ORELA Study Guide

We must take into consideration to adjust our communication styles for different audiences; we must recognize that some styles may not work for certain people and deal with a wide variety of cultures, genders, and individuals. We must continue to hold high expectations of our students both in and out of the classroom.

Learning to spell/speak is a continuous developmental process that students will continue to pass through multiple stages of writing [drawing/symbols to creating letters/words]. They learn each letter is a horizontal, vertical or diagonal line segment and can categorize them into short, tall, or tail letters.

Positives: It can make learning more productive and effective, boost being prepared for class, organization, parent-student relationships, positive studying skills, and participation in learning activities [even when including multi-cultural literature into the routine].

Negatives: Too much violence and uncensored sex being show to students on tv; it provides challenges to teachers and students.

• 1. Figure out what students know/don't know and what they need to know
• 2. Design the tests
• 3. Find and modify past materials
• 4. Perform assignment
• 5. Evaluate procedure and revise for following terms
• Include pictures, bullet points, colors, and hands-on activities when possible

Reading: It allows students to read book they want to read, learn that other students have similar dreams, emotions, and needs by sharing and discussing out loud with others. Teachers should always have pre- and post-discussions and read new literature to the students that may not been able to be read on their own.

Writing: Involving multi-cultural pen-pals from a different state/country will also reinforce the idea that students of the same age may have similar views, beliefs, religions, etc. Teachers should include guest-speakers; students should write down questions before the speaker and a thank you note after the speaker leaves.

• 1. Discovery [find topic/sources]
• 2. Organization [find purpose and write intro/conclusion]
• 3. Editing *Most important stage* [make drastic changes when needed]

• 1. Prewriting [gather ideas through clustering, brainstorming, mapping, free-writing etc] for topics.
• 2. Writing [compose first draft]
• 3. Revising [make changes on first draft] - grammatical and mechanical
• 4. Editing [proofread draft for more errors] - punctuations
• 5. Publishing [read out loud]

These steps are recursive [happen out of order] or may happen more than one time.

Discussion of possible topics, mapping out ideas, dividing into smaller groups for discussion, clustering, mind-mapping, etc

• Draft/Revise: for first draft [class/home] is using a rubric checklist for critiquing
• Edit/Proofread: Correct punctuation and mechanical errors and produce final editing before final draft/publishing.

• 1. Narrative [tells a story in a chronological order] -- news story or movie
• 2. Descriptive [make experience available through the five senses] -- poetry
• 3. Expository [inform the audience but not change their minds] -- driving directions or essay/reports
• 4. Persuasion [change the minds of the audience/get them to do something] -- sermons

PERSUASIVE -- a combination of all four forms [modes] -- letters

• 1. Simple [Nora wrote a letter]
• 2. Compound [Nora wrote a letter, and Vicky drew a picture]
• 3. Complex [While Nora wrote a letter, Vicky drew a picture]
• 4. Compound-Complex [When Deborah asked the girls to demonstrate their newfound skills, Nora wrote a letter, and Vicky drew a picture]

• Conventions: paraphrasing, summarizing, transitioning between paragraphs, topic/concluding sentences, appropriate vocabulary
• Transitional phrases: however, furthermore, although, likewise

• Verb: TO DO SOMETHING [an action/state of being]
• To: take, root, sharpen, play, defend, pull, be, am, are, is, were/was, see, have/has
• Verbs can also end in "-ing" -- trying, blowing, being, having

• 1. Present
• 2. Past
• 3. Future
• 4. Present-Perfect [something started in the past and conclude/continue in the present]
• 5. Past-Perfect [action occurring as a precedent of another action]
• 6. Future-Perfect [something started in the past and conclude in the future]

• Pronoun: TAKES PLACE OF A NOUN [comes before]
• Examples: He/she, they, we, who/whom, he's, she's it, his/her, no one, any one, everyone

• Pronouns can be three things:
• POSSESSIVE: [point things out] This cookie is MINE. It is not HERS. THIS, THESE, THOSE
• INTERROGATIVE: [helps form a question] WHAT, WHO, WHICH, WHOM
• INDEFINITE: [tells about people] SOMEONE, SOMETHING in here smells.

• Adjectives: Describes a thing, idea or living-being
• Examples: hairy, cool, tall. tan, frisky, orange, hot, in-between, leaky, new, easy, broken, favorite, chilly, undercooked, old black, wrinkled, large, young/old, busy, sick, stretchy, lean, vibrant, one-sided etc

• Adjectives can end in --er and --est with the exception of "worst" and "most"
• Mrs. C is the BETTER of the two coaches. That is that HASTIEST excuse she used.

Finger --> fingers, Home --> homes, Banana --> bananas, Numeral --> numerals, Dress --> dresses, Church --> churches, Tomato --> tomatoes

Boy --> boys, Alley --> alleys

Examples: baby --> babies, poppy --> poppies

Example: sheep, deer, children, leaves, oxen

Example: fathers-in-law, courts-martial, masters of art, doctors of medicine

• Possessive plurals are something personal to a single individual
• Example: baby's bottle, father's job, elephant's eye, teacher's desk

Example: children's shoes, deer's antlers, cattle's horns

A. inside

A. inside

A. outside

A. inside

A. inside

A. outside

• Separate two or more adjectives [to describe something] or three or more nouns, phrases or clauses
• Example: Maggie's hair was dull, dirty, and lice-ridden

Example: The works of Shakespeare, "the bard of Avon," have been contested as originating with other authors.

Example: "You'll get my money," the old man warned, "when 'Hell freezes over'."

• Semi-colons: separate independent clauses when a second clause is introduced by a transitional verb
• Example: The Elizabethans modified the rhyme scheme of the sonnet; thus, it was called the English sonnet.
• Example: Leading scorers in the WNBA were Kaizhaw Zheng, averaging 23.9 points per game, Lisa Leslie, 22; and Cynthia Cooper, 19.5

Colons: placed at a beginning of a list of items

• Dashes: denote sudden breaks in thought
• Capitalization: for all proper names of people [organizations, agencies of Government], places [countries, parks, or specific geographical locations] and things [political parties, historical/cultural terms] and religious terms [person/group, sacred writings].

• Allegory: Story with characters representing vices w/ symbolic meaning
• Ballad: Story sung/told with music
• Epic: Long poem reflecting societies values
• Legend: Narratives mixed with fact and fiction

• Drama: Themes of comedy/tragedy with five acts
• Epistle: Letter not meant for pubic distribution
• Fable: Tale with morals [animals that speak/act human]
• Myth: Universally shared within a culture to explain history/traditions
• Romance: Imaginary conflicts between heroes and villans/monsters

• 1. Biography/Autobiography
• 2. Essay
• 3. Narrative nonfiction [information that tells a story]
• 4. Nonfiction [information on real-life subjects]
• 5. Speech

• A word that DESCRIBES when, where and how [often/much] typically ending in --LY
• Example: quickly, now, patiently, ultra-suspiciously, sharply, quietly, slowly
• [How often] seldom, always/never, sometimes/usually,
• [How much] extremely, somewhat, hardly
• [Gives time, place or #] Yesterday, there, first, then, next

• Verbs also modify verbs: slowly he at and she's REALLY blue
• Adjective of "good" = adverb of "well"

• A word that CONNECTS a noun/pronoun to other words in a sentence [describes the location of a noun/pronoun]
• Example: in, beside, over, under, by, above, next to
• [Tells places/time] past, during, after, in-between, at
• [Gives directions] to, over, down beyond, around, along, toward, across

• 1. Story
• 2. Novel
• 3. Novella

Main character, setting, plot, climax and resolution versus NON-FICTION is to INFORM the readers [review four modes of literature]

• 1. Neoclassism
• 2. Romanticism
• 3. Realism
• 4. Naturalism

• Classical writings from ancient Greece/Rome focusing on the entire group [not the individual]
• Authors include: John Dryden/Alexander Pope

• Writings included emotions/feelings with themes of chivalric and ambivalence with much imagination included
• First Generation: British: Wadsworth/Coleridge [wrote about everyday people and events in life]; American: Emerson/Thoreau [emphasized romance and reasoning]
• Second Generation: British: John Keats [poetry] with themes of love, beaut, nature and inspiration.

• Themes of aristocracies, nobilities and the "gods" -- a common man with his SES problems;
• Authors include: Hemingway, Hardy and Shaw

• An entire society and their economic problems/struggles [ghetto survival, hunger, single parenting]
• Author: Emily Zoa wrote about an single French family based on several generations through "scientific observation"

• 1. Medieval period
• 2. Renaissance
• 3. Restoration/Enlightenment
• 4. Romantic
• 5. Victorian

Authors include Chaucer [father of English literature] and Thomas Maloy [stories of King Arthur,, Guinevere, and Knights of the Roundtable]

Christian monks [wrote Beowolf]

Shakespeare [Hamlet, Macbeth, Othello, King Lear]

• 1. Politics
• 2. Monarchy system

• British [First]: Wadsworth
• British [Second]: John Keats
• American: Charles Lamb, Jane Austin, Bronte Sisters and George Eliot.

• Diversity and production through three areas
• 1. "Victorian Poets" [Alred Lord Tennyson]
• 2. "Pre-Raphaelites" [Painters/poets against Poets -- Raphael painted American authors like Dickens/Hardy]
• 3. "Victorian Drama" [Oscar Wilde] showing morals.

George Bernard Shaw [Superman], Joe Conrad, Virginia Woolf, George Orwell, and DH Lawrence, TS Eliot and Sylvia Plath.

• Friedrich von Schiller [William Tell]
• Herman Hesse [Siddartha]
• Hans Christian Andersen [Little Mermaid/Thumbelina]
• Selma Lagerlof [Wonderful Adventure of Nils]
• Alesandre Dumas [Three Musketeers]
• Victor Hugo [Hunchback of Notre Dame/Les Miserables]
• Fran Kafta [Metamorphosis]
• Homer [Odyssey]

• Drama: Theatrical plays showing emotions via dialogue and action
• Fable: Shows morals; animals speak as humans
• Fantasy: Fictional characters w/ strange settings
• Fiction in verse: full-length novels
• Folklore: Songs/stories told by "folk" people handed down to younger generations

• Horror: Evokes feelings of dread for both characters and reader
• Humor: Fun and excitement to entertain
• Legend: based on fact with imaginative materials
• Realistic Fiction: Story that can happen in real life
• Tall Tale: Exaggerated story with heroes doing the impossible

• It is a symbolic drawing representing the author's ideas
• It can be traced back to the 16th century where