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Mount Olive Township Public Schools

English Language Arts Balanced Literacy

Gr. 6-8 Guidebook

2013-2014

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Mount Olive Township Schools 2013-2014 Page 2

It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imaginations --- something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own.

Katherine Patterson


Dear Colleagues:

Reading and writing well are skills we learn, not abilities that come automatically. Teaching literacy deeply requires much purposeful effort. The purpose of this handbook is to provide a common guide for all teachers in their journey of implementing a balanced literacy program within the context of the Common Core State Standards. Effective teaching results from the skillful weaving of curriculum, implementation of best instructional practices, and effective responses to students’ reading and writing activities. As educators, we need to continue to focus on our teaching--- on our instructional practices that are conducive to meaningful, sustainable learning. Research evidence has confirmed that teaching—not the program – is the most important variable affecting student achievement (Cunningham and Allington, 2011).

Balanced literacy is a framework that provides components of instruction that will develop students’ abilities to read, write, listen, and speak effectively, expectations outlined in the English Language Arts Common Core State Standards. Literacy growth is based on the five essential components of reading: phonemic awareness, phonics, vocabulary, comprehension, and fluency. The CCSS treat writing as an equal partner to reading. Writing is the vehicle through which reading work and reading assessment occur. The writing process (prewriting, drafting, revising, editing, publishing) provides the foundation for the teaching of the three types of writing – narrative, informational/explanatory, opinion/argumentative. Through the use of complex texts combined with a gradual release of responsibility from teacher to student, students will be able to attain high levels of literacy achievement.

We need to provide opportunities for students to engage in multiple forms and genres of reading and writing. Providing students with choice will allow us to find ways for them to connect with texts they can read, and motivate them to want to both read and write more. Along with our teaching practices, we will need to observe students and collect data to improve and refine our instruction. The basic tools that this literacy guidebook describes can be applied no matter what comes up in each student’s growth as a reader and writer. No matter how our students read and write when they enter our classrooms, this handbook helps us structure students’ time in school so their reading and writing skills meet high literacy standards. Most importantly, our students will learn to love and use their reading and writing skills to enable them to be successful literate citizens at both the college and career levels.

Appreciation and acknowledgements to the English Language Arts teachers who enthusiastically embraced the 88 minute literacy block and contributed to the revamping of the balanced literacy program to deliver effective pedagogy to the students they serve. Their insights, vision, and passion are commendable.

6th Grade Team: Debra Dickerson, Tanya Soliman, Lisa Magrini, Theresa Fritzky, Susan Zaremba 7th Grade Team: Melissa Blitzstein, Beth Hunter, Kristen Stein, Toni Zackowski, Nicole Mathews, Pat Padula 8th Grade Team: Ken Arata, Shelley Bromberg, Jenna Sages, Jessica Wood, Tricia Kurzyna, Jenny Sisca, Sharon West

Sincerely,

Debra J. Martin, Ed.D. Director of Educational Programs K-12


Instructional Design

Independent Reading & Writing

Student reads independently with 95-100% accuracy and composes text at an independent level.

Flexible Strategy Reading Groups Teacher guides small groups of students in the development of targeted reading strategies toward independent reading.

Shared Reading

Teacher models and teaches literacy strategies. (Modeling &Think-Alouds)

Read Aloud

Teacher models proficient reading with a variety of text for a specific purpose.

Shared Inquiry/Discourse

A method of learning characterized by collaboration, interpretive questioning, and providing evidence from the text with sustained interaction and reflection by students in small and whole group activities. (Socratic Method)

Flexible Strategy Writing Groups

Teacher coaches students through the use of writing strategies & the 6-writing traits as they compose text.

Shared Writing Teacher and students share components of the writing process. (Modeling &Think-Alouds)

Shared Writing

Teacher demonstrates writing by thinking aloud and modeling the writing process including drafting, editing, and revision.

Shared Inquiry/Written Discourse

Students reflect and interpret the reading by writing questions, noting evidence from the text, taking anecdotal notes, and writing responses and essays defending their ideas.


88 Minute Literacy Block

What does research evidence tell us? Effective literacy instruction requires at least 90 uninterrupted minutes daily. This allows for a systematic delivery of explicit instruction, scaffolding for successful learning, and differentiation of instruction. Within this time block, intensive individual or small group instruction can be provided in addition to the initial instruction. What is the focus of the literacy block instruction? Instruction focuses on the essential components of reading: word work, vocabulary, comprehension and fluency. The writing process (prewriting, drafting, revising, editing, publishing) and the six-writing traits (ideas, word choice, organization, sentence fluency, voice, conventions) will guide students’ writing. How does the PARCC ELA Model Content Framework guide our teaching/learning? The reading and writing standards are organized into four quarter-length modules that contain the knowledge and skills students will learn and apply over the course of the year which includes reading complex texts, writing to texts and working on a research project. How will we assess student performance? Paper and on-line assessments will address specific grade level reading skills aligned with reading selections and texts focused on an essential question. Pre/post writing prompts for narrative, argumentative and informational writing will be scored. These assessments will provide instructional information to the teacher as she/he works with small flexible strategy groups to address students’ areas of need.

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88 Minute Reading/Writing Block


End Goal for MOMS Students Exiting Middle School

Grade 8- PARCC ELA Content Framework

http://www.parcconline.org/sites/parcc/files/8th grade ELA Module Aug2012_2.png


Reading and Writing in Each Module

In each module, students are expected to take a close look at the texts they encounter through the lenses of the following skills rooted in the standards.

Cite evidence: The goal of close, analytic reading is for students to be able to discern and cite evidence from the text to support assertions. In grade 8, students should cite the textual evidence that most strongly supports their analysis when both explicitly explaining the text and making inferences (RL/RI.8.1).

Analyze content: The content of each text should determine which standards (RL/RI.8.2-9 and SL.8.2-3) to target, allowing teachers to focus instruction and ensure that all the standards have been taught by the end of the year.

Study and apply grammar: While grammar is meant to be a normal, everyday part of what students do, students should be taught explicit lessons in grammar as they read, write, and speak, guided by L.8.1-3.

Study and apply vocabulary: To focus vocabulary instruction on words that students would be encouraged to use in writing and speaking, students should be given 5–10 Tier 2 academic words per week for each text (L.8.4-6). Students require multiple exposures to targeted vocabulary words in authentic contexts to retain an understanding of the words’ meaning(s) and use the words effectively when writing and speaking.

Conduct discussions: Students should engage effectively in a range of collaborative discussions (one-on-one, small group, teacher-led), building on others’ ideas and expressing their own based on evidence. Students ask and respond to specific questions as well as acknowledge new information and qualify or justify their own views in light of the evidence presented (SL.8.1).

Report findings: Using appropriate eye contact, adequate volume, and clear pronunciation, students orally present claims in a logical, coherent manner with valid reasoning and relevant evidence to accentuate main ideas or themes (SL.8.4-6).

Source: www/parcconline.org


English Language Arts Common Core Standards (6-12) Reading

The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Writing

The following standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.

English Language Arts Standards » Standard 10: Range, Quality, & Complexity » Range of Text Types for 6–12

Students in grades 6–12 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.

Literature Informational Text

Stories Dramas Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts

Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels

Includes one-act and multi-act plays, both in written form and on film

Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics

Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience


Reading: Literature » Grade 6

Key Ideas and Details

CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and

how it is conveyed through particular details; provide a summary of the text

distinct from personal opinions or judgments.

CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s

plot unfolds in a series of episodes as well as how the characters respond

or change as the plot moves toward a resolution.

Craft and Structure

CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases

as they are used in a text, including figurative and connotative meanings;

analyze the impact of a specific word choice on meaning and tone

CCSS.ELA-Literacy.RL.6.5 Analyze how a particular sentence, chapter,

scene, or stanza fits into the overall structure of a text and contributes to

the development of the theme, setting, or plot.

CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of

view of the narrator or speaker in a text.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RL.6.7 Compare and contrast the experience of

reading a story, drama, or poem to listening to or viewing an audio, video,

or live version of the text, including contrasting what they “see” and “hear”

when reading the text to what they perceive when they listen or watch.

(RL.6.8 not applicable to literature)

CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms

or genres (e.g., stories and poems; historical novels and fantasy stories) in



CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to

support analysis of what the text says explicitly as well as inferences drawn

from the text.


analyze its development over the course of the text; provide an objective

summary of the text.

CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or

drama interact (e.g., how setting shapes the characters or plot).

Craft and Structure



analyze the impact of rhymes and other repetitions of sounds (e.g.,

alliteration) on a specific verse or stanza of a poem or section of a story or

drama.

CCSS.ELA-Literacy.RL.7.5 Analyze how a drama’s or poem’s form or

structure (e.g., soliloquy, sonnet) contributes to its meaning

CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts

the points of view of different characters or narrators in a text.


CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama,

or poem to its audio, filmed, staged, or multimedia version, analyzing the

effects of techniques unique to each medium (e.g., lighting, sound, color,

or camera focus and angles in a film).


CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a

time, place, or character and a historical account of the same period as a

means of understanding how authors of fiction use or alter history.



CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly

supports an analysis of what the text says explicitly as well as inferences

drawn from the text.


analyze its development over the course of the text, including its

relationship to the characters, setting, and plot; provide an objective

summary of the text.

CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or

incidents in a story or drama propel the action, reveal aspects of a

character, or provoke a decision.

Craft and Structure



analyze the impact of specific word choices on meaning and tone,

including analogies or allusions to other texts.

CCSS.ELA-Literacy.RL.8.5 Compare and contrast the structure of two or

more texts and analyze how the differing structure of each text contributes

to its meaning and style.

CCSS.ELA-Literacy.RL.8.6 Analyze how differences in the points of view

of the characters and the audience or reader (e.g., created through the use

of dramatic irony) create such effects as suspense or humor.


CCSS.ELA-Literacy.RL.8.7 Analyze the extent to which a filmed or live

production of a story or drama stays faithful to or departs from the text or

script, evaluating the choices made by the director or actors.


CCSS.ELA-Literacy.RL.8.9 Analyze how a modern work of fiction draws on

themes, patterns of events, or character types from myths, traditional

stories, or religious works such as the Bible, including describing how the

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terms of their approaches to similar themes and topics.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend

literature, including stories, dramas, and poems, in the grades 6–8 text

complexity band proficiently, with scaffolding as needed at the high end of

the range.



literature, including stories, dramas, and poems, in the grades 6–8 text

complexity band proficiently, with scaffolding as needed at the high end of

the range.

material is rendered new.



literature, including stories, dramas, and poems, at the high end of grades

6–8 text complexity band independently and proficiently.





Reading: Informational Text » Grade 6


CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is

conveyed through particular details; provide a summary of the text distinct

from personal opinions or judgments.

CCSS.ELA-Literacy.RI.6.3 Analyze in detail how a key individual, event, or

idea is introduced, illustrated, and elaborated in a text (e.g., through

examples or anecdotes).

Craft and Structure

CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases

as they are used in a text, including figurative, connotative, and technical

meanings.

CCSS.ELA-Literacy.RI.6.5 Analyze how a particular sentence, paragraph,

chapter, or section fits into the overall structure of a text and contributes to

the development of the ideas.

CCSS.ELA-Literacy.RI.6.6 Determine an author’s point of view or purpose

in a text and explain how it is conveyed in the text.


CCSS.ELA-Literacy.RI.6.7 Integrate information presented in different

media or formats (e.g., visually, quantitatively) as well as in words to

develop a coherent understanding of a topic or issue.

CCSS.ELA-Literacy.RI.6.8 Trace and evaluate the argument and specific

claims in a text, distinguishing claims that are supported by reasons and

evidence from claims that are not.

CCSS.ELA-Literacy.RI.6.9 Compare and contrast one author’s

presentation of events with that of another (e.g., a memoir written by and a

biography on the same person).



CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to

support analysis of what the text says explicitly as well as inferences drawn

from the text.

CCSS.ELA-Literacy.RI.7.2 Determine two or more central ideas in a text

and analyze their development over the course of the text; provide an

objective summary of the text.

CCSS.ELA-Literacy.RI.7.3 Analyze the interactions between individuals,

events, and ideas in a text (e.g., how ideas influence individuals or events,

or how individuals influence ideas or events).

Craft and Structure



meanings; analyze the impact of a specific word choice on meaning and

tone.

CCSS.ELA-Literacy.RI.7.5 Analyze the structure an author uses to

organize a text, including how the major sections contribute to the whole

and to the development of the ideas.


in a text and analyze how the author distinguishes his or her position from

that of others.


CCSS.ELA-Literacy.RI.7.7 Compare and contrast a text to an audio, video,

or multimedia version of the text, analyzing each medium’s portrayal of the

subject (e.g., how the delivery of a speech affects the impact of the words).

CCSS.ELA-Literacy.RI.7.8 Trace and evaluate the argument and specific

claims in a text, assessing whether the reasoning is sound and the

evidence is relevant and sufficient to support the claims.

CCSS.ELA-Literacy.RI.7.9 Analyze how two or more authors writing about

the same topic shape their presentations of key information by



CCSS.ELA-Literacy.RI.8.1 Cite the textual evidence that most strongly

supports an analysis of what the text says explicitly as well as inferences

drawn from the text.

CCSS.ELA-Literacy.RI.8.2 Determine a central idea of a text and analyze

its development over the course of the text, including its relationship to

supporting ideas; provide an objective summary of the text.

CCSS.ELA-Literacy.RI.8.3 Analyze how a text makes connections among

and distinctions between individuals, ideas, or events (e.g., through

comparisons, analogies, or categories).

Craft and Structure



meanings; analyze the impact of specific word choices on meaning and

tone, including analogies or allusions to other texts.

CCSS.ELA-Literacy.RI.8.5 Analyze in detail the structure of a specific

paragraph in a text, including the role of particular sentences in developing

and refining a key concept.


in a text and analyze how the author acknowledges and responds to

conflicting evidence or viewpoints.


CCSS.ELA-Literacy.RI.8.7 Evaluate the advantages and disadvantages of

using different mediums (e.g., print or digital text, video, multimedia) to

present a particular topic or idea.

CCSS.ELA-Literacy.RI.8.8 Delineate and evaluate the argument and

specific claims in a text, assessing whether the reasoning is sound and the

evidence is relevant and sufficient; recognize when irrelevant evidence is

introduced.

CCSS.ELA-Literacy.RI.8.9 Analyze a case in which two or more texts

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CCSS.ELA-Literacy.RI.6.10 By the end of the year, read and comprehend

literary nonfiction in the grades 6–8 text complexity band proficiently, with

scaffolding as needed at the high end of the range.

emphasizing different evidence or advancing different interpretations of

facts.



literary nonfiction in the grades 6–8 text complexity band proficiently, with

scaffolding as needed at the high end of the range.

provide conflicting information on the same topic and identify where the

texts disagree on matters of fact or interpretation.



literary nonfiction at the high end of the grades 6–8 text complexity band

independently and proficiently.





English Language Arts Standards » Writing » Grade 6

Text Types and Purposes

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear

reasons and relevant evidence.

CCSS.ELA-Literacy.W.6.1a Introduce claim(s) and organize the reasons

and evidence clearly.

CCSS.ELA-Literacy.W.6.1b Support claim(s) with clear reasons and

relevant evidence, using credible sources and demonstrating an

understanding of the topic or text.

CCSS.ELA-Literacy.W.6.1c Use words, phrases, and clauses to clarify the

relationships among claim(s) and reasons.

CCSS.ELA-Literacy.W.6.1d Establish and maintain a formal style.

CCSS.ELA-Literacy.W.6.1e Provide a concluding statement or section that

follows from the argument presented.

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine

a topic and convey ideas, concepts, and information through the selection,

organization, and analysis of relevant content.

CCSS.ELA-Literacy.W.6.2a Introduce a topic; organize ideas, concepts,

and information, using strategies such as definition, classification,

comparison/contrast, and cause/effect; include formatting (e.g., headings),

graphics (e.g., charts, tables), and multimedia when useful to aiding

comprehension.

CCSS.ELA-Literacy.W.6.2b Develop the topic with relevant facts,

definitions, concrete details, quotations, or other information and examples.

CCSS.ELA-Literacy.W.6.2c Use appropriate transitions to clarify the

relationships among ideas and concepts.

CCSS.ELA-Literacy.W.6.2d Use precise language and domain-specific

vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.6.2e Establish and maintain a formal style.

CCSS.ELA-Literacy.W.6.2f Provide a concluding statement or section that




reasons and relevant evidence.

CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or

opposing claims, and organize the reasons and evidence logically.

CCSS.ELA-Literacy.W.7.1b Support claim(s) with logical reasoning and

relevant evidence, using accurate, credible sources and demonstrating an


CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create

cohesion and clarify the relationships among claim(s), reasons, and

evidence.



follows from and supports the argument presented.




CCSS.ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to

follow; organize ideas, concepts, and information, using strategies such as

definition, classification, comparison/contrast, and cause/effect; include

formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia

when useful to aiding comprehension.

CCSS.ELA-Literacy.W.7.2b Develop the topic with relevant facts,

definitions, concrete details, quotations, or other information and examples.

CCSS.ELA-Literacy.W.7.2c Use appropriate transitions to create cohesion

and clarify the relationships among ideas and concepts.







reasons and relevant evidence

CCSS.ELA-Literacy.W.8.1a Introduce claim(s), acknowledge and

distinguish the claim(s) from alternate or opposing claims, and organize the

reasons and evidence logically.

CCSS.ELA-Literacy.W.8.1b Support claim(s) with logical reasoning and

relevant evidence, using accurate, credible sources and demonstrating an


CCSS.ELA-Literacy.W.8.1c Use words, phrases, and clauses to create

cohesion and clarify the relationships among claim(s), counterclaims,

reasons, and evidence.



follows from and supports the argument presented.




CCSS.ELA-Literacy.W.8.2a Introduce a topic clearly, previewing what is to

follow; organize ideas, concepts, and information into broader categories;

include formatting (e.g., headings), graphics (e.g., charts, tables), and

multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.8.2b Develop the topic with relevant, well-chosen

facts, definitions, concrete details, quotations, or other information and

examples.

CCSS.ELA-Literacy.W.8.2c Use appropriate and varied transitions to

create cohesion and clarify the relationships among ideas and concepts.




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follows from the information or explanation presented.

CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined

experiences or events using effective technique, relevant descriptive

details, and well-structured event sequences.

CCSS.ELA-Literacy.W.6.3a Engage and orient the reader by establishing a

context and introducing a narrator and/or characters; organize an event

sequence that unfolds naturally and logically.

CCSS.ELA-Literacy.W.6.3b Use narrative techniques, such as dialogue,

pacing, and description, to develop experiences, events, and/or characters.

CCSS.ELA-Literacy.W.6.3c Use a variety of transition words, phrases, and

clauses to convey sequence and signal shifts from one time frame or

setting to another.

CCSS.ELA-Literacy.W.6.3d Use precise words and phrases, relevant

descriptive details, and sensory language to convey experiences and

events.

CCSS.ELA-Literacy.W.6.3e Provide a conclusion that follows from the

narrated experiences or events.

Production and Distribution of Writing

CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are defined in

standards 1–3 above.)

CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers

and adults, develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach. (Editing for

conventions should demonstrate command of Language standards 1–3 up

to and including grade 6 here.)

CCSS.ELA-Literacy.W.6.6 Use technology, including the Internet, to

produce and publish writing as well as to interact and collaborate with

others; demonstrate sufficient command of keyboarding skills to type a

minimum of three pages in a single sitting.

Research to Build and Present Knowledge

CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a


follows from and supports the information or explanation presented.





context and point of view and introducing a narrator and/or characters;

organize an event sequence that unfolds naturally and logically.


pacing, and description, to develop experiences, events, and/or characters.


clauses to convey sequence and signal shifts from one time frame or

setting to another.


descriptive details, and sensory language to capture the action and convey

experiences and events.

CCSS.ELA-Literacy.W.7.3e Provide a conclusion that follows from and

reflects on the narrated experiences or events.








revising, editing, rewriting, or trying a new approach, focusing on how well

purpose and audience have been addressed. (Editing for conventions

should demonstrate command of Language standards 1–3 up to and

including grade 7 here.)


produce and publish writing and link to and cite sources as well as to

interact and collaborate with others, including linking to and citing sources.



follows from and supports the information or explanation presented.





context and point of view and introducing a narrator and/or characters;

organize an event sequence that unfolds naturally and logically.


pacing, description, and reflection, to develop experiences, events, and/or

characters.


clauses to convey sequence, signal shifts from one time frame or setting to

another, and show the relationships among experiences and events.


descriptive details, and sensory language to capture the action and convey

experiences and events.

CCSS.ELA-Literacy.W.8.3e Provide a conclusion that follows from and

reflects on the narrated experiences or events.








revising, editing, rewriting, or trying a new approach, focusing on how well

purpose and audience have been addressed. (Editing for conventions

should demonstrate command of Language standards 1–3 up to and

including grade 8 here.)


produce and publish writing and present the relationships between

information and ideas efficiently as well as to interact and collaborate with

others.









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question, drawing on several sources and refocusing the inquiry when

appropriate.

CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print

and digital sources; assess the credibility of each source; and quote or

paraphrase the data and conclusions of others while avoiding plagiarism

and providing basic bibliographic information for sources.

CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational

texts to support analysis, reflection, and research.

CCSS.ELA-Literacy.W.6.9a Apply grade 6 Reading standards to literature

(e.g., “Compare and contrast texts in different forms or genres [e.g., stories

and poems; historical novels and fantasy stories] in terms of their

approaches to similar themes and topics”).

CCSS.ELA-Literacy.W.6.9b Apply grade 6 Reading standards to literary

nonfiction (e.g., “Trace and evaluate the argument and specific claims in a

text, distinguishing claims that are supported by reasons and evidence

from claims that are not”).

Range of Writing

CCSS.ELA-Literacy.W.6.10 Write routinely over extended time frames

(time for research, reflection, and revision) and shorter time frames (a

single sitting or a day or two) for a range of discipline-specific tasks,

purposes, and audiences.


question, drawing on several sources and generating additional related,

focused questions for further research and investigation.


and digital sources, using search terms effectively; assess the credibility

and accuracy of each source; and quote or paraphrase the data and

conclusions of others while avoiding plagiarism and following a standard

format for citation.




(e.g., “Compare and contrast a fictional portrayal of a time, place, or

character and a historical account of the same period as a means of

understanding how authors of fiction use or alter history”).


nonfiction (e.g. “Trace and evaluate the argument and specific claims in a

text, assessing whether the reasoning is sound and the evidence is

relevant and sufficient to support the claims”).

Range of Writing







question (including a self-generated question), drawing on several sources

and generating additional related, focused questions that allow for multiple

avenues of exploration.


and digital sources, using search terms effectively; assess the credibility

and accuracy of each source; and quote or paraphrase the data and

conclusions of others while avoiding plagiarism and following a standard

format for citation.




(e.g., “Analyze how a modern work of fiction draws on themes, patterns of

events, or character types from myths, traditional stories, or religious works

such as the Bible, including describing how the material is rendered new”).


nonfiction (e.g., “Delineate and evaluate the argument and specific claims

in a text, assessing whether the reasoning is sound and the evidence is

relevant and sufficient; recognize when irrelevant evidence is introduced”).

Range of Writing























Speaking & Listening » Grade 6

Comprehension and Collaboration

CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners

on grade 6 topics, texts, and issues, building on others’ ideas and

expressing their own clearly.

CCSS.ELA-Literacy.SL.6.1a Come to discussions prepared, having read or

studied required material; explicitly draw on that preparation by referring to

evidence on the topic, text, or issue to probe and reflect on ideas under

discussion.

CCSS.ELA-Literacy.SL.6.1b Follow rules for collegial discussions, set

specific goals and deadlines, and define individual roles as needed.

CCSS.ELA-Literacy.SL.6.1c Pose and respond to specific questions with

elaboration and detail by making comments that contribute to the topic,

text, or issue under discussion.

CCSS.ELA-Literacy.SL.6.1d Review the key ideas expressed and

demonstrate understanding of multiple perspectives through reflection and

paraphrasing.

CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse

media and formats (e.g., visually, quantitatively, orally) and explain how it

contributes to a topic, text, or issue under study.

CCSS.ELA-Literacy.SL.6.3 Delineate a speaker’s argument and specific

claims, distinguishing claims that are supported by reasons and evidence

from claims that are not.

Presentation of Knowledge and Ideas

CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas

logically and using pertinent descriptions, facts, and details to accentuate

main ideas or themes; use appropriate eye contact, adequate volume, and

clear pronunciation.








researched material under study; explicitly draw on that preparation by

referring to evidence on the topic, text, or issue to probe and reflect on

ideas under discussion.

CCSS.ELA-Literacy.SL.7.1b Follow rules for collegial discussions, track

progress toward specific goals and deadlines, and define individual roles

as needed.

CCSS.ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and

respond to others’ questions and comments with relevant observations and

ideas that bring the discussion back on topic as needed.

CCSS.ELA-Literacy.SL.7.1d Acknowledge new information expressed by

others and, when warranted, modify their own views.

CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details

presented in diverse media and formats (e.g., visually, quantitatively,

orally) and explain how the ideas clarify a topic, text, or issue under study.


claims, evaluating the soundness of the reasoning and the relevance and

sufficiency of the evidence.


CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing

salient points in a focused, coherent manner with pertinent descriptions,

facts, details, and examples; use appropriate eye contact, adequate

volume, and clear pronunciation.








researched material under study; explicitly draw on that preparation by

referring to evidence on the topic, text, or issue to probe and reflect on

ideas under discussion.

CCSS.ELA-Literacy.SL.8.1b Follow rules for collegial discussions and

decision-making, track progress toward specific goals and deadlines, and

define individual roles as needed.

CCSS.ELA-Literacy.SL.8.1c Pose questions that connect the ideas of

several speakers and respond to others’ questions and comments with

relevant evidence, observations, and ideas.

CCSS.ELA-Literacy.SL.8.1d Acknowledge new information expressed by

others, and, when warranted, qualify or justify their own views in light of the

evidence presented.

CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented

in diverse media and formats (e.g., visually, quantitatively, orally) and

evaluate the motives (e.g., social, commercial, political) behind its

presentation.


claims, evaluating the soundness of the reasoning and relevance and

sufficiency of the evidence and identifying when irrelevant evidence is

introduced.


CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing

salient points in a focused, coherent manner with relevant evidence, sound

valid reasoning, and well-chosen details; use appropriate eye contact,

http://www.corestandards.org/ELA-Literacy/SL/6/1/

http://www.corestandards.org/ELA-Literacy/SL/6/1/a/

http://www.corestandards.org/ELA-Literacy/SL/6/1/b/

http://www.corestandards.org/ELA-Literacy/SL/6/1/c/

http://www.corestandards.org/ELA-Literacy/SL/6/1/d/





















CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics,

images, music, sound) and visual displays in presentations to clarify

information.

CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and

tasks, demonstrating command of formal English when indicated or

appropriate. (See grade 6 Language standards 1 and 3 here for specific

expectations.)

CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual

displays in presentations to clarify claims and findings and emphasize

salient points.




expectations.)

adequate volume, and clear pronunciation.

CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into

presentations to clarify information, strengthen claims and evidence, and

add interest.




expectations.)











Language » Grade 6

Conventions of Standard English

CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.6.1a Ensure that pronouns are in the proper case

(subjective, objective, possessive).

CCSS.ELA-Literacy.L.6.1b Use intensive pronouns (e.g., myself,

ourselves).

CCSS.ELA-Literacy.L.6.1c Recognize and correct inappropriate shifts in

pronoun number and person.*

CCSS.ELA-Literacy.L.6.1d Recognize and correct vague pronouns (i.e.,

ones with unclear or ambiguous antecedents).*

CCSS.ELA-Literacy.L.6.1e Recognize variations from standard English in

their own and others' writing and speaking, and identify and use strategies

to improve expression in conventional language.*


standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-Literacy.L.6.2a Use punctuation (commas, parentheses,

dashes) to set off nonrestrictive/parenthetical elements.*

CCSS.ELA-Literacy.L.6.2b Spell correctly.

Knowledge of Language

CCSS.ELA-Literacy.L.6.3 Use knowledge of language and its conventions

when writing, speaking, reading, or listening.

CCSS.ELA-Literacy.L.6.3a Vary sentence patterns for meaning,

reader/listener interest, and style.*

CCSS.ELA-Literacy.L.6.3b Maintain consistency in style and tone.*

Vocabulary Acquisition and Use

Language » Grade 7




CCSS.ELA-Literacy.L.7.1a Explain the function of phrases and clauses in

general and their function in specific sentences.

CCSS.ELA-Literacy.L.7.1b Choose among simple, compound, complex,

and compound-complex sentences to signal differing relationships among

ideas.

CCSS.ELA-Literacy.L.7.1c Place phrases and clauses within a sentence,

recognizing and correcting misplaced and dangling modifiers.*



CCSS.ELA-Literacy.L.7.2a Use a comma to separate coordinate adjectives

(e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green

shirt).

CCSS.ELA-Literacy.L.7.2b Spell correctly.




CCSS.ELA-Literacy.L.7.3a Choose language that expresses ideas

precisely and concisely, recognizing and eliminating wordiness and

redundancy.*

Language » Grade 8




CCSS.ELA-Literacy.L.8.1a Explain the function of verbals (gerunds,

participles, infinitives) in general and their function in particular sentences.

CCSS.ELA-Literacy.L.8.1b Form and use verbs in the active and passive

voice.

CCSS.ELA-Literacy.L.8.1c Form and use verbs in the indicative,

imperative, interrogative, conditional, and subjunctive mood.

CCSS.ELA-Literacy.L.8.1d Recognize and correct inappropriate shifts in

verb voice and mood.*



CCSS.ELA-Literacy.L.8.2a Use punctuation (comma, ellipsis, dash) to

indicate a pause or break.

CCSS.ELA-Literacy.L.8.2b Use an ellipsis to indicate an omission.

CCSS.ELA-Literacy.L.8.2c Spell correctly.




CCSS.ELA-Literacy.L.8.3a Use verbs in the active and passive voice and

in the conditional and subjunctive mood to achieve particular effects (e.g.,

emphasizing the actor or the action; expressing uncertainty or describing a

state contrary to fact).


http://www.corestandards.org/ELA-Literacy/L/6/1/

http://www.corestandards.org/ELA-Literacy/L/6/1/a/

http://www.corestandards.org/ELA-Literacy/L/6/1/b/

http://www.corestandards.org/ELA-Literacy/L/6/1/c/

http://www.corestandards.org/ELA-Literacy/L/6/1/d/

http://www.corestandards.org/ELA-Literacy/L/6/1/e/




























CCSS.ELA-Literacy.L.6.4 Determine or clarify the meaning of unknown

and multiple-meaning words and phrases based on grade 6 reading and

content, choosing flexibly from a range of strategies.

CCSS.ELA-Literacy.L.6.4a Use context (e.g., the overall meaning of a

sentence or paragraph; a word’s position or function in a sentence) as a

clue to the meaning of a word or phrase.

CCSS.ELA-Literacy.L.6.4b Use common, grade-appropriate Greek or Latin

affixes and roots as clues to the meaning of a word (e.g., audience,

auditory, audible).

CCSS.ELA-Literacy.L.6.4c Consult reference materials (e.g., dictionaries,

glossaries, thesauruses), both print and digital, to find the pronunciation of

a word or determine or clarify its precise meaning or its part of speech.

CCSS.ELA-Literacy.L.6.4d Verify the preliminary determination of the

meaning of a word or phrase (e.g., by checking the inferred meaning in

context or in a dictionary).

CCSS.ELA-Literacy.L.6.5 Demonstrate understanding of figurative

language, word relationships, and nuances in word meanings.

CCSS.ELA-Literacy.L.6.5a Interpret figures of speech (e.g.,

personification) in context.

CCSS.ELA-Literacy.L.6.5b Use the relationship between particular words

(e.g., cause/effect, part/whole, item/category) to better understand each of

the words.

CCSS.ELA-Literacy.L.6.5c Distinguish among the connotations

(associations) of words with similar denotations (definitions) (e.g., stingy,

scrimping, economical, unwasteful, thrifty).

CCSS.ELA-Literacy.L.6.6 Acquire and use accurately grade-appropriate

general academic and domain-specific words and phrases; gather

vocabulary knowledge when considering a word or phrase important to

comprehension or expression.



and multiple-meaning words and phrases based on grade 7 reading and






affixes and roots as clues to the meaning of a word (e.g., belligerent,

bellicose, rebel).

CCSS.ELA-Literacy.L.7.4c Consult general and specialized reference

materials (e.g., dictionaries, glossaries, thesauruses), both print and digital,

to find the pronunciation of a word or determine or clarify its precise

meaning or its part of speech.






CCSS.ELA-Literacy.L.7.5a Interpret figures of speech (e.g., literary,

biblical, and mythological allusions) in context.


(e.g., synonym/antonym, analogy) to better understand each of the words.


(associations) of words with similar denotations (definitions) (e.g., refined,

respectful, polite, diplomatic, condescending).






and multiple-meaning words or phrases based on grade 8 reading and






affixes and roots as clues to the meaning of a word (e.g., precede, recede,

secede).

CCSS.ELA-Literacy.L.8.4c Consult general and specialized reference

materials (e.g., dictionaries, glossaries, thesauruses), both print and digital,

to find the pronunciation of a word or determine or clarify its precise

meaning or its part of speech.






CCSS.ELA-Literacy.L.8.5a Interpret figures of speech (e.g. verbal irony,

puns) in context.


to better understand each of the words.


(associations) of words with similar denotations (definitions) (e.g.,

bullheaded, willful, firm, persistent, resolute).




































Reading: Common Core Guidelines

What is close reading?

Close reading involves focused, sustained reading and rereading of a text for the purpose of understanding key points, gathering evidence, and building knowledge. Close, analytical reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. (PARCC, 2011, p. 7) Criteria for text selection when doing a close read:

a text worth reading related to a unit of study short texts select both fiction and non-fiction texts

Anchor Standards for Reading call for students throughout Gr. K-12 to: analyze the individuals, events, and ideas in a selection. analyze the central ideas or themes of a text. evaluate the arguments and specific claims in a text.

Focus on… Ideas

make inferences & draw conclusions based on a text reflect on reading, formulate ideas, opinions, & personal responses to texts

Evidence support ideas with relevant evidence consider and respond to other’s ideas, questions, and arguments use examples from text to support conclusion


Close Reading

Close reading is careful and purposeful reading in order to understand what the author says and then the reader brings one’s own ideas to the text (critical reading). Close reading allows the reader to slow down and reflect on the meaning of the text.

• Introduce the text and set a purpose for the first reading. • Read with ‘pencil in hand’ (annotate). • Turn and talk with a partner (discussion & reflection). • Multiple readings and rereadings of the text. Teacher can read aloud as students listen closely for specific

components. • After the second and third readings, students discuss content, author’s purpose, vocabulary and word choice,

key details and general understandings. • Students record information to text-dependent questions based on text evidence from the selection. Students

read with argumentation.


Phases of a Close Reading Lesson (Timothy Shanahan)

Prereading

Set the context for the text without revealing too much information and thus denying students the opportunity to think deeply themselves.

Keep it short and to the point. Prereading activities should be no longer than the reading itself and not cover concepts taught within the text and /or illustrations.

First Reading- What Does the Text Say?

Guide students to consider the most important elements of the text and clarify confusion. Ask students to summarize the information or retell the story, including the key ideas and details.

Second Reading- How Does the Text Work?

Lead the students in considering the author’s craft and the text’s structure as tools for conveying ideas. Develop an awareness of the choices an author and illustrator make to convey ideas. Focus on why and how the author told the story or shared the information.

Third Reading- What Does the Text Mean?

Consider what the text means to a reader and how it connects to other texts and the reader’s life.


COMMON ANNOTATION MARKS

Underlining- of major points; of important or forceful statements Vertical lines at the margin- to emphasize a statement already underlined or to point to a

passage too long to be underlined Star, asterisk, or other doodad at the margin- to be used sparingly, to emphasize the ten or

dozen most important statements or passages in the book. You may want to fold a corner of each page on which you make such marks or place a post-it on the pages.

Numbers in the margin- to indicate a sequence of points made by the author in developing an argument.

Numbers of other pages in the margin- to indicate where else in the book the author makes the same points, or points relevant to or in contradiction of those where marked.

Circling of key words or phrases- This serves much the same function as underlining. Writing in the margin, or at the top or bottom of the page- to record questions (and

perhaps answers) which a passage raises in your mind; to reduce a complicated discussion to a simple statement; to record the sequence of major points right through the book.


Modeled Annotation


Gradual Release of Responsibility Model The literacy program is also balanced along a continuum of student independence. Students will move from activities that are teacher directed (teachers provide direct instruction to students), to collaborative activities (teachers provide instruction with the students) and independent activities (where work is produced by the students with little or no support from the teacher). This effective model for successful student learning is also termed, the gradual release of responsibility model. The gradual release of responsibility “emphasizes instruction that mentors students into becoming capable thinkers and learners when handling the tasks with which they have not yet developed expertise” (Buehl, 2005). This gradual release of responsibility model of instruction has been documented as an effective approach for improving writing achievement (Fisher & Frey, 2003), reading comprehension (Lloyd, 2004), and literacy outcomes for English language learners (Kong & Pearson, 2003).


Lesson Structure

Connect (Learning Objective & Anticipatory Set) Teachers tell students:

• what will happen today (ELA objective on board) (Refer to overview of CCSS reference sheet.) • how this learning connects to earlier work • how this new learning helps readers and writers

Model (Instructional Input) Teachers model skills & strategies by:

• reading and writing in front of students • thinking aloud to show the specific strategies students should try out • breaking down authors’ techniques so that student readers and writers can imitate and extend them

Try It Out (Guided Practice & Check for Understanding) Readiness for independent work comes when:

• students test out the modeled strategy • teachers observe students’ practice to see who ‘gets it’ and who needs additional support

Solidify (Independent Practice) Teachers make sure students are ready for independent work by:

• providing any last-minute clarifications and restating procedures/process • observe and assess students to modify and adjust instruction based on individualized needs



READING BLOCK

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Reading Block Literacy Guidelines

Prentice Hall Literature Anthology

Big Questions to Enrich Literary Concepts and Reading Strategies

Unit Grade 6 Grade 7 Grade 8

1 How do we decide what is true? (Fiction & Nonfiction)

What is the best way to find the truth? (Fiction & Nonfiction)

Is truth the same for everyone? (Fiction & NonFiction)

2 Is conflict always bad? (Short Stories)

Does every conflict have a winner? (Short Stories)

Can all conflicts be resolved? (Short Stories)

3 What is important to know? (Types of NonFiction)

What should we learn? (Types of NonFiction)

How much information is enough? (Types of NonFiction)

4 Do we need words to communicate well?

(Poetry)

What is the best way to communicate? (Poetry)

What is the secret to reaching someone with words? (Poetry)

5 How do we decide who we are? (Drama)

Do others see us more clearly then we see ourselves?

(Drama)

Is it our differences or our similarities that matter most?

(Drama) 6 How much do our communities shape

us? (Themes in Folk Literature)

Community or individual- which is more important?

(Themes in Oral Tradition)

Are yesterday’s heroes important today?

(Themes in American Stories)

2013-2014 Reading Goals

MP Grade 6, 7, 8 Non-Negotiables Reading Goals aligned with PARCC Planning Completed by Grade Level Teams 6/2013 1 Unit 1- Incorporate poetry & drama • Extended text

• Multiple short texts (anthology) • Novels • Literature Circles • Independent reading books

• Grade 6- Units 1,2,3,6 • Grade 7- Units 2,3,1,6 • Grade 8- Units 1,2,6, 4/5 (To be revised to

include Unit 3 (NonFiction) and integrate Units 4/5 into Unites 1,2,3,6)

2 Unit 2- Incorporate poetry & drama 3 Unit 3- Incorporate poetry & drama 4 Unit 6- Incorporate poetry & drama


Reading Block

Instructional Guidelines for 2013-2104 School Year

Marking Period

Grade 6 Grade 7 Grade 8

1 Unit 1: Fiction/NonFiction

8-10 selections Unit 2: Short Stories 8-10 selections

Unit 1: Fiction/NonFiction 8-10 selections

2 Unit 2:Short Stories 8 selections

Unit 3: Types of NonFiction 6 selections Extended Text: The Outsiders

Unit 2: Short Stories 6 selections Extended Text: Roll of Thunder

3 Unit 3: Types of NonFiction 6 selections Extended Text: Literature Cart: Book Clubs & Literature Circles

Unit 1: Fiction/NonFiction 6-8 selections

Unit 6: Themes in American Stories 6-8 selections

4 Unit 6:Themes in Folk Literature 6 selections Extend Text: Crispin

Unit 6: Themes in Oral Tradition 6 selections Extended Text: The Giver

Unit 4: Poetry (Needs revision to include Unit 3) 6 selections Extended Text: The Last Lecture

Assessments Quarterlies SRI(Scholastic Reading Inventory) • Anthology Benchmark assessments • Anthology Cumulative assessments • Anthology Unit tests • Anthology Diagnostic Vocabulary

tests • SCRs • Reading Response Notebook • Projects/presentations

Include: • Benchmark Assessments (2 per unit):

On-line multiple choice evaluates Reading Skills Literary Analysis Vocabulary Grammar

Writing

• Open-ended questions

o Week beginning Sept. 16, 2013 o Week beginning Nov. 11, 2013 o Week beginning Feb. 10, 2014 o Week beginning Ap. 14, 2014


Independent Reading Block for Grades 6-8 20-30 minutes

Independent Reading Students self-select books at their reading (lexile) level (books they can read with 95-100% accuracy). Students take responsibility for working through the challenges of the text independently. The teacher’s role is to observe, acknowledge, and teach the students during conferences. A sustained period of time is set aside each day for independent reading (20- minute Independent Reading Block). Independent reading affords the students the uninterrupted time to apply reading strategies, develop fluency, and build their confidence as readers. What are students reading?

• Students are reading books on their independent reading level. • Students have choice as to the books they read. Therefore, teachers have the responsibility of teaching students how to select “just

right” books • Students will maintain a ‘Reader’s Notebook’ to log the books read and to reflect and respond to prompts about the books they

are reading.

http://www.bing.com/images/search?q=images+of+literature+circles&qs=AS&sk=&FORM=QBIR&pq=images of literature &sc=4-21&sp=1&qs=AS&sk=


Grade Band

Current Lexile Band

"Stretch" Lexile Band*

K–1 N/A N/A

2–3 450L–725L 420L–820L

4–5 645L–845L 740L–1010L

6–8 860L–1010L 925L–1185L

9-10 960L–1115L 1050L–1335L

11–CCR 1070L–1220L 1185L–1385L

ELA CCSS 2010

R5 developed by Kelley and Clausen-Grace (2006) describes an approach for independent reading that encourages accountability by the reader:

1. Read and Relax 2. Reflect and Respond (Student

Reading Log & Reader’s Response Notebook)

3. Rap (Teacher-Student Conference, Peer discussions, Socratic Circles, Critics Corner)


What is the teacher doing?

• Teachers will listen to individual students read and confer with them about the books they are reading. • Teachers will use informal assessments that include anecdotal notes and running records identifying students’ decoding accuracy,

fluency, vocabulary knowledge, and comprehension. • Teachers will provide written feedback to students’ reflections and responses in their Reader’s Notebook using the reading

response rubric.


Reader’s Notebook

Purpose:

Reading is thinking; writing about reading helps to develop this thinking. Writing makes the internal process of reading visible to teachers. Making reading visible helps student meet the rigorous demands of the Common Core State Standards (CCSS). The notebook allows readers to house and develop ideas, share them with peers, and analyze ideas.

Setting Up the Reader’s Notebook (Use post-it tabs.)

1. Books I Read (Place tab on the side of the first page of your notebook.) 2. Reader’s Block Notes (Count 4 pages from the first tab and place tab on the side of the next page.) 3. Response to Reading (Place tab on the side of the middle page of the notebook.) 4. My Reading and Thinking (Place tab on the last page of the book; hang if on the top or the bottom.)

Sample Reader’s Notebook Rubric Criteria Not there yet . . .

1 2 3

Approaching Goal. . .

4 5 6 7

Goal Achieved . . .

8 9 10

Citation Citation does not follow MLA format and/or contains many errors.

Citation is in MLA format with few errors. Citation is in MLA format with no errors.

Summary Summary is not ¾ of a page and/or lacks detail and understanding of the book.

Summary is about ¾ of a page and demonstrates understanding of the book.

Summary is at least ¾ of a page, demonstrates a detailed understanding of the book.

Literary Analysis

Analysis is not ¾ of a page and/or is lacking in understanding and analysis of the book and/or does not use provided prompts.

Analysis is about ¾ of a page and shows understanding using one or more of the provided prompts.

Analysis is at least ¾ of a page, shows understanding and analysis using one or more of the provided prompts. Evidence from the book is cited.


Quick Jots Experienced readers make their thinking visible through writing. Effective readers do quick jotting AS they read to keep track of their initial ideas. Use post-its to:

o track character change. o record emotional reactions. o see trends in your thinking. o record your questions. o note theories about characters. o support your ideas during book talks.

A post-it is worth a 1000 words!

Writing Long About Our Books We write long in our notebooks to develop our thinking further. We write long:

o about character change. o after we analyze our post-its. o about a quote or part in our book. o off of a post-it when we have more

to say. o to compare texts. o about the life lessons (themes) in

our books.

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Prompts for Pushing Our Thinking

For example… Another example is… In addition… I’m thinking this because… This makes me realize… This is important because… This is giving me the idea that…

The reason for this is… This connects with… On the other hand… Could it also be that… I used to think…but now I am realizing… I think this book is really about…

Prompts for the Reader’s Notebook that students respond to on their independent book of choice can be aligned with the unit’s Essential Question. (Note: Open-ended responses to questions related to anthology selections and classroom readings should be placed in the student’s binder.)

Dialectical Journals (Double-Entry Journals)

The term “dialectical” means “the art or practice of arriving at the truth by using conversation involving question and answer.” Think of a dialectical journal as a series of conversations with the texts that are read during class. Use the journal to incorporate personal responses to the texts, to expand ideas about the themes, and to process what is read. The dialectical or double-entry journal requires that students read beyond the yellow highlighter by identifying passages/quotes from the text that seem significant, thought provoking or puzzling. These journal entries will provide significant practice for analyzing and providing text evidence as required by the ELA Common Core Standards. Critical thinking level responses will require that students:

Analyze the text for use of literary devices (tone, structure, style, imagery). Make connections between different characters or events in the text. Make connections to a different text (or film, song, video, poem etc). Discuss the words, ideas, or actions of the author or character(s). Consider an event or description from the perspective of a different character. Analyze a passage and its relationship to the story as a whole.


Double Entry Journal Idea/Quote from the Text Detailed Reaction/

Reflection/Connection


Literature Study

Literature study can occur in Book Clubs and/or Literature Circles. These heterogeneous discussion groups help student develop a deeper appreciation and understanding of literary texts. During book discussions, students have the opportunity to share their personal responses about a piece of literature. In book clubs and literature circles, students engage in the elements of shared inquiry learning. (The Great Books Foundation)

• Collaboration: Students collaborate with peers by listening and sharing ideas and questions, agreeing and disagreeing, or weighing alternative interpretations.

• Questioning: Students ask questions to clarify and deepen their understanding of the text. • Interpretive Focus: Students develop their own interpretations and evaluations of the text through discourse with peers who offer

more than one valid answer. • Evidence: Students support their interpretations and opinions by offering consistent text-evidence from their reading.

The Great Books Shared Inquiry sequence of activities to provide sustained interaction and the construction of meaning from complex texts aligns with the ELA Common Core State Standards:

• Pre-reading activities • First reading and note-taking • Sharing questions • Rereading activities, including note-taking • Shared inquiry discussion • Extending the inquiry through writing, evaluative or creative responses

The unexamined life is not worth living. –Socrates-

http://www.forbes.com/sites/work-in-progress/2012/03/27/how-to-develop-5-critical-thinking-types/


Socratic Seminar

"The Socratic method of teaching is based on Socrates' theory that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers. Therefore, he regularly engaged his pupils in dialogues by responding to their questions with questions, instead of answers. This process encourages divergent thinking rather than convergent thinking" (Adams). "Socratic questioning recognizes that questions, not answers, are the driving force in thinking. Socratic seminars explore ideas, values, and issues drawn from readings or art works chosen for their richness. They also provide a forum to expand participants' familiarity with works drawn from many cultural sources. Leaders help participants to make sense of a text and of their own thinking by asking questions about reasoning, evidence, connections, examples, and other aspects of sound thinking. A good seminar is more devoted to making meaning than to mastering information. Seminars strengthen participants' learning by getting them actively engaged in rigorous critical thought. Practical activities are always followed by periods of reflection and discussion about what has been experienced. The goal here is to allow learners to create a community of inquiry for the purpose of making meaning cooperatively" (Raider). What does Socratic mean?

Socratic comes from the name Socrates (ca. 470-399 BC) who was a classical Greek philosopher; he developed a Theory of Knowledge. What is a Socratic Seminar?

A Socratic Seminar is a method to try to understand information by creating an in-class dialogue based on a specific text. The participants seek deeper understanding of complex ideas through rigorously thoughtful dialogue, rather than by memorizing bits of information or meeting arbitrary demands for 'coverage.'

What Do I Do?

1. Refer to the text when needed during the discussion. A seminar is not a test of memory. You are not "learning a subject"; your goal is to understand the ideas, issues, and values reflected in the text.

2. It's okay to "pass" when asked to contribute. 3. Do not participate if you are not prepared. 4. Do not stay confused; ask for clarification. 5. Talk to each other, not just the teacher or leader. 6. Stick to the point currently under discussion; make notes about ideas you want to come back to. 7. Don't raise hands; take turns speaking. 8. Listen carefully and respectfully. 9. Speak up so that everyone can hear you. 10. Discuss the ideas rather than each other's opinions.


How Do I Prepare? While reading the homework assignments, use Post-It notes or jot down important quotes or ideas that you believe will support your argument. Remember that you WILL have your book and notes accessible for this activity! USE your resources! Example: Our big question for this seminar is: To what extent do you accept or reject the ideas of civil disobedience put forth by Martin Luther King, Jr. and Henry David Thoreau? In order to prepare for tomorrow:

1. Are we always obligated to obey the law? If yes, why? If not, what criteria do we use to determine when disobedience is justifiable? 2. What arguments does Thoreau use to justify his opinions? 3. What arguments does MLK use to justify his beliefs? 4. Do they both use the same basic premise or argument for justification? 5. Mark passages and quotes with post-its so you can find them. You will need to prove understand what you have read and what the authors believe in order to explain whether you agree or disagree. Break it down point by point. 6. Make some notes in your own words regarding passages you want to discuss and questions you want to ask.

Stem Questions that Facilitate & Sustain Dialogue Agree / Disagree Has anyone else had a similar . . .? Who has a different . . .?

Clarification I'm not sure I understand . . .? Tell me more about . . .? Do you see gaps in my reasoning? Are you taking into account something different from what I have considered?

Support Questions Can you give us an example of . . .? Where in the story . . .? What would be a good reason for . . .? What is some evidence for . . .?


Cause and Effect Why do you think that happened? How could that have been prevented? Do you think that would happen that way again? Why? What are some reasons people . . .?

Different Situation Can you describe a situation that would . . .? Suppose ________________. Would that still be true? Why or why not?

Counterexample Would that still happen if . . . ? What might have made the difference?

Compare / Contrast How are __________ and _______ alike? Different? What is that similar to? Can you think of why this feels different than . . .? How does this (poem, book, incident, etc.) remind you of . . .? Benefits / Burdens What are some of the reasons this wouldn't (would) be a good idea? Would anyone like to speak to the opposite side?

Those are some reasons this would work; what reasons might it not work?

Structure / Function If that was the goal, what do you think about... (the action, reaction)? What were her/his choices of how to . . .? Why was she/he doing that? (Reply gives reason) What do you think of that approach? What better choices could he/she have made? What rules would we need to make sure . . .? Personal Experience What would you do in that situation? Has anything like that ever happened to you? In what way are you alike or different from . . .?


Reader’s Notebook Guidelines/Ideas




Writing Block

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Writing Block

What is the best practice in writing instruction? Provide TIME for writing for real audience/purpose. Provide MODELS (exemplars/real texts/teacher’s writing). Give students CHOICE (topics/audiences). Provide INSTRUCTION/SUPPORT through all stages of writing process. TEACH CONVENTIONS IN CONTEXT of real writing/reading. GRADE ONLY A FEW (not everything) student selected polished pieces.

Minnesota DOE

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Writing Block

The writing block is approximately 44 minutes in length with the following components incorporated into that period of time.

Format Component Recommended Setting/ Time

Focus Lesson Direct instruction/ min-lessons for the whole group aligned with the unit of study/writing

genre. • Writing Process (prewriting, drafting, revising, editing, publishing) • Genre Study (descriptive, narrative, persuasive/argumentative, explanatory/informational) • Modeled/shared writing (mentor texts/exemplars in Writing Coach) • Six Writing Traits (ideas, word choice, organization, sentence fluency, voice, conventions) • Craft, Structure, Mechanics, Grammar

Whole Group • 10-15 minutes

Student Work Time During student work time a variety of writing activities occur focused on individual actual student writing which can include:

• Shared writing • Individual writing • Writing in response to reading • Teacher conferring with students • Peer revising and editing • Independent research • Publishing

Individual or Small Group • 20-25 minutes

Sharing A time of gathering together to reinforce the focus lesson of the day, debrief students’ writing, or summarize the overall progress of the group toward learning goals. (Status of the Class)

Whole Group, Small Group, or Partners

• 5-10 minutes Writing Assessments 2013-2014

MP Writing Prompts Pre- Prompt Post-Prompt Published Pieces/Graded/Portfolios 1 Narrative Week of Sept. 9, 2013 Week of Nov. 11, 2013 3 2 Informational Week of Nov. 18, 2013 Week of Jan. 27, 2014 3 3 Argumentative Week of Feb. 10, 2014 Week of Ap. 23, 2014 3 4 2 (1 is a research paper aligned with content area)



Modeled Writing (Think Aloud & Exemplars)

The teacher demonstrates the act of writing by thinking aloud while composing text in front of students. Modeled writing allows students to hear the thinking that accompanies the process of writing, such as topic choice, how to start a

piece, looking for a better word, revising, and editing. The teacher provides exemplars that can be posted in the classroom and creates written language resources for the classroom.

The role of the teacher is to:

• introduce the lesson/topic by modeling how to begin writing. • plan text and help students generate ideas for writing. • record students’ ideas. • reinforce print conventions such as capitalization, punctuation, and grammar. • demonstrate how different genres are structured. • introduce the structures of various fiction and nonfiction genres.

The role of the students is to:

• provide ideas for the writing. • suggest features to suit the particular genre. • read and make critical comments about the composition with the teacher.

What should the teacher model? Topic Selection

Teachers need to model how to select a topic, how to give reasons for topic selection, and how to write on a variety of topics. It is also beneficial for students to see their teacher keeping a topic list.

Gathering and Selecting Information Teachers need to model the usefulness of drawing pictures or diagrams, making graphicorganizers, jotting in margins, and note-taking.

Writing in a Variety of Forms In order for children to write in a variety of forms, they need to hear and see the variations. The teacher can model variety by reading different genres and styles of writing aloud to children. Discussion with the class about the various genres and literacy styles will enable them to discover the defining characteristics of each form.


Guided Writing (Think on My Own with Coaching)

The teacher works with a small group of students or individuals and coaches them as each one writes a composition, leading them to independent writing.

The teacher guides the process and provides close-up, customized instruction, coaching, and encouragement to foster creativity and the ability to craft one’s writing.

The role of the teacher is to: • observe and assess students’ writing. • meet with individuals or small groups who have similar needs. • prompt, coach and guide young writers. • respond as a reader. • ask open-ended questions. • extend students’ thinking in the process of composing. • foster writing independence. • accept and expect approximations of spellings of unusual or unknown words.

The role of the student is to: • make choices and decisions. • write for a variety of purposes and audiences. • write in a variety of genres. • respond to peers and to reflect on peer responses to their writing.


Independent Writing (Think on My Own)

Independent writing provides students with the opportunity to practice their writing skills. They have the opportunity to write about their interests and to write for many purposes, using different genres as appropriate for the grade level.

Students must have time each day to write, revise, and publish stories and other texts of their choosing. Students become authors with purpose, and consider who their audience might be. They have the opportunity to write using many different styles and in several genres. The role of the teacher is to:

• create opportunities for students to engage in authentic, purposeful writing. • respond to the content of the students’ writing. • assist students with the revision, editing, and publishing process.

The role of the student is to:

• write for his/her own purpose, to document what he/she has learned, express their feelings, respond to readings, etc.

• select the topic and content for writing. • use different writing genres. • revise and edit writing. • accept feedback from peers and the teacher.



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Six Writing Traits (Basic Rubric) Score 6 Score 5 Score 4 Score 3 Score 2 Score 1 Ideas __well focused and

specific __vivid details develop main idea __advanced knowledge of topic __original and creative thinking

__ focused and specific __ details develop main idea __strong knowledge of topic __ original thinking

__mainly focused and specific __details adequately develop main idea __confident topic knowledge __ some original thinking

__somewhat focused and specific __ details somewhat develop main idea __some topic knowledge __little original thinking

__main idea unclear __ details lacking to support topic __little topic knowledge __no original thinking

__no clear purpose or development of ideas __no demonstration of topic knowledge __no original thinking

Word Choice __clear, sophisticated, precise language

__clear, precise language

__clear language

__language mostly clear

__language and meaning often unclear __misuses some words

__language vague and predictable __meaning often unclear

Organization __logical, fluent progression of ideas __fluid transitions __advanced introduction, topic sentences, and conclusion

__clear progression of ideas __logical transitions __strong introduction, topic sentences, and conclusion

__progression of ideas generally logical __some transitions __generally has introduction and conclusion

__ideas not clearly linked __transitions weak __introduction and conclusion may be unclear __reader may not follow argument

__ some lapses or flaws in organization __transitions weak __may lack introduction and conclusion __reader confused at times

__no link between ideas __no introduction, conclusion, or transitions __reader often confused

Sentence Fluency

__sentences flow smoothly __easy to read aloud __sophisticated variety in sentence structure and length

__sentences flow __easy to read aloud __variety in sentence structure and length

__some sentences flow __some sentences are awkward enough to slow reading __some sentence variety

__little flow between sentences __little sentence variety

__sentences basic and choppy __lacks sentence variety __difficult to read naturally

__sentences choppy and awkward __may have to reread for understanding

Voice __unique voice engages reader

__ voice engages reader

__ adequate voice __voice not always evident

__no consistent voice

__no voice evident

Conventions __ conventions used correctly __very few, if any errors

__conventions generally used correctly __few errors

__conventions somewhat used correctly __some errors

__errors in conventions __errors evident

__errors interfere with comprehension __numerous errors evident

__many errors impede comprehension __numerous, severe errors evident


Writing: Common Core Guidelines The Common Core standards are grounded in the writing process. The standards address the types and purposes of writing, production and distribution of writing, using research to build present knowledge, and the range of writing. Additionally, the language standards address grammar and usage; punctuation, capitalization, and spelling; and understanding how language functions in different contexts. Students are expected to demonstrate the command of three fundamental types of writing:

Argument/Opinion Writing The standards expect students to write arguments in support of claims made about substantive topics or texts, using sound reasoning and relevant evidence. Arguments can be used to:

• change the reader’s point of view. • bring about some action or emotion on the reader’s part. • convince the reader to accept the writer’s explanation or evaluation.

Argumentative writing will account for 30% of the writing assignments at Gr. K-5 and 35-40% at Gr. 6-12. Informative/Explanatory Writing Students are expected to write informative/explanatory texts that investigate and explain complex ideas and information through clear organization and style. Informative/explanatory writing can be used to:

• increase the reader’s understanding of a subject. • explain a procedure or the steps of a process. • enhance the reader’s comprehension of a concept.

Informative/explanatory writing will account for 35% of the writing assignments at Gr. K-5 and 35% at Gr. 6-8. As students progress through the grades, they will expand their knowledge of a wide array of informative/explanatory genres and enhance their aptitude for writing in these genres. Narrative Writing Students will write narrative to convey real or imagined experiences, using effective storytelling techniques, vivid details, and precisely structured event sequences. Students’ narrative writing will:

• have a clear purpose to inform, instruct, persuade, or entertain. • provide insight into characters, using dialogue and interior monologue. • convince readers of the narrative’s believability through usage of sensory details.

Narrative writing will account for 35% of the writing assignments at Gr. K-5 and 30% at Gr. 6-8. This area includes creative fictional stories, memoirs, anecdotes and autobiographies.


Types of Writing and the Common Core

On the upcoming transitional NJASK and the PARCC assessments students are expected to be able to write in the following modes which have been renamed by the CCSS: Persuasive………………..Opinion (K-5) Argumentative (6-12) Expository…………………Informative/Explanatory Narrative…………………..Narrative (tell stories in history, science, sequence of events) Descriptive………………..Part of the other modes

Common Core defines Narrative Writing: Includes a wide array of genres Tells a real or imagined story Employs time as its “deep structure” English Language Arts: fictional stories, memoirs, anecdotes, autobiographies Social Studies: accounts about individuals; construct event models of what happened, selecting relevant information from sources Science: descriptions of step-by-step procedures for investigations

Common Core defines Informative/Explanatory writing: Conveys information accurately about a subject/concept Draws on what student already knows and from primary & secondary sources Genres: fact sheet, news article, feature article, website, report, analytic memo, research report, non-fiction book, how-to-book,

directions, lab report, summaries, précis writing, instructions, manuals, applications, resumes

Informative Explanatory Types Features Components Size Shape Consistency Little-known facts Other characteristics

Processes Relationships Causes Effects Function Behavior How things work Why things happen


Common Core defines Opinion/Argumentative writing: “Argument” and “Persuasion” “When writing to persuade, writers employ a variety of persuasive strategies. One common strategy is an appeal to the credibility, character, or authority of the writer (or speaker). When writers establish that they are knowledgeable and trustworthy audiences are more likely to believe what they say. Another is an appeal to the audience’s self-interest, sense of identity, or emotions, any of which can sway an audience. A logical argument, on the other hand, convinces the audience because of the perceived merit and reasonableness of the claims and proofs offered rather than either the emotions the writing evokes in the audience or the character or credentials of the writer. The Standards place special emphasis on writing logical arguments as a particularly important form of college-and-career-ready writing.“ (CCSS, Appendix A, p. 24)

Argument Writing Opinion Writing

Makes a claim Defends the claim with reasons, examples, and

evidence Weighs and evaluates evidence from experience

and/or sources Moves beyond expository structures (like

cause/effect) Is more deeply analytical Is comparatively well developed and sophisticated

States an opinion Supports the opinion with reasons and

examples Often focuses upon personal experience Elaborates using expository structures (like

cause/effect) Is more concrete/observational Is still developing and less sophisticated


WRITING GENRES/Types of Writing Writing Coach Scope & Sequence Narrative Writing Grade 6 Grade 7 Grade 8 Personal narrative *T *T *T Biographical narrative * Autobiography * Memoir Event Letter * Text-based graphics narrative * Diary *T Short story *T *T *T Science fiction * Tall tale * Graphic novel * Script/scene * * * Mystery Historical fiction Realistic fiction Key: * = Covered skill T= Tested skill

WRITING GENRES/Types of Writing Writing Coach Scope & Sequence Persuasive/Argumentative Grade 6 Grade 7 Grade 8 Persuasive Essay *T *T *T Argumentative Essay * * * Editorial * Letter to the Editor * Media Writing/Magazine Cover * Op-Ed Piece * Advertisement * Speech Evaluative Essay Key: * = Covered skill T= Tested skill


WRITING GENRES/Types of Writing Writing Coach Scope & Sequence Informational Writing Grade 6 Grade 7 Grade 8 Compare & Contrast *T *T *T Similarities & Differences *T Cause & Effect *T Problem-Solution Survey * Documentary * Newsletter * Advice Column Summary Pro-Con Essay Classification Essay Key: * = Covered skill T= Tested skill

WRITING GENRES/Types of Writing Writing Coach Scope & Sequence Response to Literature Grade 6 Grade 7 Grade 8 Letter to the Editor * Create a Blog * Interpretative Response Essay *T *T *T Blog Media Review * Comparison Essay Key: * = Covered skill T= Tested skill


WRITING GENRES/Types of Writing Writing Coach Scope & Sequence Research Writing Grade 6 Grade 7 Grade 8 Research Plan *T *T *T Informational Report * * * I-Search Report * * Consumer Report * * Observation Report * * Summary Key: * = Covered skill T= Tested skill

WRITING GENRES/Types of Writing Writing Coach Scope & Sequence Workplace Writing Grade 6 Grade 7 Grade 8 How-to Essay * * * Thank-you Letter * Friendly Letter * * * Opinion Letter * Letter of Request * * Complaint Letter Applications Cover Letter Resume Proposal Email * Procedural Text *T *T *T Instructions Memo Key: * = Covered skill T= Tested skill


Writers Notebook

What’s in the writer’s notebook?

“The purpose of a notebook is to provide a place for students to practice writing. It’s a place for them to generate text, find ideas, and practice what they know about spelling and grammar.” (Buckner, p. 5)

The writer’s notebook is a place to… The writer’s notebook is not… write reactions and noticings maintain topic lists reread entries to generate more sift and collect important things in your life that may

prove valuable in later writing record short ideas, word, sentences that help you

remember keep ideas…’seeds’…not all germinate teacher strategies, notes, templates, graphic organizers

“A writer’s notebook gives you a place to live like a writer…” Ralph Fletcher

• a diary (day to day mundane entries) • a reading response notebook • whole stories

Writing Process…Draft a Piece…Revise…Edit…Publish

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Writer’s Notebook


Writing Portfolio

"The purpose of a writing portfolio is to demonstrate a writer's improvement and achievements. Portfolios allow writers to collect a body of writing in one place and to organize and present it in an effective, attractive format, giving the instructor a view of a student's writing that focuses more on the complete body of work than on individual assignments. While compiling individual items (sometimes called artifacts) to include in their portfolios, students reflect on their work and measure their progress; as they do so, they may improve their ability to evaluate their own work." (Laurie G. Kirszner and Stephen R. Mandell, The Brief Wadsworth Handbook, 7th ed. Wadsworth, 2012)

Published pieces will be placed in the student’s writing portfolio:

Total of 11 published pieces for the year… o 3 Narrative o 3 Informative/Explanatory o 3 Persuasive/Argumentative o 1 Research o 1 (choice)

Each piece will have the genre specific rubric stapled on top, followed by the final piece, draft(s), pre-writing plans The specific rubrics allow the teacher to check the sub-skill(s) the students still needs to work on. Teachers will work

with students individually or in small groups to address these sub-skills to improve the 6 writing traits in written composition.


Narrative/Six Traits Score 6 Score 5 Score 4 Score 3 Score 2 Score 1 Ideas __well focused and specific

__vivid details develop main idea __advanced knowledge of topic __original and creative thinking








__clear language










Sentence Fluency








__ voice engages reader __ adequate voice __voice not always evident


__no voice evident







Narrative Attributes

_____well-established setting, context and narrator _____sophisticated development characters _____logical sequence of events _____superior use of narrative techniques, such as dialogue and description to develop experiences, events and/or characters are used _____successful use of compositional risks including figurative language, descriptive details and sensory language are used _____logical conclusion

_____established setting, context and narrator _____well-developed characters _____logical sequence of events _____effective narrative techniques, such as dialogue and description to develop experiences, events and/or characters are used _____effective compositional risks including figurative language, descriptive details and sensory language are used _____logical conclusion

_____adequately established setting, context and narrator _____sufficiently developed characters _____logical sequence of events _____evidence of narrative techniques, such as dialogue and description to develop experiences, events and/or characters are used _____attempts compositional risks including figurative language, descriptive details and sensory language are used _____logical conclusion

_____partially established setting, context and narrator _____somewhat developed characters _____attempts logical sequence of events _____limited narrative techniques, such as dialogue and description to develop experiences, events and/or characters are used _____somewhat logical conclusion

_____partially established setting, context and narrator _____underdeveloped characters _____may lack logical sequence of events _____may lack narrative techniques, such as dialogue and description to develop experiences, events and/or characters are used _____may lack logical conclusion

_____no established setting, context and narrator _____undeveloped characters _____no logical sequence of events _____no narrative techniques, such as dialogue and description to develop experiences, events and/or characters _____no logical conclusion


Informative/Six Traits Score 6 Score 5 Score 4 Score 3 Score 2 Score 1 Ideas __well focused and specific









__clear language










Sentence Fluency








__ voice engages reader __ adequate voice __voice not always evident


__no voice evident







Informative Attributes

__ Appropriate formatting used ( headings, graphics, charts, tables or multimedia) __ Topic developed with relevant facts, definitions, specific details, quotes, or other information and examples (TTT, TTW) __ Precise and task-specific vocabulary used __ Establish and maintain a formal style

__ Topic developed with relevant facts, definitions, specific details, quotes, or other information and examples (TTT, TTW) __ Task-specific vocabulary attempted throughout __ Establish and maintain a formal style

__ Topic developed with facts, definitions, details, quotes, or other information and examples (TTT, TTW) __ Some task-specific vocabulary __ Establish and maintain a formal style

__ Uneven development of topic with some facts, definitions, details, quotes __ Task-specific vocabulary weak or misused __ Formal style attempted

__ Uneven development of topic __ Task-specific vocabulary misused or missing __ Formal style barely attempted

__ No topic development __ Task-specific vocabulary missing __ Formal style not attempted


Argumentative/6 Traits Score 6 Score 5 Score 4 Score 3 Score 2 Score 1 Ideas __well focused and specific









__clear language










Sentence Fluency



__some sentences flow __some sentences are awkward /slow reading __some sentence variety




Voice __unique voice engages reader __ voice engages reader __ adequate voice __voice not always evident


__no voice evident







Argumentative Attributes

___Introduces three distinct, reasonable claims and three distinct counterclaims supporting the thesis ___Distinguishes all claims from opposing claims (no repeating of claims) ___Supports claims with logical reasoning and relevant evidence, using accurate credible sources and a demonstration of understanding ___Creates cohesion and clarify the relationships among claims, counterclaims, reasons and evidence using words, phrases, and clauses

___Attempts three claims and three counterclaims; however, may not support the thesis ___Distinguishes most claims from opposing claims (no repeating of claims) ___Supports most claims with logical reasoning and relevant evidence, using accurate credible sources and a demonstration of understanding

___Introduces two distinct claims and two distinct counterclaims that support the thesis rather than the required three ___Supports some claims with logical reasoning and relevant evidence, using accurate credible sources and a demonstration of understanding

___Introduces one distinct claim and one distinct counterclaim that support the thesis rather than the required three

___Introduces claims and/or counterclaims that do not necessarily support the thesis ___Does not distinguish claims from opposing claims

___No claims and/or counterclaims that support the thesis


Six Traits Basic Score 6 Score 5 Ideas __well focused and specific







Sentence Fluency







Narrative Six Traits Score 6 Score 5 Ideas __well focused and specific







Sentence Fluency



Voice __unique voice engages reader __ voice engages reader



_____well-established setting, context and narrator _____sophisticated development characters _____logical sequence of events _____superior use of narrative techniques, such as dialogue and description to develop experiences, events and/or characters are used _____successful use of compositional risks including figurative language, descriptive details and sensory language are used _____logical conclusion

_____established setting, context and narrator _____well-developed characters _____logical sequence of events _____effective narrative techniques, such as dialogue and description to develop experiences, events and/or characters are used _____effective compositional risks including figurative language, descriptive details and sensory language are used _____logical conclusion


Informative Six Traits Score 6 Score 5 Ideas __well focused and specific







Sentence Fluency







__ Appropriate formatting used ( headings, graphics, charts, tables or multimedia) __ Topic developed with relevant facts, definitions, specific details, quotes, or other information and examples (TTT, TTW) __ Precise and task-specific vocabulary used __ Establish and maintain a formal style

__ Topic developed with relevant facts, definitions, specific details, quotes, or other information and examples (TTT, TTW) __ Task-specific vocabulary attempted throughout __ Establish and maintain a formal style

Argumentative Six Traits Score 6 Score 5 Ideas __well focused and specific







Sentence Fluency







___Introduces three distinct, reasonable claims and three distinct counterclaims supporting the thesis

___Distinguishes all claims from opposing claims (no repeating of claims)

___Supports claims with logical reasoning and relevant evidence, using accurate credible sources and a demonstration of understanding

___Creates cohesion and clarify the relationships among claims, counterclaims, reasons and evidence using words, phrases, and clauses

___Attempts three claims and three counterclaims; however, may not support the thesis

___Distinguishes most claims from opposing claims (no repeating of claims)

___Supports most claims with logical reasoning and relevant evidence, using accurate credible sources and a demonstration of understanding



Instructional Resources


Additional Assessments Assessment: MP 1 MP 2 MP 3 MP 4 Quarterly Oct. 23, 2013 Jan. 9, 2014 Mar. 20, 2014 June 5, 2013

Quarterly: Tests/papers/projects: Homework/classwork: Quizzes:

30% 35% 15% 20%


Vocabulary Assessments, Benchmarks, and Open Book Tests All assessments can be taken on the computer.


Unit Resources

Common Core

Notebook Activities

Workbook Activities


Strategies

VIDEOS/AUDIO



Academic Vocabulary/ Tier 2 Words Words are not just words. They are the nexus-the interface-between communication and thought. When we read, it is through words that we build, refine, and modify our knowledge. What makes vocabulary valuable and important is not the words themselves so much as the understanding they afford. Marilyn Jager Adams (2009,p.180)

What is academic vocabulary? Academic vocabulary is the vocabulary critical to understanding the concepts of the content taught in schools. Academic vocabulary should be taught in context, modeled during instructional time, and supported with visuals and graphic organizers.

Why teach academic vocabulary?

The strongest action a teacher can take to ensure that students have the academic background knowledge to understand the content they will encounter is providing them with direct instruction in these terms (Marzano, 2005). When students understand these terms, it is the easier for them to understand the information they will read and hear in class.

Three Tiers of Words

Comprehension

Tier 3 – Highly specialized, subject-specific; low occurrences in texts; lacking generalizations; domain specific words E.g., trapezoid, tonsillectomy, carburetor, lava Tier 2- Abstract, general academic (across content areas); encountered in written language; high utility across academic areas E.g., consistent, expectation, observation, relative Tier 1- Basic, concrete, encouraged in conversation/oral vocabulary; words most students will know at a particular grade level E.g., school, house, walk, eat, animal, road

Tier 3 – Domain Specific Words

Tier 2 – General Academic Words

Tier 1 – Words of Everyday Speech


Comprehension Comprehension is a complicated process that takes place in the reader’s mind. Researchers have determined that the seemingly effortless activity described as “good reading” is made up of a set of highly complex, well-developed, and well-practiced skills and abilities. Particularly impressive is the way in which good readers actively and consciously coordinate these skills and strategies before, during, and after reading a text. Before reading, good readers: identify the purpose for their reading. note the structure or organization of the text. create a mental overview of the text to see if it is relevant to their purpose for reading.

During reading, good readers: read words accurately and quickly, and simultaneously deal with the meanings of those

words and phrases. connect the meaning of one sentence to the meaning of another. use their background knowledge to try to clarify word meanings. make predictions about what might happen next to understand ideas. interact with the text by asking themselves about its content. make inferences and look for clues in the text to supply information about characters or events. create mental images; visualize settings, events, or characters to better understand the text. monitor their comprehension as they read by applying “fix-up” strategies.

After reading, good readers: think about or reflect on what they read. mentally summarize major points or events in the text.

Good readers are strategic readers using a number of comprehension strategies to get meaning from text. They are readers with metacognitive awareness, who are able to consciously and automatically select the appropriate comprehension strategies for use with a particular text.


Comprehension Strategy: Reciprocal Teaching

Reciprocal teaching is built on four strategies good readers use to comprehend text: predicting, questioning, clarifying, and summarizing (Palinscar & Brown, 1984). In order for reciprocal teaching to be effective, certain instructional foundations must be in place. Teacher scaffolding provides readers the support they need in order to become successful at using all four strategies. Students view the teacher modeling each of the strategies, try the strategies out for themselves in a supported environment, and work independently using the strategies to comprehend text. At any time, students can and should receive teacher support, which helps them move through more difficult texts and reading tasks.


Reciprocal Reading Comprehension Guidelines

Make a PREDICTION when:

• a title is given • headings are provided • the author poses a question in the text • the text suggests what will be discussed next

Prediction stems: • Based on the title, I predict this is going to be about… • I already know these things about the topic/story… • I think the next chapter/section will be about… • Based on… (a clue), I predict… • Based on what ____said/did, I predict…

CLARIFY hard parts when:

• you don’t understand • you can’t follow the text • you don’t know what a word means

Clarifying stems: • I don’t really understand… • A question I have is… • A question I’d like answered by the author is… • One word/phrase I do not understand is…

Visualize a picture in your mind: • When I read this, I imagine that… • As I read, in my mind I see…


Ask Questions:

• Who is ________? • What is/does __________? • When is ___________? • Where is _________? • Why is _______ significant? • Why does _______happen? • What are the parts of _______? • How is ____ an example of _____? • How do ____ and ____ compare? • How are ____ and _____ different? • How does ______ happen? • What is most the important _____? • What is your opinion of ______?

How to do a Summary:

• Look for the topic sentence. • Look for who, what, when, where, why, and how. • Omit unnecessary information.

Summary stems: • This story/paragraph is mostly about… • The topic sentence is … • The author is trying to tell me…

A framed summary sentence: • This story/passage about ________ begins with _______,

discusses (or develops) the idea that ________, and ends with ___________.

Reciprocal Reading Comprehension Guidelines

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QAR: Question Answer Relationship Teaching Children Where to Seek Answers to Questions What is it? Taffy Raphael developed QAR as a tool for clarifying how students can approach the task of reading texts and answering questions. It helps them realize the need to consider both information in the text and information from their own background knowledge. Without QAR instruction students often over rely on text information or background knowledge. Why use it? This strategy: explicitly shows the relationship between questions and answers. categorizes different types and levels of questions. helps students to analyze, comprehend and respond to text concepts. helps refute the common misconception held by students that the text has all

the answers. QAR as a Framework for Comprehension Instruction QAR is useful as a tool for conceptualizing and developing comprehension questions. QAR creates a way of thinking about the types of questions that are most appropriate for different points in guiding students through a text. Questions asked before reading are usually On My Own QARs. They are designed to access relevant prior knowledge. In creating questions asked during reading it is important to balance text based and inference questions. Search and LocateQARs should dominate and should build to the Author and Me QARs. Finally, after reading questions are primarily Author and Me and On My Own QARs. Please remember that too many Right There QARs may indicate and overemphasis on literal, detail questions. QAR is useful as a student tool in providing a basis for three comprehension strategies: locating information determining text structures and how they convey information determining when an inference would be required.

It initially helps children understand that information from both texts and their knowledge base and experiences are important to consider when answering questions. It helps students search for key words and phrases to locate the appropriate information for answering questions. Finally, QARs help students recognize whether or not information is present in the text and if not, whether it is necessary.



Bloom’s Taxonomy Bloom’s Taxonomy provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, crafting questions for conferring with students, and providing feedback on student work

This resource is divided into different levels each with Key Words that exemplify the level and questions that focus on that same critical thinking level. Questions for Critical Thinking can be used in the classroom to develop all levels of thinking within the cognitive domain. The results will be improved attention to detail, increased comprehension and expanded problem solving skills. Use the key words as guides to structuring questions and tasks. Finish the questions with content appropriate to the learner.


The six Levels are: Level I Knowledge Level II Comprehension Level III Application Level IV Analysis Level V Synthesis Level VI Evaluation

Level I: Knowledge Exhibit memory of previously learned material by recalling facts, terms, basic concepts and answers.

Key Words who what why when omit where which choose find how define label show spell list match name relate tell recall select

Questions

• What is…? • Can you select? • Where is…? • When did ____ happen? • Who were the main…? • Which one…? • Why did…? • How would you describe…? • When did…? • Can you recall…? • Who was…? • How would you explain…? • How did ___happen…? • Can you list the three..? • How is…? • How would you show…? Level II: Comprehension Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptors and stating main ideas.

Key Words

compare extend rephrase

contrast illustrate translate

demonstrate infer summarize

interpret outline show

explain relate classify


Questions

• How would you classify the type of…? • How would you compare…? Contrast..? • Will you state or interpret in your own

words..? • How would you rephrase the meaning? • What is the main idea of…?

• What facts or ideas show..? • Which is the best answer ? • Which statements support…? • How would you summarize…? • What can you say about…? • What is meant by…? • Can you explain what is happening..?

Level III: Application Solve problems in new situations by applying acquired knowledge, facts, techniques and rules in a different way.

Key Words

apply build choose construct develop interview make use of organize experiment with plan select solve utilize model identify

Questions

• What examples can you find to…? • How would you use…?

• How would you show your understanding of....?

• How would you organize _______ to show…?

• How would you apply what you learned to develop…?

• What approach would you use to…? • What other way would you plan to…? • What would result if…? • Can you make use of the facts to…? • What elements would you use to

change…? • What questions would you start an

interview with?

• What facts would you select to show…? • How would you solve _____ using what you’ve

learned?


Level IV: Analysis Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.

Key Words analyze examine theme

categorize Inspect relationships

classify simplify function

compare survey motive

contrast test for inference

discover distinguish assumption

dissect list conclusion

divide distinction take part in

Questions

• What are the parts or features of…? • How is _____related to? • Why do you think…? • What is the theme…..? • What motive is there…? • Can you list the parts…? • What inference can you make…? • What conclusions can you draw…? • How would you classify…? • How would you categorize…? • Can you identify the different parts…? • What evidence can you find…? • What is the relationship between…? • Can you make the distinction between…? • What is the function of…? • What ideas justify…?

Level V: Synthesis Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Key Words build create invent solve original elaborate

choose design make up solution improve test

combine develop originate suppose adapt happen

compile estimate plan discuss minimize delete

compose formulate predict modify maximize

construct imagine propose change theorize


Questions • What changes would you make to solve…? • How would you improve…? • What would happen if…? • Can you elaborate on the reason…? • Can you propose an alternative…? • Can you invent…? • How would you adapt ____________ to

create a different…? • How could you change (modify) the plot

(plan)…? • What facts can you compile…? • What way would you design…? • What could be combined to improve

(change)…? • Suppose you could _____what would you

do…? • How would you test…? • Can you formulate a theory for…? • Can you predict the outcome if…? • How would you estimate the results for…? • What could be done to minimize

(maximize)…? • Can you construct a model that would change…?

• Can you think for an original way for the…?

Level VI: Evaluation

Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.

Key Words award determine compare agree support influence

choose dispute mark appraise importance perceive

conclude evaluate rate prioritize criteria value

criticize judge recommend opinion prove estimate

decide justify rule on interpret disprove deduct

defend measure select explain assess


Questions • Do you agree with the actions/outcome…? • What is your opinion of…? • How would you prove/ disprove…? • Would it be better if…?

• Can you assess the value or importance of..?

• What would you recommend…? • Why did they (the character) choose…? • How would you evaluate…? • How would you rate the…? • What choice would you have made…? • How could you determine…? • How would you prioritize…? • What would you select…? • How would you justify…? • What judgment would you make about…? • How would you prioritize the facts…? • Why was it better that…? • What would you cite to defend the

actions…? • How would you compare the ideas…? the people…?

• What information would you use to support the view…?

• What data was used to make the conclusion…?

• Based on what you know, how would you explain…?


Professional Resources

Calkins, Lucy. The Art of Teaching Reading. New York: Longman, 2001.

Calkins, Lucy. The Art of Teaching Writing. Portsmouth, NH: Heinemann, 1983.

Calkins, L., Ehrenworth, M., and C. Lehman. Pathways to the Common Core. Portsmouth, NH:Heinemann, 2012.

Cunningham, P. and R. Allington. Classrooms That Work: They Can All Read and Write. 2nded. New York: Longman, 1999.

Daniels, Harvey. Literature Circles: Voice and Choice in the Student-Centered Classroom. York, ME:Steinhouse, 1994.

Fisher, Douglas, and N. Fisher. Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility.

Alexandria, VA: ASCD, 2008.

Fisher, D., Frey, N., and D. Lapp. Teaching Students to Read Like Detectives. Bloomington, IN: Solution Tree, 2012.

Fisher, D. Frey, N., and D. Lapp. Text Complexity: Raising Rigor in Reading. Newark, DE: International Reading Association, 2012.

Fletcher, Ralph and Joann Portalupi. Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann, 2001.

Fletcher, Ralph and Joann Portalupi. Nonfiction Craft Lessons: Teaching Information Writing K-8.Portland, ME: Stenhouse, 2001.

Fletcher, Ralph and Joann Portalupi. Craft Lessons: Teaching Writing K-8. York: ME: Stenhouse, 1998.

Fletcher, Ralph and Joann Portalupi. What a Writer Needs. Portsmouth, NH: Heinemann, 1993.

Fountas, I., & Pinnell, G. Guided Reading. Portsmouth, NH: Heinemann, 1996.

Frey, N. and Fisher, D. Learning Words Inside and Out: Vocabulary Instruction That Boosts Achievement in All Subject Areas. Portsmouth,

NH: Heinemann, 2009.


Harvey, S., and A. Goudvis. Strategies That Work: Teaching Comprehension to Enhance Understanding. York, ME: Stenhouse, 2000.

Keene, E., and S. Zimmermann. Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop, 2nd Ed., Portsmouth,

NH: Heinemann, 2007.

McLaughlin, M., and Overturf, B. The Common Core: Teaching K-5 Students to Meet the Reading Strategies. Newark, DE: International

Reading Association, 2013.

Miller, Debbie. Reading and Meaning. 2nd Ed., Portland, ME: Stenhouse Publishers, 2012.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010a). Common Core State

Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects.

Washington, DC: NGA Center And CCSSO. (www.corestandards.org/assests/CCSSI_ELA%20Standards.pdf.)

National Reading Panel. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its

Implications for Reading Instruction.Washington, D.C.: National Institute of Child Health and Human Development, 2000.

New York City Department of Education. A Comprehensive Approach to Balanced Literacy: A Handbook for Educators. New York, 2003.

Oczkus, Lori. Reciprocal Teaching Strategies at Work: Improving Reading Comprehension, Grades 2-6. Newark, DE: International Reading

Association, 2005.

Owocki, Gretchen. The Common Core Lesson Book K-5: Working with Increasingly Complex Literature, Informational Text, and Foundational

Reading Skills. Portsmouth, NH:Heinemann, 2012.

Owocki, Gretchen. The Common Core Writing Book: Lessons for a Range of Tasks, Purposes,and Audiences K-5. Portsmouth, NH:

Heinemann, 2013.

http://www.corestandards.org/assests/CCSSI_ELA%20Standards.pdf


Pearson Education. Prentice Hall Literature: Common Core Edition. NJ, 2012.

Pearson Education. Prentice Hall Writing Coach. NJ, 2012

Routman, Regie. Invitations: Changing as Teachers and Learners K-12. Portsmouth, NH:Heinemann, 1994.

Taberski, S. On Solid Ground. Portsmouth, NH: Heinemann, 2000.

Websites

Common Core State Standards www.corestandards.org

International Reading Association www.reading.org

New Jersey Department of Education www.state.nj.us/education

New York Times Learning Network Common Core http://learning.blogs.nytimes.com

Partnership for Assessment of Readiness for College and Careers www.parcconline.org

Read Write Think www.readwritethink.org

The Teaching Channel www.teachingchannel.org/videos

http://www.corestandards.org/

http://www.reading.org/

http://www.state.nj.us/education

http://learning.blogs.nytimes.com/

http://www.parcconline.org/

http://www.readwritethink.org/

http://www.teachingchannel.org/videos

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