Reading Journal Sample Level 9.1 Student Name: Hamda Sail Class: 12 - ASP.1 Date: 13-10-2021 Title My Life and Work Source Adapted from My Life and Work by Samuel Crowther and Henry Ford, 1922 Reading Goals - I can answer questions in my own words. I can find evidence from the text to support my answers I can understand the main ideas of the text - I can adapt to reading comprebersional texts and understand the purpose of each point and question EMIRATES SCHOOLS ESTABLISHMENT 2 Term 1 (2021-2022) Reading Journal Sample It was life on the farm that inspired me to devise new ways of improving transportation. I was bom on July 30, 1863, in Dearborn, Michigan, USA My carliest memory is that there was far too much hard work done on our own farm, and at other farms in the area at that time. Having observed the effort that went into farm work, I believed the results did not justify the level of time and energy invasted. Even when very young I suspected that much of the work mightsorchow be done in a better way. Upon reflection, this was perhaps the first sign of my entrepreneurial tendencies Level 9.1 Objectives . To assist teachers with development of an effective reading project To ensure that the project is aligned with National English Language Curriculum Framework (NELCF) outcomes. To facilitate production of a complete record of work for school-based and Assessment Unit (AU) staff That idea of discovering solutions for time and energy consuming work is what took me into mechanics - although my mother, Mary always said that I was bom a mechanic She was happy for me to spend me fiddling with various applaces around house. I had a makeshift workshop with places of metal for tools before I had anything else. In those days we did not have the toys of today, whatever we had was homemade My toys were all tools, and every fragment of chinery was a reassure. My father Wiliam, however, was not entirely sympathetic with my interest in pursuing a career experimenting with mechanics, he thought that I should be a farmer. When I left school at seventeen and became an apprentice in the machine shop of the Deydock Engine Works, he all but gave up on me. It saddened him, the thought of me turning down reliable employment in favour of experimenting with ideas Fortunately, passed my apprenticeship, and the rest is well as they say, history Teacher Responsibilities Fully align projects with requirements put forth in the rubric. Select and implement project elements to facilitate NELCF outcome achievement. Ensure that projects are accessible, appropriate, and manageable for students Store the project plan, the post-project review.completed projects and any other related documents From my experience, an important characteristic that determines how successful an entrepreneur will be is how they treat ideas. It is beter to be critical of all new ideas and insist upon a demonstration, rather than rush around listening to endless new ideas. Cautious criticism is the balance wheel of chization. Most acute troubles facing the word today have arisen out of acting on new ideas without first carefully investigating if they are good ideas an idea is not necessarily good because it is old, or bad because it is new, but if an old idea works, then the weight of avidence is in NELCF Alignment tavour. Ideas are extraordinarily valuable, but an idea is just an idea. Almost anyone can think one up. what counts is developing it into a practical product Writing Outcomes Nowadays when a person speaks of increasing power machinery, and industry, thay picture a cold, metallic world in which great factories will drive away the trees, flowers, birds, and green fields. That we shall have a world composed of metal machines and human machines, and with all of that Glossary something that someone is interested in or thinks about regularly Reading Outcomes Understanding Overall Meaning and Main Ideas En.9.R.CS.1: Read and understand the overall meaning of complex extended Bextson concrete and abstract topics En 9.R.CS.4Read and identify the main points of complex edende test on concrete and attract topics Locating and Identifying Information En 8.R.CS.2: Read and identity specific information in complex, entended texts on concrete and abstract topics En 9.R.CS.3 Read and understand details in complex, extended texts on concrete and abstractopics Making Connections and Understanding Relationships En. S.R.CS.7: Moke connections when reading corrplex, extended texts on tormilarand unfamiliar concrete and some abstract topics Inferring Meaning En.3.R.C.S. Infer meaning when reading complex, extended texts on familiar indunt concrete topics En. R.CS.G: Identify mood and tone in complex extended texts on familiar and unfamiliar concrete topics and some abstract topics Metacognition LL.M.G.4: Determine the difficulty level of a wide range of complex, extended sk LL6.M.I.2: Evaluate how new information contributes to prior knowledge when completing a wide range of complex, extended taska Ens WWP 1: White extended tests for a wide range of purposes on unfamilia and complex topics En 9.W.WP 3: Paraphrase, synthesize and referenon information froma variety of sources En.W.WS.1: Maintain a high degree of accuracy in complex language structures in writing Tendency in Fiddle with iphrasal verb) Makeshift fadi) to make smal changes to something, or to try and for something to make it work temporary and unofficial Fragmentini Sympathetic (ad a small piece or a part of something, especially when broken from something whole understanding of, or in agreement with an idea an arrangement in which someone learns an art, trade, or job under another person serious and unpleasant Apprenticeship in Acute (adi) Metallicado relating to, or resembling metal Questions www.ches with a new Textual Evidence www me on proteiner eter you a www What was the main character inspired by? Understanding Overall Meaning and Maine What do you think the main character means when he claims: "Cautious criticism is the balance wheel of civilization"? According to the main character, what is responsible for many problems in the world today? Mentifying Specific Information and lustering What does the main character think Impact manufacturing will have on the environment? ng wil her think about the Compare the opinions of Mary and William on the main character's decision to become a mechanic. 4 Making Connection Date Completed FIT VUSVI SUSU I TVIVL RUINS Rubries are skill-based, and, as such, can be used for Levels 7 to 9. The text included in the reading journal will be at the appropriate Level and texts will increase in complexity as the Lovels progress. How do we know the main character was Williamhappy with the "tays" he had during his childhood? AEP, General Advanced & Ente Student Friendly Rubric Understanding Orang entitying Specie Wormation and Maine decine When responding to test When ronding to badges bedste Making Cerem Melcruition When responding to text Whemspordig tot ed can Reflection The main character knew how to develop an idea into something real. What can you learn from him? Layanand the name and/or the mains the Intend/ weer of something ordine - out in connection between nition in the le mwen interdent and information ready know -low my animowigence on that - I can www ww.derando lexicalargaminen Wesponding to When responding to son Whenponding to domion Whoresponding to be understand the man or the main of the - but the woman in the and provide some conclusions the information in and formation om for description otwein Post-Project Review Have all student Reading Journals been collected and stored? YES NOD If the response "NO has been selected, please provide an explanation: can write my own words on the wwwroom andre som organ When responding to When pending to tell based son bados When responding to test besedations Materials Collected Ensure that student booklets are correctly labelled and stored for review and audit purposes - understand write of the - understand write of the dorth me understand very line of the grond Information in the wind Othe something mentioned in the text videa witable cand I can we were in my own words the evidence from the best can we were may be doutonderstand because of color con I dare contrarium used someone else's work in my reading vary information that wroom krow Which forms of post-project feedback were provided to students? Informal verbal feedback from the teacher Select all that apply Making Connection Metacognition Post-Project Feedback Formal verbal feedback provided to an individual student by the teacher Formal verbal foedback provided in a teacher led small group Written feedback on writing structure Written feedback on accuracy of language Another form of feedback (please note) Understanding Overall Meaning Wing Specife leformation in das Sandrine Resposted on contenere the long a strong in of toy demonstrate a strong dly team someone to in. a strong understanding a strong tower evidence synthesizer Challenges List cases of absenteeism and retain appropriate documentation List cases of plagiarism and retain appropriate documentation Other factors e.g. pacing issues, classroom management day in the winning ang probrygger Resperto dins Responses totes based questione Horgoses to be one demon nye Theolowing theflowing secondo some understanding one some ty erity specimo . Spodbye mening of the some silly to informing Boxing Prepare to be based question connections s between esta normation and prior knowledge ported by ince Notes level evidence - are expresadora de interposing some proprio vocabulary and language the Resportowe Responent totoo Reports in Responses to be us demonstrate one or more of demon - demonyo Geriatribe to ne bi te make Twing they con mention de understanding of the torney to in www sovrum performation donde se evidence se nobility to informeaning estarding the evidence . detin dong evidence Was in the writes response may be ciuto understand. Little appropriate vocabulary and few propriate language structures arewed Reading in this medence de dishonesty, rating of meanings.com Reading Journal Sample Level 9.1 Student Name: Hamda Sail Class: 12 - ASP.1 Date: 13-10-2021 Title My Life and Work Source Adapted from My Life and Work by Samuel Crowther and Henry Ford, 1922 Reading Goals - I can answer questions in my own words. I can find evidence from the text to support my answers I can understand the main ideas of the text - I can adapt to reading comprebersional texts and understand the purpose of each point and question EMIRATES SCHOOLS ESTABLISHMENT 2 Term 1 (2021-2022) Reading Journal Sample It was life on the farm that inspired me to devise new ways of improving transportation. I was bom on July 30, 1863, in Dearborn, Michigan, USA My carliest memory is that there was far too much hard work done on our own farm, and at other farms in the area at that time. Having observed the effort that went into farm work, I believed the results did not justify the level of time and energy invasted. Even when very young I suspected that much of the work mightsorchow be done in a better way. Upon reflection, this was perhaps the first sign of my entrepreneurial tendencies Level 9.1 Objectives . To assist teachers with development of an effective reading project To ensure that the project is aligned with National English Language Curriculum Framework (NELCF) outcomes. To facilitate production of a complete record of work for school-based and Assessment Unit (AU) staff That idea of discovering solutions for time and energy consuming work is what took me into mechanics - although my mother, Mary always said that I was bom a mechanic She was happy for me to spend me fiddling with various applaces around house. I had a makeshift workshop with places of metal for tools before I had anything else. In those days we did not have the toys of today, whatever we had was homemade My toys were all tools, and every fragment of chinery was a reassure. My father Wiliam, however, was not entirely sympathetic with my interest in pursuing a career experimenting with mechanics, he thought that I should be a farmer. When I left school at seventeen and became an apprentice in the machine shop of the Deydock Engine Works, he all but gave up on me. It saddened him, the thought of me turning down reliable employment in favour of experimenting with ideas Fortunately, passed my apprenticeship, and the rest is well as they say, history Teacher Responsibilities Fully align projects with requirements put forth in the rubric. Select and implement project elements to facilitate NELCF outcome achievement. Ensure that projects are accessible, appropriate, and manageable for students Store the project plan, the post-project review.completed projects and any other related documents From my experience, an important characteristic that determines how successful an entrepreneur will be is how they treat ideas. It is beter to be critical of all new ideas and insist upon a demonstration, rather than rush around listening to endless new ideas. Cautious criticism is the balance wheel of chization. Most acute troubles facing the word today have arisen out of acting on new ideas without first carefully investigating if they are good ideas an idea is not necessarily good because it is old, or bad because it is new, but if an old idea works, then the weight of avidence is in NELCF Alignment tavour. Ideas are extraordinarily valuable, but an idea is just an idea. Almost anyone can think one up. what counts is developing it into a practical product Writing Outcomes Nowadays when a person speaks of increasing power machinery, and industry, thay picture a cold, metallic world in which great factories will drive away the trees, flowers, birds, and green fields. That we shall have a world composed of metal machines and human machines, and with all of that Glossary something that someone is interested in or thinks about regularly Reading Outcomes Understanding Overall Meaning and Main Ideas En.9.R.CS.1: Read and understand the overall meaning of complex extended Bextson concrete and abstract topics En 9.R.CS.4Read and identify the main points of complex edende test on concrete and attract topics Locating and Identifying Information En 8.R.CS.2: Read and identity specific information in complex, entended texts on concrete and abstract topics En 9.R.CS.3 Read and understand details in complex, extended texts on concrete and abstractopics Making Connections and Understanding Relationships En. S.R.CS.7: Moke connections when reading corrplex, extended texts on tormilarand unfamiliar concrete and some abstract topics Inferring Meaning En.3.R.C.S. Infer meaning when reading complex, extended texts on familiar indunt concrete topics En. R.CS.G: Identify mood and tone in complex extended texts on familiar and unfamiliar concrete topics and some abstract topics Metacognition LL.M.G.4: Determine the difficulty level of a wide range of complex, extended sk LL6.M.I.2: Evaluate how new information contributes to prior knowledge when completing a wide range of complex, extended taska Ens WWP 1: White extended tests for a wide range of purposes on unfamilia and complex topics En 9.W.WP 3: Paraphrase, synthesize and referenon information froma variety of sources En.W.WS.1: Maintain a high degree of accuracy in complex language structures in writing Tendency in Fiddle with iphrasal verb) Makeshift fadi) to make smal changes to something, or to try and for something to make it work temporary and unofficial Fragmentini Sympathetic (ad a small piece or a part of something, especially when broken from something whole understanding of, or in agreement with an idea an arrangement in which someone learns an art, trade, or job under another person serious and unpleasant Apprenticeship in Acute (adi) Metallicado relating to, or resembling metal Questions www.ches with a new Textual Evidence www me on proteiner eter you a www What was the main character inspired by? Understanding Overall Meaning and Maine What do you think the main character means when he claims: "Cautious criticism is the balance wheel of civilization"? According to the main character, what is responsible for many problems in the world today? Mentifying Specific Information and lustering What does the main character think Impact manufacturing will have on the environment? ng wil her think about the Compare the opinions of Mary and William on the main character's decision to become a mechanic. 4 Making Connection Date Completed FIT VUSVI SUSU I TVIVL RUINS Rubries are skill-based, and, as such, can be used for Levels 7 to 9. The text included in the reading journal will be at the appropriate Level and texts will increase in complexity as the Lovels progress. How do we know the main character was Williamhappy with the "tays" he had during his childhood? AEP, General Advanced & Ente Student Friendly Rubric Understanding Orang entitying Specie Wormation and Maine decine When responding to test When ronding to badges bedste Making Cerem Melcruition When responding to text Whemspordig tot ed can Reflection The main character knew how to develop an idea into something real. What can you learn from him? Layanand the name and/or the mains the Intend/ weer of something ordine - out in connection between nition in the le mwen interdent and information ready know -low my animowigence on that - I can www ww.derando lexicalargaminen Wesponding to When responding to son Whenponding to domion Whoresponding to be understand the man or the main of the - but the woman in the and provide some conclusions the information in and formation om for description otwein Post-Project Review Have all student Reading Journals been collected and stored? YES NOD If the response "NO has been selected, please provide an explanation: can write my own words on the wwwroom andre som organ When responding to When pending to tell based son bados When responding to test besedations Materials Collected Ensure that student booklets are correctly labelled and stored for review and audit purposes - understand write of the - understand write of the dorth me understand very line of the grond Information in the wind Othe something mentioned in the text videa witable cand I can we were in my own words the evidence from the best can we were may be doutonderstand because of color con I dare contrarium used someone else's work in my reading vary information that wroom krow Which forms of post-project feedback were provided to students? Informal verbal feedback from the teacher Select all that apply Making Connection Metacognition Post-Project Feedback Formal verbal feedback provided to an individual student by the teacher Formal verbal foedback provided in a teacher led small group Written feedback on writing structure Written feedback on accuracy of language Another form of feedback (please note) Understanding Overall Meaning Wing Specife leformation in das Sandrine Resposted on contenere the long a strong in of toy demonstrate a strong dly team someone to in. a strong understanding a strong tower evidence synthesizer Challenges List cases of absenteeism and retain appropriate documentation List cases of plagiarism and retain appropriate documentation Other factors e.g. pacing issues, classroom management day in the winning ang probrygger Resperto dins Responses totes based questione Horgoses to be one demon nye Theolowing theflowing secondo some understanding one some ty erity specimo . Spodbye mening of the some silly to informing Boxing Prepare to be based question connections s between esta normation and prior knowledge ported by ince Notes level evidence - are expresadora de interposing some proprio vocabulary and language the Resportowe Responent totoo Reports in Responses to be us demonstrate one or more of demon - demonyo Geriatribe to ne bi te make Twing they con mention de understanding of the torney to in www sovrum performation donde se evidence se nobility to informeaning estarding the evidence . detin dong evidence Was in the writes response may be ciuto understand. Little appropriate vocabulary and few propriate language structures arewed Reading in this medence de dishonesty, rating of meanings.com