Vocabulary 1
Vocabulary 2
Literary Concepts
Revising & Editing
Grammar
100

Information that is used to support an argument 

Evidence

100

Growing tensions that makes readers want to keep reading to find out what happens next

Suspense

100

What is stereotyping?

*Extra points for a school appropriate example

A simplified image or explanation of someone or something

100

Scientists found the solution. The scientists were equipped with the latest technology.

Equipped with the latest technology, the scientists found the solution.

100

Combine the sentences using the word in brackets:

There is a person in every class. That person tries to make everything funny. [who]

There is a person in every class who tries to make everything funny.

200

Clues about what may happen later in the plot

Foreshadowing 

200

When a story transitions back to an earlier time in the plot

Flashback

200

What is a controlling idea?

The main idea of an informational text

200

Two scientists launched a boat. They were looking for a mysterious fish. The boat was equipped with SONAR.

Two scientists launched a SONAR equipped boat to search for a mysterious fish.

200

Use the bracketed conjunctions to combine the sentences:

The company will move to New York. It will move to New Jersey. [Either ... or]

The company will move to either New York or New Jersey.

300

What is the difference between mood and tone?

Mood: Overall feeling the reader gets in the text

Tone: Writer's attitude about the subject

300

A question that does not need an answer

Rhetorical Question

300

What is the purpose of a controlling idea?

Lets the reader know what the informational passage is about

300

The athlete trained every morning. She wanted to improve her speed. She also lifted weights.

The athlete trained every morning and lifted weights to improve her speed.

300

Use the adverb in brackets to create a subordinate clause and combine the sentences:

Susan was sixteen. [When...] She moved to Austin.

When Susan was sixteen, she moved to Austin.

400

Writing that is logical and consistent; easy to understand

Coherent

400

The use of language to share ideas and information

Discourse

400

What is a graphical element?

A visual aid that helps the reader better understand information in the text

400

Mia forgot her homework. She rushed out of the house. She remembered it halfway to school.

Mia rushed out of the house and forgot her homework, but she remembered it halfway to school.

400

Use the bracketed conjunctions to combine the sentences:

You clean your closet. You can't get a new sweater. [Either..., or]

Either you clean your closet, or you can’t get a new sweater.

500

What is sweeping generalization

*Extra points if you can give an example

Applies to a general rule to a specific instance without evidence

500

What is complexity?

Intricate structures or ideas in a literary work

500

Explain the difference between subjective and objective

Subjective: Reader sees feelings and thoughts of the subject
Objective: Reader is getting information from no one's side of the story. 

500

The volcano erupted without warning. Lava flowed down the mountainside. Residents evacuated quickly.

When the volcano erupted without warning, lava flowed down the mountainside and residents evacuated quickly.

500

Use the adverb in brackets to create a subordinate clause and combine the sentences:

The tanker ran aground. [After...] Oil washed up on the beaches.

After the tanker ran aground, oil washed up on the beaches.
Oil washed up on the beaches after the tanker ran aground.