...Educator Guide to the 2014 Grade 7 Common Core English Language Arts Test THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. ................................................................ ANTHONY S. BOTTAR, Vice Chancellor, B.A., J.D. ............................................................... ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. ....................................................... JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .......................................................................... GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ........................................................................... HARRY PHILLIPS, 3rd, B.A., M.S.F.S. .................................................................................... JAMES R. TALLON, Jr., B.A., M.A. .......................................................................................... ROGER B. TILLES, B.A., J.D. ................................................................................................... CHARLES R. BENDIT, B.A. ..................................................................................................... BETTY A. ROSA, B.A., M.S. in Ed., M.S. in Ed., M.Ed., Ed.D. ............................................. LESTER W. YOUNG, Jr., B.S., M.S., Ed.D. .............................................................................. CHRISTINE D. CEA, B.A., M.A., Ph.D. .......................
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...course. In my point of view, this exam is closed related to the Semantics study. Therefore, in this paper, I will present the exam in a semantics way. The IELTS exam has four parts---listening, reading, writing and speaking. I will look into them respectively from a semantics perspective. The listening part has much to do with context. Hall E. T. defines the “context” as the information that surrounds an event; it is inextricably bound up with the meaning of the event. Thus, we have high-context and low context. A high-context communication or message means most of the information is already in the person, not in words. A low context communication is the just the opposite, that is, the important information is stated. IELTS is made by the British Council, and Britain is a typical low-context country. Nevertheless, China is a typical high-context country and we Chinese are affected by that culture in the IELTS exam. In Chinese exams, we have questions that need us to infer the content or the relationship between the speaking people or guess the intended meaning behind a word. But in IELTS, they never have questions like these. The answers to all IELTS questions shall be from the passage itself. We shall not guess or think too much. The only thing we shall do in an IELTS listening exam is listening carefully and remember what the record said. Perhaps that is also how people in a low-context country communicate with each other. The reading part can be explained by G. LEECH’s 7 types...
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...Scripture Analysis Project Step 10 The passage studied was Isaiah 42:1-4 in the New Standard Revised Version of the Bible. This passage is small but caries lots of meaning and is composed with strong characteristics. While reading this passage, a lot of unanswered questions and concerns come to mind that may clear up the passage and make it easier to understand. This project allowed me to translate words using the bible dictionary and study the footnotes which gave me a whole new perspective on this passage. At a glance, one could easily overlook this small passage when interpreting what Isaiah has to say in his scripture. Initially, it appears that Isaiah is talking about an individual when he refers to a servant selected by God to carry out his orders and “bring forth justice to the nations” (NRSV p. 1023). However, after listening to the commentaries and reading the entire book of Isaiah it is obvious that he is referring to the entire nation of Israel. If one is to read just the little excerpt it is easy to see how people can misinterpret passages of the bible. It is definitely recommended to view what you are looking at in the context it was intended to be viewed before making judgments. The overall meaning of this passage is one that can be debated to some degree. It seems as if Isaiah has been told by God to make it Israel’s goal to spread the word of the Lord no matter what it takes. Israel is to use all means necessary, which includes force. This seems...
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...Entry 1: Passage: I was four and Lori was seven…“How many places have we lived?” I asked Lori. “That depends on what you mean by ‘lived,’” she said...We counted eleven places we had lived, then we lost track. (pg. 29) Situation: Jeannette and her older sister, Lori, talk about how many times they have moved in their life. At the time, Jeanette is four and Lori is seven when they have this conversation. Analysis: The passage shows how the parents kept moving their children around to so many different places that they never were able to get established in their community. In the book, it talks about how the family keeps moving and moving. When they move, they would find very remote or unusual places to stay that was not always the best living conditions for the children. The author chooses to add this to her...
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...Helpful Hints for ACADEMIC MODULE BY GARRY ADAMS & TERRY PECK Practice Tests and Hints for IELTS Listening • Reading • Writing • Speaking fully updated for new IELTS Speaking Test format 101 Helpful Hints for IELTS PUBLISHER'S ACKNOWLEDGEMENTS AUTHORS' ACKNOWLEDGEMENTS The publishers are grateful for permission to use copyright material. We would like to acknowledge the original sources of text material listed below. Permission has been sought to reproduce all material whose source could be identified. Information that will enable the publishers to rectify any error or omission in subsequent editions will be welcome. We would like to acknowledge the support of the following people: The nine Band Score descriptions on page 12 are reproduced from The IELTS Handbook, a joint publication of the University of Cambridge Local Examinations Syndicate, The British Council, and IDP Education Australia: IELTS Australia. The reading passage "Regional Student Survey" on page 97, is adapted from The ELICOS Student Contextualised - Facts & Figures by Ms. CM. Bundesen, with permission of the author. Bruce Bell, HelenkaPiotrowski, Laurent Seibert, Andrew Thomas (Sydney English Language Centre), and Soon-Young Yoon. ABOUT THE AUTHORS Terry Peck and Garry Adams have extensive IELTS coaching experience, both having been involved in implementing and designing IELTS coaching programmes. Terry Peck was an IELTS examiner for a number of years in...
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...Helpful Hints for ACADEMIC MODULE BY GARRY ADAMS & TERRY PECK Practice Tests and Hints for IELTS Listening • Reading • Writing • Speaking fully updated for new IELTS Speaking Test format 101 Helpful Hints for IELTS PUBLISHER'S ACKNOWLEDGEMENTS The publishers are grateful for permission to use copyright material. We would like to acknowledge the original sources of text material listed below. Permission has been sought to reproduce all material whose source could be identified. Information that will enable the publishers to rectify any error or omission in subsequent editions will be welcome. The nine Band Score descriptions on page 12 are reproduced from The IELTS Handbook, a joint publication of the University of Cambridge Local Examinations Syndicate, The British Council, and IDP Education Australia: IELTS Australia. The reading passage "Regional Student Survey" on page 97, is adapted from The ELICOS Student Contextualised - Facts & Figures by Ms. CM. Bundesen, with permission of the author. AUTHORS' ACKNOWLEDGEMENTS We would like to acknowledge the support of the following people: Bruce Bell, HelenkaPiotrowski, Laurent Seibert, Andrew Thomas (Sydney English Language Centre), and Soon-Young Yoon. ABOUT THE AUTHORS Terry Peck and Garry Adams have extensive IELTS coaching experience, both having been involved in implementing and designing IELTS coaching programmes. Terry Peck was an IELTS examiner for a number of years in Sydney, Australia. AVAILABLE...
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...Go anywhere from here. JAPAN Princeton Economics AustrAliA TOEFL iBT Tips ® United StateS PURDUE U POLITECNICO dI MILANO HONG KONG LAW How to prepare for the TOEFL iBT. www.ets.org/toefl UCLA CANADA ENGINEERING ART FRANCE Teaching YALE Germany MEDICINE U of British ColUmBia MCGILL SINGAPORE UK U OF TOKYO KOREA TOEFL® iBT Tips TOEFL iBT Tips—from ETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Open More Doors with TOEFL® iBT, the Key to Academic Success . . . 4 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The TOEFL® Test—The Key to Academic Success . . . . . . . . . . . . . . . . . 4 TOEFL Scores Open More Doors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The New TOEFL iBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 What’s New About the TOEFL iBT? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Why Were Changes Made to the TOEFL Test? . . . . . . . . . . . . . . . . . . . . 5 About the TOEFL iBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Format . . . . . . . ...
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...Part1 The Analysis of the Teaching Material 1. Source and genre of the passage This reading passage is a piece of argumentation with clear structure and strong reasoning feature. It mainly talks about how to seek helpful advice from the right person around you. It contains some useful words and sentence structures and in the meanwhile, it can give students practical and meaningful advices. 2. Teaching aims 1) Knowledge aims: to help the students master the usage of 4 important words, phrases and sentence patterns 2) Ability aims: to develop Ss’ 4 basic skills, especially reading skills, such as skimming, scanning, guessing and concluding; Guide them to find the clue and the outline of such an argumentative style and use these reading skills to collect and deal with information. Meanwhile, inspire them to express their own opinions using the language they learned in the class so they can practice their oral English. 3) Emotional aims: get the Ss to know … thus strengthen their love for… 3. Teaching focus and difficulties: 1) focus: to enable the students to master the reading skills, such as skimming, scanning, detailed reading and so on. 2) difficulties: it’s hard for senior Ss to speak up and it’s hard for Ss to get involved so the teacher has to encourage and motivate them. It may be hard for them to identify the structure of an argumentation as well. Part2 Teaching methods To achieve the teaching aims above, I’ll adopt the following teaching...
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...Analysis of a Passage from T.S. Eliot's the Waste Land T.S. Eliot writes very deliberately, including just the right details and organizing the poem so that each phrase and section is arranged in the most effective way possible. The following passage is from Eliot's The Waste Land: There is shadow under this red rock, (Come in under the shadow of this red rock), And I will show you something different from either Your shadow at morning striding behind you Or your shadow at evening rising to meet you; I will show you fear in a handful of dust (25-30) This passage seems to be strategically placed after several lines that allude to a passage from Ecclesiastes 12 of the Bible and directly before a number of allusions and examples that illustrate the "fear in a handful of dust" (Eliot 1-76). To completely understand the meaning of the passage above, the context in which it is used and the allusions that are employed must first be recognized and understood. First, the several lines preceding the above passage allude to Ecclesiastes 12 of the Bible which portrays feelings of hopelessness and of meaninglessness; meanwhile, the selected passage contains a small sense of hope as well as an invitation to the reader to see what Eliot sees. "A heap of broken images" or "And the dry stone no sound of water" are both phrases included in the preceding lines that lack a sense of hope and that support the allusion to Ecclesiastes 12 in which "Everything is meaningless!" (Eliot 22, 24)...
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...important and has many interrelationships with various aspects of life owned by human being. In Indonesia, English considered as the first foreign language and taught formally from elementary school up to the university level. The most often become to complain is the teachers ability in applying appropriate approaches, methods, strategies or techniques in teaching or learning. So, many students are not interest in learning English. Therefore, the English teach suggested in order to be able mastering of method, such as, Nababan (1991: 4) notices that a qualified teacher is the teacher who is able to suit best method or technique to the material that is being taught. In English, there are four skills that should be mastered, they are: listening, speaking, reading, and writing. The reading skill becomes very important in the education field, students need to be exercised and trained in order to have a good reading skill. Reading is also something crucial and indispensable for the students because the success of their study depends on the greater part of their ability to read. If their reading skill is poor they are very likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have a good ability...
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...Can Christians have Wealth? Scott Tysvaer Palm Beach Atlantic University Investments Matthew 25: 14 – 30 can be interpreted several different ways. It can be viewed differently. Even today, people find different meanings within the same verses. The true meaning of this parable is going to be explored through the eyes of the ancient Jews and of people today. It is going to be analyzed through textual analysis, interpretation, and application. Textual Analysis An ancient Jew listening to this parable would have interpreted this verse very differently than people today. One reasons is because this was written after the time of Jesus’ return. This story would have had a deeper meaning to the Jews listening to this parable. There was significance to the delay between the time of the master in the parable leaving and returning to the Jesus ascension and His second coming (Barnes, T., 2006). People listening to this parable could have related the master, in this story, to Jesus and the servants to Jesus’ followers (Chamblin, D., 2014). Another reason an ancient Jew would have viewed this parable differently is because of their view of a talent. A talent during biblical times as would have had a more substantial weight to it than it has today. Modern day people do not realize that a single talent was could have weighed up to 50 pounds. This was not something that could have just been carried around easily in someone’s pocket (Barron, R. 2014). An ancient Jewish reader would...
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...Introduction The learners and teachers of English and EFL (English as a Foreign Language) textbooks are three major inter-related elements in the process of present day education. Hutchinson, 1994 cited in (Evaluating an EFL textbook - A new English Course) states that, “The textbook is an almost universal element of ELT teaching”. Therefore, a textbook can be mentioned as a useful instrument which serves as a guide or an instructional manual for studying a particular subject. Against the common belief that students are the key in this direction, many scholars hold the view that textbooks are the heart of education with regard to the fact that both teachers and students are to a large extent dependent on the books (Sarem, S. N., Hamidi, H., Mahmoudie, R., 2013).Therefore, it is clear that a textbook facilitates the teaching and learning process and thus, is helpful both for the teacher and the students. Textbooks are compiled and developed because they are the most convenient means of providing the structure that the teaching-learning system requires. Textbooks are a good solution to overcome the weaknesses in teaching materials. Ansary and Babaii (2002) cited in (An Evaluation of English Language Textbook 'Say it in English' for first year intermediate Grade in South Arabia, 2012) state that, “Although the textbook is not the only tool for the teaching and learning process, it is still of a significant impact for achieving the language learning objectives...
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...Capella University MBA6010 – Professional Effectiveness: Strength, Impact, and Reposition Professor Pamela Solberg-Tapper Assignment u06a2 – Professional Challenge – Coaching Analysis Final Paper By Dawn Patterson October 1, 2010 I. Overview In summarizing my learning from this course about the coaching and feedback process, I learned the most about myself during the classmate phase of the coaching process. Many things were illuminated over the course of the coaching sessions with my classmates and coworker. Turns out that the concern I brought to the forefront to receive coaching and direction on was one of many symptoms related to a greater issue that wasn’t as easily identifiable as other indicators had suggested. What I believed to be a problem with managing a stressful work environment really was an issue with effective communication. The coaching process is comprised of three elements; planning, conducting the discussion(s), and evaluating. In the planning phase I developed a short-term plan to help the coachee achieve their expressed goal. The next phase of the process, conducting the discussion entailed the actual delivery of the feedback. Lastly, the evaluation phase provided an opportunity to track the progress and adoption of the prescribed approach to train and develop the coachee. The evaluation phase also created an opportunity for the coachee to share feedback with the coach on the effectiveness of the coach’s delivery...
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...that requires opportunities for learners to participate in communication where making meaning is a primary goal. Reading is one of the language skills which students need to develop and the most important of all the four language skills. Students’ academic success and their language proficiency depend largely on their ability to read and comprehend the textbook and notes they receive in different subjects (Getachew: 1996). Though reading is not the only skill to be taught in the language classroom, it is definitely the most important for many ESL/EFL learners (Grabe2002). So, reading in a second or foreign language setting continues to have an increasingly important role. Traditionally, reading comprehension lessons have centered on a passage of text followed by questions. But the questions were usually designed to find out whether the students had understood, rather than to facilitate understanding. In other words, they were devices for testing rather than teaching (Nuttal 1982). There are still different points of view on how reading is processed. According to Anderson (1999), there are three models of reading comprehension process: bottom-up, top-down and interactive. With the bottom up approach, reading is viewed as a process of decoding written symbols, working from smaller units to large ones. But many scholars argue that...
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...The Call of Moses (Exodus 3: 1-22, 4: 1-17) Historical Background for the Passage: The book of Exodus is the crucial Old Testament book concerning Israel's beginning and early years as a nation. The Exodus, meaning way out or departure, is the impressive liberation of the Israelites from enslavement in Egypt, under the guidance of Moses. Throughout Exodus we are introduced to a God who is the Lord and Savior of his people. Exodus covers a crucial period in Israel's early history as a nation. Most conservative scholars believe the Hebrews left Egypt about 1440 B.C. Some believe it took place much later, around 1280 B.C. About two-thirds of the book describes Israel's experiences during the two years after this date (Sanford, 1996). This was the period when Israel traveled through the wilderness toward Mt. Sinai, and received instructions from God through Moses, as he met with God on the mountain. Summary and Analysis of Passage: Moses, while tending his sheep in the desert near Mt. Horeb, comes across a burning bush and thinks to himself “I will go over and see this strange sight – why the bush does not burn up” (NIV, Exodus 3: 3). When the Lord sees that Moses has come over to look, God calls to him from the bush, Moses approaches the bush God tells him that the ground he is standing on is holy, and he should remove his sandals. He then proceeds to instruct Moses to return to Egypt to free the Israelites from bondage. Moses has fears that no one will believe him, and...
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