No complaints from any student I’ve worked with, their parents, my colleagues, and my supervisors about the worksheets – just gratitude that the kids get more practice that helps them relate to a difficult concept. They resent being assigned “baby stuff,” and I completely understand why their thinking shuts down when I use lackluster activities. I work with a wide variety of students from completely individual socioeconomic backgrounds who are studying for the HiSet (formerly known as the GED test). I apologize for my colleagues who have “dissed” Mr Morton’s efforts in offering inference worksheets that are exceptionally well-created and are FREE. RL/RI.11-12.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL/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. RL/RI.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL/RI.7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL/RI.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL/RI.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL/RI.4.1 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
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