SUCCESS ACADEMY
Language Arts/Reading
9th GRADE
Teacher Packet/
Answer Key
TUTORING SESSION 1
Focus Lesson: Word Meanings and Main
Idea
Mini-Lesson passage: “Kofi
Annan Wins Nobel Peace Prize”
Instructional Passage: The Story of My Life
By Helen Keller
Curriculum and Instruction
2010-2011
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Session 1
Perla Tabares Hantman, Chair
Category 1: Vocabulary Dr. Lawrence S. Feldman, Vice Chair
Dr. Dorothy Bendross-Mindingall
LA.910.1.6.3 – use context clues to determine meanings of new words
Carlos L. Curbelo
Renier Diaz de la Portilla
Target Lesson 1: Words in Context
Dr. Wilbert “Tee” Holloway
Objective: Students will use strategies to develop grade appropriate vocabulary.
Dr. Martin Karp
Discuss with students how they will build
vocabulary
Dr.their
Marta
Pérez by identifying signal words
that provide clues to word/phrase relationships and their meanings.
Raquel A. Regalado
Teacher
Define: context clues - words, phrases
or sentences
around an unfamiliar word that
Alexandra
Garfinkle
provide clues to the word’s meaning. Student Advisor
Teach basic kinds of context clues. Write the sentence on the board or overhead.
Provide students with a sample for each type of clue.
Restatement Signal Words – words or phrases such as in other words and that is can
signal the meaning.
EXAMPLE: The umpire treated every player in an exacting manner; that is, he was stern
and uncompromising with them.
M.exacting
Carvalho
EXPLANATION: From the context, readers Alberto
can tell that
means “stern and
uncompromising.” The phrase that is signals
that the wordsofstern
and uncompromising
Superintendent
Schools
restate the meaning of the word.
Contrast Signal Words – words or phrases such as but, by contrast, or although indicate
that an unfamiliar word contrasts with another word in the passage.
Milagrospolicy,
R. Fornell
but his friend found it
EXAMPLE: Jose was disdainful of the new homework
Associate Superintendent
invigorating and inspiring.
Curriculum and Instruction
EXPLANATION: From the context, readers can tell that disdainful means “scornful”,
“tedious” or “contemptuous.” The word but signals that disdainful contrasts with the
words invigorating and inspiring.
Dr. Maria
de Armas
Definition/Explanation Clues – a sentence may
actuallyP.
define
or explain an unfamiliar
Assistant
Superintendent
word by using commas, hyphens, or parenthesis
to signal
the meaning of the word.
Curriculum and Instruction, K-12 Core
EXAMPLE: The ancient Egyptians used natron, a hydrated mineral, to dry the corpse
during the mummification process.
EXPLANATION: From the context, readers canKaren
tell that Spigler
natron means “a hydrated
Administrative
mineral” or salt. The commas signal the meaning
of the word.Director
Division of Language Arts/Reading
Curriculum and Instruction
2010-2011
Reporting Category 1: Vocabulary - LA.910.1.6.3
Student Practice
Have students work in pairs to determine word meaning and signal words.
1. Many types of fauna, for example the Burmese python, the Yellow anaconda, and
the boa constrictor have invaded Everglades National Park.
ANSWER: From the context, readers can tell that examples of fauna include
pythons, anacondas, and constrictors.
SYNONYMS: animals of a given region or location; a group of animals
common to an area; creature; beast.
2. The police officer was judiciously protected by two fellow officers, but the suspect
was imprudently and unwisely alone.
ANSWER: From the context, readers can tell that the word but signals that
judiciously contrasts with the words imprudently and unwisely.
SYNONYMS: practical; discreet, prudent, exercising, or characterized by good or
discriminating judgment; wise, sensible, or well-advised.
3.
The king and his old guard were accused of rampant corruption and nepotism
(favoritism), when he appointed his nephew ambassador.
ANSWER: From the context, readers can tell that nepotism is defined within the
parenthesis.
SYNONYMS: favoritism; bias; patronage bestowed on the basis of family
relationship; discrimination; inequity, one-sidedness; preference.
4. The newspaper’s incredulous advertisement stated that the new eco-friendly air
cooler would reduce electric bills by 96% and reduce carbon emissions by 78%.
ANSWER: From the context, readers can tell that examples of incredulous ads
include claims of reduced electric bills and reduced carbon emissions.
SYNONYMS: disbelieving, distrusting, skeptical, unbelieving; not credulous;
disinclined or indisposed to believe; showing unbelief.
5. Bella is a typical belligerent character, that is, she is strong and quarrelsome.
ANSWER: From the context, readers can tell that the phrase that is signals that
the words strong and quarrelsome restate the meaning of the word.
SYNONYMS: hostile; pugnacious; warlike; aggressive; combative; contentious.
Curriculum and Instruction
2010-2011
Reporting Category 2: Reading Application
LA.910.1.7.3 – determine the main idea or essential message in grade level or
higher texts through inferring, paraphrasing, summarizing, and identifying
relevant details
Target Lesson 2:
Objective: Students will identify and compare elements of nonfiction text to determine
the main idea.
A main idea is a statement that expresses concisely, but completely, what the passage is
about. Supporting information includes details, examples and reasons. Each piece of
information is, by itself, not as important as the whole idea, or essential message of the
passage.
While reading, ask yourself the question, “What is the author saying about these ideas or
details?”
Remember that sometimes the main idea is implied rather than stated directly; you may have
to infer what the main idea is.
Discuss with students how they find main idea and supporting details that support the
central idea of a selection. Students should understand that often the main idea is
explicit: the author states the central idea within the text. However, sometimes the
main idea is implicit: that is, the main idea is not stated anywhere within the text and
readers must infer the message from the supporting details. Use the following
examples of both explicit and implicit main idea.
Read the following sample passages. Notice the position of the sentence stating the
main idea.
The main idea is in the first sentence followed by details:
Clara Barton, known as America’s first nurse, was a brave and devoted humanitarian.
While caring for others, she was shot at, got frost bitten fingers, had severe laryngitis
twice burned her hands, and almost lost her eyesight. Yet she continued to care for the
sick and injured until she died at the age of 91.
The main idea is in the middle of the paragraph with details on both sides:
The coral have created a reef where more than 200 kinds of birds and about 1,500 types
of fish live. In fact, Australia’s Great Barrier Reef provides a home for many interesting
animals. These include sea turtles, giant clams, crags, and crown-of-thorn fish.
The main ideas is the last sentence summarizing the details that came before:
Each year Antarctica spends six months in darkness from mid-march to mid-September.
The continent is covered year-round by ice that causes sunlight to reflect off its surface. It
never really warms up. In fact, the coldest temperature ever recorded was in Antarctica.
Antarctica has one of the harshest environments in the world.
Curriculum and Instruction
2010-2011
The main idea is not stated in the paragraph and must be inferred from the supporting
details (implicit):
The biggest sea horse ever found was over a foot (45 cm) long. Large sea horses live
along the coasts of New Zealand, Australia, and California. Smaller sea horses live off
the coast of Florida, in the Caribbean Sea, and in the Gulf of Mexico. The smallest adult
sea horse ever found was only one-half inch (1.3 cm) long.
In this example the implied main idea is that sea horses’ sizes vary based on where they
live.
In order to make sense of text, students must be able to find evidence that supports the main idea. The
following are some tips for helping students find key textual evidence when reading:
1. Reread the text, skimming and scanning for important information.
2. Reread the headings and subheadings to determine supporting evidence.
3. Look at the text features and read the captions.
4. Reread the introduction and conclusion.
5. Work with a partner to discuss and find evidence from the text.
Student Practice
Read the following passage: “Kofi Annan Wins Nobel Peace Prize”, with your teacher. After
reading, reread and use the graphic to take notes on the key points and supporting details you
believe to be important in the passage.
Supporting detail
Supporting detail
Main Idea
Supporting detail
Supporting detail
Source: Exploring Nonfiction-Social Studies- Secondary. (2003). Teacher Created materials & TIME
Learning Ventures.
Curriculum and Instruction
2010-2011
Curriculum and Instruction
2010-2011
ANSWER KEY
Supporting detail
Supporting detail
Answers may vary.
Answers may vary.
Nobel Prize began in 1901 to honor
the accomplishments of people who
helped humanity.
Kofi Annan was awarded Nobel Peace
Prize in 2001. He has spent many
years working on peacekeeping
missions and dreams of a more
peaceful world.
Main Idea
Supporting detail
Supporting detail
Kofi Annan worked for World Health
Organization to reduce poverty and
prevent spread of HIV/AIDS.
United Nations was created in 1945 to
work for peace, security, and economic
and social justice for all people.
SAMPLE MAIN IDEA:
The Nobel Prize is a prestigious award given to influential people such as Kofi Annan in
recognition of promoting a more peaceful world.
Curriculum and Instruction
2010-2011
FCAT Question Task Card
Create an FCAT type question using the FCAT Task Cards. Write the question on the board.
Select key words from the questions to alert students as to which benchmark the question is
targeting.
HIGH SCHOOL QUESTION TASK CARDS Design questions that require students to identify main idea
and relevant details in a passage. Support answers with details and information from the text.
HIGH SCHOOL QUESTION TASK CARDS
Design questions that require students to find the main idea of the passage. Support answers with
details and information from the text.
(LA.910.1.7.3)
• What is the main idea of this article?
• What would be another good title for the article?
• Based on all the information given, how does each piece
contribute to the idea that_______________?
• Which sentence gives the best summary?
• What is the primary topic in the article?
• What is the essential message in the article/story?
• What is the central idea of the article?
• What is the main goal of?
RELEVANT SUPPORTING DETAILS
• Which sentence best characterizes‘s _____attitude toward ______?
• How does _____support the idea that ______?
• How can the reader prove the idea that ______is the main idea of this text?
Curriculum and Instruction
2010-2011
DIRECTIONS: Read the following excerpt from the book The Story of My Life and answer questions 1 –
7 in your Student Answer Book.
The Story of My Life by Helen Keller
The most important day I remember in all my life is the one on which my teacher, Anne
Mansfield Sullivan, came to me. I am filled with wonder when I consider the immeasurable
contrasts between the two lives which it connects. It was the third of March, 1887, three
months before I was seven years old.
On the afternoon of that eventful day, I stood on the porch, dumb, expectant. I guessed
vaguely from my mother’s signs and from the hurrying to and fro in the house that something
unusual was about to happen, so I went to the door and waited on the steps. The afternoon
sun penetrated the mass of honeysuckle that covered the porch, and fell on my upturned face.
My fingers lingered almost unconsciously on the familiar leaves and blossoms which had just
come forth to greet the sweet southern spring. I did not know what the future held of marvel or
surprise for me. Anger and bitterness had preyed upon me continually for weeks and a deep
languor had succeeded this passionate struggle.
Have you ever been at sea in a dense fog, when it seemed as if a tangible white
darkness shut you in, and the great ship, tense and anxious, groped her way toward the shore
with plummet and sounding-line, and you waited with beating heart for something to happen?
I was like that ship before my education began, only I was without compass or sounding-line,
and had no way of knowing how near the harbor was. “Light!” was the wordless cry of my
soul, and the light of love shone on me in that very hour.
I felt approaching footsteps. I stretched out my hand as I supposed to my mother.
Someone took it, and I was caught up and held close in the arms of her who had come to
reveal all things to me, and, more than all things else, to love me.
The morning after my teacher came she led me into her room and gave me a doll. The
little blind children at the Perkins Institution had sent it and Laura Bridgman had dressed it; but
I did not know this until afterward. When I had played with it a little, Miss Sullivan slowly
spelled into my hand the word “d-o-l-l.” I was at once interested in this finger play and tried to
imitate it. When I finally succeeded in making the letters correctly I was flushed with childish
Curriculum and Instruction
2010-2011
pleasure and pride. Running downstairs to my mother I held up my hand and made the letters
for doll. I did not know that I was spelling a word or even that words existed; I was simply
making my fingers go in monkey-like imitation. In the days that followed I learned to spell in
this uncomprehending way a great many words, among them pin, hat, cup and a few verbs
like sit, stand and walk. But my teacher had been with me several weeks before I understood
that everything has a name.
One day, while I was playing with my new doll, Miss Sullivan put my big rag doll into my
lap also, spelled “d-o-l-l” and tried to make me understand that “d-o-l-l” applied to both. Earlier
in the day we had had a tussle over the words “m-u-g” and “w-a-t-e-r.” Miss Sullivan had tried
to impress it upon me that “m-u-g” is mug and that “w-a-t-e-r” is water, but I persisted in
confounding the two. In despair she had dropped the subject for the time, only to renew it at
the first opportunity. I became impatient at her repeated attempts and, seizing the new doll, I
dashed it upon the floor. I was keenly delighted when I felt the fragments of the broken doll at
my feet. Neither sorrow nor regret followed my passionate outburst. I had not loved the doll.
In the still, dark world in which I lived there was no strong sentiment or tenderness. I felt my
teacher sweep the fragments to one side of the hearth, and I had a sense of satisfaction that
the cause of my discomfort was removed. She brought me my hat, and I knew I was going out
into the warm sunshine. This thought, if a wordless sensation may be called a thought, made
me hop and skip with pleasure.
We walked down the path to the well-house, attracted by the fragrance of the
honeysuckle with which it was covered. Someone was drawing water and my teacher placed
my hand under the spout. As the cool stream gushed over one hand she spelled into the
other the word water, first slowly, then rapidly. I stood still, my whole attention fixed upon the
motions of her fingers. Suddenly I felt a misty consciousness as of something forgotten—a
thrill of returning thought; and somehow the mystery of language was revealed to me. I knew
then that “w-at-e-r” meant the wonderful cool something that was flowing over my hand. That
living word awakened my soul, gave it light, hope, joy, set it free! There were barriers still, it is
true, but barriers that could in time be swept away.
I left the well-house eager to learn. Everything had a name, and each name gave birth
to a new thought. As we returned to the house every object which I touched seemed to quiver
with life. That was because I saw everything with the strange, new sight that had come to me.
On entering the door I remembered the doll I had broken. I felt my way to the hearth and
picked up the pieces. I tried vainly to put them together. Then my eyes filled with tears; for I
realized what I had done, and for the first time I felt repentance and sorrow.
I learned a great many new words that day. I do not remember what they all were; but I
do know that mother, father, sister, teacher were among them—words that were to make the
world blossom for me. It would have been difficult to find a happier child than I was as I lay in
my crib at the close of that eventful day and lived over the joys it had brought me, and for the
first time longed for a new day to come.
Curriculum and Instruction
2010-2011
DIRECTIONS: Read the excerpt from The Story of My Life and answer questions 1– 7.
1. Read the sentence below.
Miss Sullivan had tried to impress it upon me that “m-u-g” is mug and that
“w-a-t-e-r” is water, but I persisted in confounding the two.
What does the word confounding mean?
A. confusing
B. considering
C. contrasting
D. consolidating
2. In this excerpt, the author discusses the two lives that Helen Keller led. What caused her
life to change from one to the other?
F. She learned a way to communicate.
G. She gained a new friend and teacher.
H. She received a gift from other blind children.
J. She learned to appreciate simple pleasures like water.
3. How does Helen Keller’s character change from the beginning of the excerpt to the end?
Use details from the excerpt to support your answer.
Short-Response 2-Point Rubric
An example of a top score response will indicate that Helen changes from an angry and
frustrated little girl to one who found a new world of language and communication. She was
unsure and now has meaning and direction.
4. What was the author’s purpose for writing this excerpt?
A. to describe a new teaching method
B. to explain how isolated she once felt
C. to share a major turning point in her life
D. to emphasize the importance of language
5. What probably caused Helen to feel attracted to the well-house?
F. the feel of the soft honeysuckle vines
G. the sight of the honeysuckle blossoms
H. the smell of the honeysuckle blossoms
J. the sounds of the bees around the honeysuckle
Curriculum and Instruction
2010-2011
6. What method has the author used to arrange the excerpt from The Story of My Life?
A. She lists reasons why Anne Sullivan became her teacher.
B. She relates her personal experiences about learning the meaning of
words.
C. She poses questions about the process of learning a new language.
D. She describes the similarities and differences between Anne Sullivan and her
mother.
7. Helen Keller remembers the moment she realized what “w-a-t-e-r” meant as a turning point
in her life. What evidence does she offer to suggest her life changed after this event
occurred? Use details and information from the excerpt to support your answer.
An example of a top score response would indicate that Helen became eager to learn (she
saw everything with “a strange new sight”); that she was now sorry she broke the doll; that
she was able to learn many more new words; and that she became a happier child.
Curriculum and Instruction
2010-2011
ANTI-DISCRIMINATION POLICY
Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of
nondiscrimination in employment and educational programs/activities and strives
affirmatively to provide equal opportunity for all as required by law:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race,
color, religion, or national origin.
Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in
employment on the basis of race, color, religion, gender, or national origin.
Title IX of the Educational Amendments of 1972 - prohibits discrimination on the basis
of gender.
Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits
discrimination on the basis of age with respect to individuals who are at least 40.
The Equal Pay Act of 1963, as amended - prohibits gender discrimination in payment of
wages to women and men performing substantially equal work in the same
establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the
disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against
individuals with disabilities in employment, public service, public accommodations and
telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to
provide up to 12 weeks of unpaid, job-protected leave to “eligible” employees for certain
family and medical reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on
the basis of pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race,
gender, national origin, marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom
from discrimination because of race, color, religion, sex, national origin, age, handicap,
or marital status.
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal
Law) and Section295.07 (Florida Statutes), which stipulates categorical preferences for
employment.
Revised 9/2008
Curriculum and Instruction
2010-2011