Language Arts: Classroom Review | Quizalize

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Language Arts: Classroom Review | Quizalize

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Language Arts: Classroom Review

Quiz by Omri Davis

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Q 1/6
Score 0
The run down house appeared depressed.
30
idiom
personification
Q 2/6
Score 0
I am so hungry I can eat a horse.
30
idiom
simile
metaphor
hyperbole

6 questions

Q.

The run down house appeared depressed.

1

30 sec

Q.

I am so hungry I can eat a horse.

2

30 sec

Q.

This test is a piece of cake.

3

30 sec

Q.

Meow! Honk! Beep Beep! These are examples of __________________________.

4

30 sec

Q.

Janie read a book by the babbling brook.

5

30 sec

Q.

You are my guardian angel.

6

30 sec

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Make a quiz using this information: Professional Learning Communities Despite compelling evidence indicating that working collaboratively represents best practice, teachers in many schools continue to work in isolation. Even in schools that endorse the idea of collaboration, the staff's willingness to collaborate often stops at the classroom door. Educators must stop working in isolation and hoarding their ideas, materials, and strategies and begin to work together to meet the needs of all students. Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. The powerful collaboration that characterizes professional learning communities is a systematic process in which teachers work together to analyze and improve their classroom practice. Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning. This process, in turn, leads to higher levels of student achievement. Collaborative conversations call on team members to make public what has traditionally been private—goals, strategies, materials, pacing, questions, concerns, and results. These discussions give every teacher someone to turn to and talk to, and they are explicitly structured to improve the classroom practice of teachers—individually and collectively.’ Each team must have time to meet during the workday and throughout the school year. Teams must focus their efforts on crucial questions related to learning and generate products that reflect that focus, such as lists of essential outcomes, different kinds of assessment, analyses of student achievement, and strategies for improving results. Teams must develop norms or protocols to clarify expectations regarding roles, responsibilities, and relationships among team members. Teams must adopt student achievement goals linked with school and district goals. Professional learning communities judge their effectiveness on the basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. Example of a PLC Goal: “We will increase the percentage of students who meet the state standard in language arts from 83 percent to 90 percent” or “We will reduce the failure rate in our course by 50 percent.” The results-oriented professional learning community not only welcomes data but also turns data into useful and relevant information for staff.
Language arts
Language Arts Unit 4
Language Arts- Conjunctions
Language Arts Quiz ( 15th October 2021)
110.31.b.17.C
Topic: Reading/Vocabulary Development
STAAR English II High School 2014 - Past Paper