the meaning of idioms cannot be determined from the literal meaning. Use context clues for help.

Allusion A reference to something famous or well-known

Bud looked like one of George Washington Carver’s experiments.

Knowing that Carver invented peanut butter would help the reader understand this meaning.

16

Text Structure: The manner in which ideas are organized and information is presented

Point of View

When readers are asked to determine an author’s, character’s, or narrator’s point of view, this could mean two things:

1. Which “person” is the story written in—first, second, or third?

2. What is the author’s, character’s, or narrator’s perspective? (THIS IS THE ONE WE USUALLY SEE.)

It’s up to you decide what the question is asking of you. Look at your answer choices for clues if needed.


1. First person is a first-hand account. We see the story from his/her point of view. We know what they are thinking and we see what they see.

1. Words to look for inside and outside of dialogue1: I, me, my, us, we2. Think “I” looks like the number “1.”

2. Second person is something we rarely see in literature. Second person gives commands. 1. Examples: Determine the author’s point of view, Turn to page 6, Preheat the oven to 350°2. These commands are given with a “You” or an implied you2

3. Also known as “breaking the fourth wall.” This is when the character speaks directly to the reader. 1. Example: When Percy told us to shut the book if we thought we might be a half-blood.

3. Third person is when the story is written from the point of view in which the narrator is NOT a part of the story. 1. Words to look for outside of dialogue: They, them, their, him, her, etc.2. Note that the words inside of dialogue can still contain: I, me, my, us, we

1. Third person limited: the narrator only knows the thoughts and feelings of one character. All characters are described using pronouns, such as 'they', 'he', and 'she'. But, one character is closely followed throughout the story, and it is typically a main character.

2. Third person omniscient: literary technique of writing narrative in third person in which a narrator knows the feelings and thoughts of every character in the story.

1. Dialogue: The words spoken in a text. Dialogue is marked by quotation marks. Only one person can speak per paragraph.2. Implied You: Used in directions (or second person). Instead of saying, “You, clean your room.”, we say “Clean your room.” The“You” part is implied.

17

Point of View






1. First person is a first-hand account. We see the story from his/her point of view. We know what they are thinking and we see what they see.

1. Words to look for inside and outside of dialogue1: I, me, my, us, we2. Think “I” looks like the number “1.”

2. Second person is something we rarely see in literature. Second person gives commands. 1. Examples: Determine the author’s point of view, Turn to page 6, Preheat the oven to 350°2. These commands are given with a “You” or an implied you2

3. Also known as “breaking the fourth wall.” This is when the character speaks directly to the reader. 1. Example: When Percy told us to shut the book if we thought we might be a half-blood.

3. Third person is when the story is written from the point of view in which the narrator is NOT a part of the story. 1. Words to look for outside of dialogue: They, them, their, him, her, etc.2. Note that the words inside of dialogue can still contain: I, me, my, us, we

1. Third person limited: the narrator only knows the thoughts and feelings of one character. All characters are described using pronouns, such as 'they', 'he', and 'she'. But, one character is closely followed throughout the story, and it is typically a main character.

2. Third person omniscient: literary technique of writing narrative in third person in which a narrator knows the feelings and thoughts of every character in the story.

1. Dialogue: The words spoken in a text. Dialogue is marked by quotation marks. Only one person can speak per paragraph.2. Implied You: Used in directions (or second person). Instead of saying, “You, clean your room.”, we say “Clean your room.” The“You” part is implied.

18

Point of View





2. What is the author’s, character’s, or narrator’s perspective?

1. Perspective: How someone views something; an individual’s attitude toward something1. Fiction (fake or made up): Determine how the character responds to the events in the story, particularly the

event in question.2. Non-Fiction (not fake or something that really happened or exists): Determine how the author chooses to

discuss the topic.1. For both fiction and non-fiction use connotation3 to help you. Look for positive and negative words.

3. Connotation: The feeling people associate with a word. Can be positive, negative, or neutral

19

20

When I compare, I identify what is similar or the same.Words to use: as, both, like, alike, similar, similarly, have in common, same, too

When I contrast, I identify what is different.Words to use: However, although, as opposed to, but, contrary to, instead

What am I suppose to compare and contrast?Here are some ideas:

Characterization:• Are the characters similar in anyway? • Think of their personalities and mannerisms• Think STEAL: What they say, how they think, the effect they

have or how they are affected by others, how they act, how they look

Author’s Approach:• Genre• Purpose (PIE)• Tone/Mood

Plot Elements:• Setting• Conflict Type (Character vs. Character/Self/Nature/Society)• Resolution

21

Evaluating an Argument

FairnessIs the argument fair and balanced? Is it biased? Is it too emotional?

Evidence Is the evidence reliable and relevant?

Logic Is the conclusion a logical result of the evidence?

ToneIs the tone appropriate? Is it is too serious? Too emotional? Sarcastic or dismissive? Is it overly dramatic?

Facts Information that can be proven true

Reasons Why you should agree with the author

ExamplesExamples for the argument and against an alternative

DetailsThe author should be specific (not vague)

Use FELT to evaluate an argument: Evidence:

22

Authors typically write to:

• Persuade• The author tries to convince someone to do something or to believe

something• Look for synonyms: convince, encourage, urge, advise• Look for opinion words: should, believe, important• Look for a lesson learned

• Inform• The author gives information or knowledge; teaches about a topic

• Look for synonyms: teach, show, tell, explain• Look for facts

• Entertain• The author tells a story that is meant to be enjoyable

• Note: Just because you enjoy science class, your text book’s purpose is not meant to entertain. Don’t confuse author’s purpose with your personal opinion.

Question: What is the author’s purpose for writing this selection?

25

Writing

Answer

1. Refer to the title of the article

2. Restate the question in your answer

3. Answer the question fully and accurately in your own words

A: According the text, “The Coliseum”, the famous landmark has been damaged since it completion in the year 70 by natural events including a lighting strike, which caused a fire, and by an earthquake.

According the text, “The Coliseum”, the famous landmark has been damaged since it completion in the year 70 by natural events including a lighting strike, which caused a fire, and by an earthquake. The text states, “It was struck by lightning in the year 217. This started a fire. Much of the Coliseum is made of stone. But the fire damaged the upper levels.” The text also states, “The worst damage happened in 1349. A mighty earthquake shook Rome and the Coliseum. The south side of the building collapsed.” This evidence shows how two separate natural disasters, a lightning strike and an earthquake, caused damage this well know Roman landmark.

Cite

4. Use a text talker5. Cite relevant evidence

word for word and use quotation marks

C: The text states, “It was struck by lightning in the year 217. This started a fire. Much of the Coliseum is made ofstone. But the fire damaged the upper levels.” The text also states, “The worst damage happened in 1349. A mighty earthquake shook Rome and the Coliseum. The south side of the building collapsed.”

Explain

6. Write “This evidence (explains, proves, or shows)”

7. Explain and clarify how your evidence supports your answer. Refer to your A and your C.

E. This evidence shows how two separate natural disasters, a lightning strike and an earthquake, caused damage this well know Roman landmark.

Example Put it Together

26

The Coliseum

The Coliseum is an ancient stadium in the

center of Rome. It is the largest of its

kind. It is very old. They started building

it in the year 70. It took ten years to build.

It is still around today.

The Coliseum has been used in many

ways. In ancient Rome, men fought each

other in it. They fought against lions,

tigers, and bears. Oh my! It was dreadful.

But most of the people loved it. As many

as 80,000 Romans would pack inside to

watch. These gruesome events went on

until 523.

The Coliseum has been damaged many

times over the years. It was struck by

lightning in the year 217. This started a

fire. Much of the Coliseum is made of

stone. But the fire damaged the upper

Coliseum. The south side of the building

levels. They were made of wood. This

damage took many years to repair. It was

not finished until the year 240.

The worst damage happened in 1349. A

mighty earthquake shook Rome and the

collapsed. Pieces of the arena were all over

the ground. Many people took the fallen

stones. Others took stones from the seating

areas. They used them to repair houses and

churches.

The Romans of those days were not

connected to the Coliseum. It had last

been used as a castle. Before that it was a

graveyard. It has been hundreds of years

since the games. The damage to the

Coliseum was never repaired. It's a good

thing the outer wall of it still stands

strong.

Today the Coliseum is one of Rome's

most popular attractions. People from all

over the world come to Italy to see it. The

Pope leads a big march around it every

Good Friday. It is a symbol that many

know. It has even appeared on the back of

a coin. I guess that makes it a symbol that

many people want too.

How has the famous landmark, the

Coliseum, been damaged by natural

events since it’s completion in the year

70?

Text and Question for Example A.C.E.

27Personal pronouns are okay to use in a hook, but are not to be used throughout the paper

unless a writing prompt asks you to write your opinion or to write a reflection.

30

Informative Writing: Example ArticleInformative Writing:Example Writing Prompt

What characteristics help classify a cottonmouth snake?

___________________________

TIP: As you read, look for characteristics (how they look, what they act like, where they live, etc.)

Mark these traits as you read.

Also make notes of what connection you may have to the article—this will help with your hook and background information.

_________________________________________

NOTE:An informative essay should have the following things in this order:

• An introduction paragraph with a hook, background information, and a thesis.

• Multiple body paragraphs. For this example, we will do three.

• A conclusion paragraph with a restated claim, restated background information, and a restated, continued, or connected hook.

28

29

Informative Writing: Body Paragraphs. (These questions are based off of cottonmouth characteristics found in the article. These characteristics will be listed in the thesis.)

30

Informative Writing: Introduction and Conclusion Paragraphs

Introduction Paragraph: The FIRST paragraph in your essay. It hooks the reader and introduces the reader to the topic discussed in

your essay.

Conclusion Paragraph: The LAST paragraph in your essay. It reminds the reader of the main points of the essay through a brief

summary and leavesthem with a sense

of closure on the topic.

31

Informative Writing: Editing A.C.E.s to form body paragraphs

Do

n’t fo

rget to u

se a variety of tran

sition

wo

rds to

begin

each p

aragraph

an

d th

rou

gho

ut p

aragraph

s as need

ed.

32

Argumentative Writing: Transitioning from Persuasive Writing to Argumentative Writing

(We start the counterclaim in 7th grade)

33

Argumentative Writing Hook and Background Information: Use what you already know from informative writing. Grab your reader’s attention and provide background information on the topic.

Thesis (informative) vs. Claim (argumentative): A thesis tells your reader what they are going to read about. A claim is a statement the writer presents as true. (A claim is an opinion disguised as a fact—does NOT use phrases such as “I think.”) The writer will provide facts, reasons, examples, and details throughout the essay to support this statement.

Claim Example: In order for students to improve academically, and avoid the “summer slide” American

students should be in school year-round.

______________________________________________________

Topic Sentence Example (state your first reason): Students who attend school year-round are more likely to improve

academically.

Evidence Example (both pieces of evidence for Body Paragraph 1 must support the topic sentence for Body Paragraph 1—students will improve academically): For example, Balsz, a district in Arizona, saw reading test scores go up from 51 percent

to 65 percent after extending the school year by

twenty days.

Bridge Example (explain how your evidence support your claim): This significant increase proves that students benefit by

having more time in school.

(Give another piece of evidence related to your topic sentence and another bridge related to the claim.)

Conclusion Example (end with a strong statement related to your topic sentence): It is possible to improve student test

scores by requiring more days in school.

Tip: Writing a claim with two reasons makes it easier to write two body paragraphs—one for each reason.

You are bridging or connecting your evidence back to your claim.

Don’t wander off topic. Everything leads back to the claim!

34

Body Paragraph 2 is formatted in the same way as Body Paragraph 1. Body Paragraph 2 will present additional information that supports the same claim.

Claim Example (from Introduction Paragraph):In order for students to improve academically, and avoid the “summer slide” American students should be in school year-round.

________________________________________________________

Body Paragraph 1 focused on improving students academically.

Body Paragraph 2 will focus on avoiding the “summer slide.” (This is why using two reasons in the claim is helpful!)

The topic sentence, evidence, and bridges you provide will all focus on how students forget some of the information over the summer which they were taught the previous school year.

Conclusion

Restate Claim Example (it’s not exactly the same as the claim you wrote before, but it is very similar): Year round school is the answer to the educational problems in America.

Summarize the Evidence Example (re-read your evidence; write the gist of your evidence:) A year-round schedule will prevent students from loosing

the hard earned knowledge gained throughout the year and will help

students to preform better academically.

Final Statement Example (Provide a benefit that will result from complying with or heeding the argument -or- provide a call to action to move the audience to want to make a change. This is your “drop mic” moment.): The nation’s future depends upon having intelligent citizens. Schools must be year

round in order to graduate such citizens.

Writing counter arguments (counterclaims) is a 7th grade skill. We don’t write them in 6th grade, but it is helpful to

know about them. Counter arguments are the other side of the arguments. Writers introduce the other side of the

argument (they predict what the reader will think), and will then proceed to explain why that way of thinking is wrong.

(Think: Introduce it, then crush it.) Look for these as you read argumentative pieces.

35

Glossary

Adjective: Words used to describe a noun. Ex: smart

Adverb: Words used to modify a verb. Ex: quickly

Account: A repot or description of an event or experience.

Alliteration – Alliteration is the repetition of similar sounds within a sentence or a phrase. It is sometimes more specifically defined as the

repetition of sounds at the beginning of words, or in stressed syllables. Alliteration is used a lot in poetry, but in prose as well, and its

purpose is usually to call attention to that particular set of words, or to contribute to the overall rhythm and flow of the writing. Ex. Sally

sells seashells by the seashore.

Allusion – An allusion is a reference to a widely known person, place, or event. The subject of an allusion is referred to rather than

explained in detail. The purpose of an allusion is often to clarify an idea or concept by referencing another idea that is universally

recognized and understood. Ex: He thinks he’s such an Einstein anytime he answers a question correctly.

Anecdote: A short personal story.

Argument: A logical way of presenting a belief, conclusion, or stance. Effective arguments are supported by reasoning and evidence.

Audience: A writer’s targeted reader or readers.

Author’s purpose: An author’s main reason for writing. A writer’s purpose may be to entertain, to inform, to persuade, to teach a moral

lesson, or to reflect on an experience. An author may have more than one purpose for writing.

Autobiography: A written account of an author’s own life.

Biography: An account of a person’s life written by another person.

Cause and effect: Text structure in which the author presents one or more causes and then describes the resulting effects.

Central message (central idea): The main idea of a fictional text; the central message may be directly stated or implied.

Chronology: Text structure in which the author uses numerical or chronological order to present items or events.

Claim: An arguable statement that a writer asks a reader to accept.

36

GlossaryComparison and contrast: Text structure in which the author compares and contrasts two or more similar events, topics, or objects.

Conflict: A struggle or clash between opposing characters, forces, or emotions.

Conjunction: A word used to connect clauses or sentences or to coordinate words in the same clause. Coordinating conjunctions: for,

and, nor, but, or, yet, so

Connotation: Implicit rather than explicit meaning of a word. It consists of the suggestions, associations, and emotional overtones

attached to a word. Feeling associated with a word.

Denotation: Exact, literal definition of a word independent of any emotional association or secondary meaning.

Dialogue: Spoken exchanges between characters in a dramatic or literary work, usually between two or more speakers.

Evaluate: Judge, assess, rate

Evidence: Supporting information a writer or speaker uses to prove a claim.

Excerpt: A portion of a larger text.

Explicit textual evidence: Information that is directly stated in a text.

Exposition: One of the classifications of discourse whose function is to inform, to instruct, or to present ideas and general truths.

Exposition presents information, provides explanations and definitions, and compares and contrasts.

Fable: Brief story that teaches a moral or practical lesson about life.

Fantasy: Story employing imaginary characters living in fictional settings where the rules of the real world are altered for effect.

Fiction: Imaginative literary works representing invented rather than actual persons, places, and/or events.

Figurative language: An expression that departs from the accepted literal sense or from the normal order of words; an extension of this

definition includes the use of sound for emphasis, including onomatopoeia, alliteration, assonance, and consonance.

Firsthand account: An event or topic based on an author’s personal experience. Examples include diaries, autobiographies, and letters.

Flashback: Scene that interrupts the action of a work to show a previous event.

Folktale: Short story from the oral tradition that reflects the mores and beliefs of a particular culture.

37

Glossary

Genre: Category used to classify literary and other works by form, technique, or content.

Grammar: The system and structure of a language.

Hyperbole – Hyperbole is the use of extreme exaggeration or extravagant statements, meant to create a strong impression, as well as to

evoke or indicate strong feelings. Hyperbole is not meant or interpreted literally, but the exaggeration contributes to the true meaning of

what is being said. Ex: I’ve been waiting for this forever.

Idiom – An idiom is a phrase or group of words that have a figurative meaning that differs from their literal meanings, and are understood

by many due to common usage and repetition. Idioms exist in all languages, but usually cannot be understood based on the literal

definitions of the words involved. Idioms are used in writing to convey a particular meaning or sentiment in a unique way. Ex: “Break a

leg!” I said to him before the show.

Imagery –Descriptive language used by an author to provide an image in the reader’s mind, appealing to one of the five senses. Imagery

is the use of any descriptive words or phrases that result in a clearer mental picture of the person, place, thing, or situation being

described. Many other figurative language devices can qualify as imagery.

Inference: Act or process of deriving logical conclusions from premises known or assumed to be true; the conclusions drawn from this

process.

Informational texts: Nonfiction texts that contain facts and information; also referred to as expository texts.

Interjection: an abrupt remark, made especially as an aside or interruption; an exclamation, especially as a part of speech Ex: ah! or dear

me!

Main idea: The central thought of a nonfiction text.

Memoir: Type of autobiography that usually focuses on a single time period or historical event.

Metaphor: A thing, idea, or action referred to by a word or expression normally reserved for another thing, idea, or action to suggest a

common quality shared between the two. Ex: “All the world’s a stage…”

Mood: The form of a verb that indicates the writer’s attitude toward a statement as it is made. Ex: I wish I could go.

38

Glossary

Motivation: Circumstance or set of circumstances that prompt a character to act a certain way or that determine the outcome of a

situation.

Myth: Traditional story accepted as history, which serves to explain the worldview of a people, usually in supernatural or imaginative

terms.

Mythology: A body of related myths most often regarded as fictional stories containing deeper truths.

Narration: The process of relating a sequence of events.

Narrative: A story about fictional or real events.

Narrator: One who tells, or is assumed to be telling, the story in a given narrative.

Nonfiction (Literary Nonfiction): Text that conveys factual information. The text may or may not employ a narrative structure and

characteristics such as dialogue. Additionally, literary nonfiction may also persuade, inform, explain, describe, or amuse.

Noun: a person, place, thing, or idea. Ex: Sally, teacher, pencil, school, excitement.

Onomatopoeia – Onomatopoeia is defined as words whose spelling and pronunciation imitate natural sounds. Onomatopoeia is used to

intensify a description of a sound, and make it more effective with a word that represents and resembles that sound. Ex. The party guests

murmured softly throughout the room.

Oxymoron: A figure of speech that combines two usually contradictory terms in a compressed paradox, as in the word bittersweet or the

phrase living death.

Paraphrase: A reader’s own version of a writer’s essential information.

Preposition: Words that show position. Ex: on, near, below. Prepositional phrases include a preposition and its object. Ex: on the floor

Personification: Metaphor that gives inanimate objects or abstract ideas human characteristics.

Perspective: Position, stance, or viewpoint from which something is considered or evaluated.

39

Glossary

Plot: Sequence of events or actions in a short story, novel, or narrative poem.

Point of View: Perspective or vantage point from which a literary work is told or the way in which the author reveals characters, actions,

and ideas.

Problem/Solution: Text structure in which the main ideas are organized into two parts: a problem and a subsequent solution that

responds to the problem, or a question and an answer that responds to the question.

Pronoun- Pronouns take the place of nouns. Subject Pronouns come before the verb: I, he, she, we, they, you, it. Object Pronouns come

after a verb: me, him, her, us, them, you it. Reflexive Pronouns reflect or refer back to a noun: itself, myself, himself, herself, ourselves,

themselves. Intensive Pronouns intensify a noun and directly follow the noun: itself, myself, himself, herself, ourselves, themselves.

Possessive pronouns show ownership: mine, our, theirs, his, her(s), yours…

Prose: A form of language that has no formal metrical structure. It applies a natural flow of speech rather than rhythmic structure.

Pun – A pun is a joke or phrase that takes advantage of words that have multiple definitions. Puns are almost always used for comic

purposes. Ex: He was having trouble remembering how to fasten the seatbelt, but then it clicked.

Purpose: Specific reason or reasons for writing. Purpose conveys what the readers have to gain by reading the selection; it is also the

objective or the goal that the writer wishes to establish.

Reason: The logical support behind an argument.

Repetition: Deliberate use of any element of language more than once: sound, word, phrase, sentence, grammatical pattern, or

rhythmical pattern.

Rhyme: Repetition of sounds in two or more words or phrases that appear close to each other in a poem. End rhyme occurs at the end of

lines; internal rhyme occurs within a line; Slant rhyme is approximate rhyme; a rhyme scheme is the pattern of end rhymes.

Secondhand account: An event or topic based on an author’s research rather than on personal experience.

Sensory details: Words or phrases that can be recognized or described through sight, sound, touch, smell, or taste.

Setting: The time and place in which events in a short story, novel, or narrative poem take place.

40

Glossary

Sequence: Text structure in which ideas are grouped on the basis of order or time.

Shades of meaning: Small differences in meaning between words that are similar.

Simile – A simile is a comparison of two things that are not necessarily alike, using connecting a word to link the comparison. The

connecting word is most commonly “like” or “as.” Similes are usually used to make a description more vivid or memorable, or to establish

a certain characteristic of the thing being described. Ex: He was as quiet as a mouse.

Stage directions: Words in a dramatic script that define an actor’s actions, movements, and attitudes.

Summary: A condensed version of a larger reading in which a writer uses his or her own words to express the main idea and relevant

details of the text.

Symbol: Object, person, place, or action that has both a meaning in itself and that stands for something larger than itself, such as a

quality, attitude, belief, or value.

Tension: The feeling or experience of the reader or audience as a story unfolds, especially the closer the reader or audience approaches

the climax of a story. The feelings and experience can include increased involvement or interest, dread, anticipation, thrill, or uncertainty.

An author may create tension through pacing, foreshadowing, actions, word choice, sentence or text structure, dramatic irony, and other

techniques and devices.

Textual evidence: Support lifted directly from a text to support inferences, claims, and assertions. Using textual evidence demands that

readers engage with the text and share the specific aspects of the text that influence their thinking.

Theme: Central meaning of a literary work. A literary work can have more than one theme.

Third person narration: Narration in which the narrator stands outside the events in a story.

Tone: A writer’s or speaker’s attitude toward a subject, character, or audience conveyed through the author’s choice of words and detail.

Tone can be serious, humorous, sarcastic, objective, etc.

Transitional words and phrases: Words and phrases used to create logical links between ideas expressed in writing.

Trait: Distinguishing feature, as of a person’s character.

40

GlossaryUnderstatement: A kind of irony that deliberately represents something as being much less that it really is; the opposite of hyperbole or

overstatement.

Verb: Words that show action or being. Action verbs show action. Ex: jump. Linking verbs do not show action; they link the subject to a

noun or adjective. Ex. is, was, were, am. Jane is happy.

Verse: Any single, long line of a poetry composition. Verse can, however, also refer to a stanza or any other part of a poem.

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

41

Glossary

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

page37 skill standard - biloxischools.net

Documents