www.wida.us/assessment/ACCESS/ACCESS_Sample_Items.pdf

1. www.wida.us/assessment/ACCESS/ACCESS_Sample_Items.pdf

3. WORD CHOICE I need great action verbs when writing descriptions.

4. intrusive smokestacks endlessly polluting belching spewing contaminants thoughtlessly dumping pollutants boat motorboat skiff throw discard

5. Roundtable adjectives to describe the feelings reflected in this picture.

6. Other words for “said” based on 10 different emotions or purposes for speaking In a happy way Word to Substitute • laughed • rejoiced • giggled • joked • lilted • sang out In a sad way • cried • agonized • bawled • blubbered • lamented • sobbed • groaned • sniveled • wept • mourned http://www.cyberspaces.net/6traits/wsaid.html Combine this idea with the paint swatch to rank the words.

7. Write Guy Watch the video clips. Prepare to share your reactions and application ideas. • Use of Mentor Texts • Focused Free Writing • Express Lane Editing http://www.writeguy.net/

8. Video Clip of FANBOYS For And Nor But Or Yet So These are the only words in English strong enough to connect two sentences with just a comma. Compound sentence. http://www.writeguy.net/

9. Examples of FANBOYS We will watch a video, for it is easier to implement what we can see in practice. The teacher will model compound sentences, and students will work in teams to find examples. Many students don’t get excited about worksheets, nor do they effectively transfer the skills to their own writing. Run-on sentences and comma splices are common errors, but FANBOYS can help students avoid them. Teachers can stick with traditional practices, or they can try new strategies that have worked for others. Jeff Anderson’s students will practice with others, yetthey still need to work independently with appropriate authentic resources. Punctuation is complex, so teachers need strategies to make teaching and learning fun.

10. Language to Avoid Making Generalizations Typically both cultures _______________________________________. It is typical for family members in each culture to _______________________________________. The people in each culture tend to ___________________________________________________. There is a tendency in both cultures to _______________________________________________. Generally these two communities ___________________________________________________. Japanese and Mexican, in general, __________________________________________________. Customarily, the people of Japan and Mexico __________________________________________. Apparently both cultures _______________________________________. It seems apparent that the families in each society ________________________________________. Evidently each culture ______________________________________________________________. One could infer that both Japanese and Mexicans ________________________________________. Usually the children in each country ___________________________________________________. DIFFERENCES Very evident differences could be expressed in statements similar to those in the section on animals. Language to Avoid Making Generalizations Typically Mexicans, ______________, butthe Japanese ___________________________________. In general, people in Japan ___________;however, this is not common in Mexico. Generally in the Mexican family, ___________________, yet in the Japanese home _____is the custom. Mexicans are more apt to ____________ than are the Japanese Although there is a tendency I the Japanese culture for people to _________, the custom in Mexico is to ___. In Mexico people customarily _________________, while in Mexico ___________ is more common. It seems thatMexican children ______________, while Japanese Children ___________________. ___________________

11. AAAWWUBBIS

12. See the “hook” words in dependent clauses: • As • Although • After • While • When • Unless • Because • Before • If • Since As AAAWWUBBIS

13. Remember AAAWWUBBIS _ _ _ _ _ _ _ _ _ _ _ _ _. When the clause is first, listen for the pause and use a comma. _ _ _ _ _ _ _ _ AAAWWUBBIS_ _ _ _. No comma is needed if there is no pause.

14. Suggestion for ELLs and others: use visuals to introduce and practice the skills prior to use of literacy resources.

15. COMPLEX SENTENCES FOR SEQUENTIAL ACTION • Before _________________________________, _____________________________________. • After ____________________________________, _____________________________________. • ____________________________________before _________________________________ . • ____________________________________ after _____________________________________ . • When_________________________________ , ________________________________________ . • _______________________________ when ________________________________________.

16. COMPLEX SENTENCES FOR SIMULTANEOUS ACTION • When_________________________________ , ______________________________________ . • __________________________________ when _______________________________________ . • As ____________________________________, ______________________________________ . • ____________________________________ as ______________________________________ . • While __________________________________, _____________________________________ . • ___________________________________while ________________________________________

17. COMPLEX SENTENCES FOR CAUSE AND EFFECT • ______________________________because____________________________________. • Because ____________________________, ____________________________________. • Since______________________________, ___________________________________. • _______________________________ since ___________________________________ .

18. COMPLEX SENTENCES TO EXPRESS CONDITIONS 1. If _________________________________, ________________________________________. 2. _________________________________ if _______________________________________. • Unless ____________________________ , ________________________________________ . • __________________________________ unless _______________________________________ . 5. Only if _____________________________, _________________________________. 6. _____________________only if _______________.

19. Exit cards Example 1 • I am the most excited about ___________________________________________. • I am reflecting on ___________________________________________. • I am worried about ___________________________________________. Example 2 3 ideas I learned: 2 ways I can apply: 1 question I have.

20. PROMPTS FOR LEARNING LOGS What is the most important big idea you learned? I learned that_________________________________ ____________________________________________ For example: __________________________________________________________________________________________ How does this connect to what you already know? ________________________________________________________________________________________________________ How can you use this in the future? __________________________________________________________________________________________

21. Choral read with me Note: Michael Dunn, assistant to the Superintendent for the Right to Read Initiative at the Illinois State Board of Education, cited findings from the New Jersey Writing Project at the Illinois Annual Statewide Conference. He stated that in that project learning improved by 400% in classrooms where students did this form of “journal” or Learning Log 3 or 4 times a week. (This is an adaptation of that form. “For example” has been added to help students focus learning on the big ideas. )

22. PROMPTS FOR LEARNING LOGS What is the most important topical idea you learned? I learned that_________________________________ ____________________________________________ Now I understand that: __________________________________________________________________________________________ How does this connect to what you already know? ________________________________________________________________________________________________________ How can you use this in the future? __________________________________________________________________________________________

23. I learned that:_______________________ ___________________________________ PICTURE Now I understand that: _______________ ___________________________________