WASL Freak Out- Provided for you by Carrie with the help of
Kristi and Shawn.
WASL Terminology
We ask that you try to review one or two terms a day in a WASL style question.
TERMS/definitions/ideas or writing prompt (keep them to three sentences as a response)
Main idea vs supportive details
Believe it or not, kids rarely give the required amount of details asked for WASL will ask "provide three details to support your opinion." They also think the details ARE the main idea so they have trouble deciding on WHICH main idea to write about.
Summarize
Rewrite a paragraph, story or article or chapter based upon the main ideas. Use transition words like: first, then, next and finally to link all the details.
Infer, draw conclusions
Bring new insights and ideas to existing texts. Have students explain what is important.
Predict
Based upon reading, what will happen next AND why. Validate their predictions based on logic.
Interpret
Assign meaning to an action, behavior or thought. Sample interpretations would involve deciding motivation or purpose.
Apply understanding of literary terms
Some literary terms include: theme, character, and setting, point of view, resolution (ending or solution to a situation) Ask students how the person delivering the information, the place where an event took place or the lesson learned from an experience matters. Apply understanding of text features Titles, headings, table of contents, index, glossary, preface, appendix, caption and graph-HOW TO READ A GRAPH AND COMMENT UPON WHAT IS BEING STATED IN THAT GRAPH. To see a graph really freaks kids out. Sample graph ideas: kids homework rate to final grade, cookies to how much milk consumed- sorry math people but everyone else- totally make up a graph and have kids interpret what is being said or communicated.
Compare and contrast
How is information, experiences, people or inventions similar or different? What's significant?
Synthesize
Combine parts and create a whole. Be able to say "these reasons caused…BECAUSE…"
Analyze author's purpose/evaluate effectiveness
Why is the author giving this information- do they have a reason or a bias? Effectiveness? Did they convince you through logic or emotion? Did they use recent sources or information? Did they quote experts? Did they seem reasonable?
Evaluate reasoning and ideas/themes
Evaluating reasoning and themes (meaning) by deciding if the character or author is being logical, believable or reasonable. Is the theme general and can be applied to life?
Extend information beyond the text
Based upon information read, what could happen next AND why? What will characters do? Will people change as a result of learning this information? Are you personally convinced and well informed enough to change yourself?
Make generalizations
Based upon a pattern of behavior or numbers or scores, what is being communicated?
Refer
Go back and make references to the paragraph, text, story, article or graph.
WASL format
Summarize the paragraph and provide __(give a number)__ supporting details. Chapter ____ is about _____ provide three details to support that idea. Compare and contrast the two __________ and explain the significance of those ideas.