Comp Lit Ela Grade Twelve

8/8/2019 Comp Lit Ela Grade Twelve

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Core Literacy Curriculum:

Grade 12


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Core Literacy Curriculum: Grade 12

Universal Expectations for the MPS Grade 12 Classroom Environment

Organized for whole and small group instruction and independent work Classroom arrangement emphasizes student interactions, in addition to teacher-directed interactions Teacher encourages productive, accountable talk by having areas and times available for students to work together Smooth efficient transitions between activities All students have access to district-adopted resources Classroom library is well-stocked with age-appropriate fiction and nonfiction materials written on a variety of reading levels Books are arranged by themes, types of writing, or other common organizational structure. Resources are labeled to allow

students easy access to maintain and use library independently. Books are arranged attractively and invitingly

Display of recent student work/projects with accompanying written explanation Display of signs, labels for each item and quotations Posted directions for activities or use of equipment Materials/tools for recording language, including pencils, pens, markers, paper, charts, logs, writers notebooks, books,

computers, etc. Work stations or space for reading, writing, researching, and listening activities Reference materials related to literature or content area units/topics Audiovisual/technology equipment and materials available for student use


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Grade 12:RtI Tier 1 (Core)


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Grade 12: RtI Tier 1 (Core)District Literacy Programs and Assessments

Grade 12 Literacy Programs and Resources Grade 12 Literacy Assessments

English Language Arts

Board-approved District Adoption: Holt: Elements of Literature Sixth Course (2005) Holt: Elements of Language Sixth Course (2004)

Formative:

Progress monitoring (See following pages) Classroom Assessments Based on Standards (CABS)

Benchmark:

Universal Screener _______________________Summative:

End of unit tests Evidence in language arts portfolio per Common Course

Plan English 12

Assessing Comprehension and Communication in EnglishState to State (ACCESS) for English Language Learners

Home/Community Literacy Connectionssee Appendix B


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English Language Arts Instructional Block - Grade 12

Foci:

Reading, Writing, Speaking, Listening, and Using

Language

Common Core Standards for English Language ArtsThe standards listed here focus on what is essential but do not describe all that can or should be taught.

Assessment

EvidenceAligned

Resources

Reading Standards

By the end of grade 12 students will:

Reading Standards for LiteratureKey Ideas and Details

1. Cite strong and thorough textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text, including determining where the text

leaves matters uncertain.

2. Determine two or more themes or central ideas of a text and analyze their developmentover the course of the text, including how they interact and build on one another to

produce a complex account; provide an objective summary of the text.

3. Analyze the impact of the authors choices regarding how to develop and relate

elements of a story or drama (e.g., where a story is set, how the action is ordered, howthe characters are introduced and developed).

Craft and Structure

4. Determine the meaning of words and phrases as they are used in the text, including

figurative and connotative meanings; analyze the impact of specific word choices on

meaning and tone, including words with multiple meanings or language that is

particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)5. Analyze how an authors choices concerning how to structure specific parts of a text

(e.g., the choice of where to begin or end a story, the choice to provide a comedic or

tragic resolution) contribute to its overall structure and meaning as well as its aesthetic

impact.6. Analyze a case in which grasping point of view requires distinguishing what is directly

stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).Integration of Knowledge and Ideas

7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live

productions of a play or recorded novel or poetry), evaluating how each version

interprets the source text. (Include at least one play by Shakespeare and one play by anAmerican dramatist.)

8. (Not applicable to literature)9. Demonstrate knowledge of eighteenth-, nineteenth-, and early twentieth-century

Common Course Evidence

By the end of Grade 12 (two

semesters) students will create a

portfolio of proficient work,

including:

Research Project Evidence of Collaboration

/ Small Group Discussion Oral Presentations Media Product Literary Analysis of a

Major Work Media Product Scholarship Essay Narrative Writing Persuasive Writing Descriptive Writing Expository Writing Persuasive Writing Reflective Writing

* Students will employ technology to

access, organize, create, revise, and

publish works

District-adoptedresources (includingHolt)

Selected variety of novels(see English 12 Common

Course Plan for details)

Models of writing from avariety of topics, authors,

and genres, includingfiction and nonfiction

(mentor texts)

Writing tools (includingdigital tools)

Writing process Writing strategies based

on best practices in

writing

Elements of curriculumalignment

Writing supplies Writing resources such as

dictionaries and

thesauruses District-adopted rubrics Visuals and other media Discovery Education

Streaming

MY Access! Anchor papers and

writing exemplars

MPS Writing Guides MPS Portal Resources


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foundational works of American literature, including how two or more texts from the

same period treat similar themes or topics.

Range of Reading and Level of Text Complexity

10. By the end of grade 12, read and comprehend literature, including stories, dramas,

and poems, in the grades 12-CCR text complexity band proficiently, with scaffolding as

needed at the high end of the range.

Reading Standards for Informational TextKey Ideas and Details

1. Cite strong and thoroughevidence to support analysis of what the text says explicitlyas well as inferences drawn from the text, including determining where the text leaves

matters uncertain.

2. Determine two or more central ideas of a text and analyze their development over thecourse of the text, including how they interact and build on one another to provide a

complex analysis; provide an objective summary of the text.

3. Analyze a complete set of ideas or sequence of events and explain how specific

individuals, ideas, or events interact and develop over the course of the text.Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, includingfigurative, connotative, and technical meanings; analyze how an author uses and refines

the meaning of key term or terms over the course of a text (e.g., how Madison defines

faction in Federalist No. 10).

5. Analyze and evaluate the effectiveness of the structure an author uses in his or herexposition or argument, including whether the structure makes points clear, convincing,

and engaging.

6. Determine an authors point of view or purpose in a text in which the rhetoric is

particularly effective, analyzing how style and content contribute to the power,

persuasiveness, or beauty of the text.Integration of Knowledge and Ideas

7. Integrate and evaluate multiple sources of information presented in different media or

formats (e.g., visually, quantitatively) as well as words in order to address a question or

solve a problem.

8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application ofconstitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority

opinions and dissents) and the premises, purposes, and arguments in works of public

advocacy (e.g., The Federalist, presidential addresses).

9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.documents of historical and literary significance (including The Declaration of

Independence, the Preamble to the Constitution, the Bill of Rights, and Lincolns SecondInaugural Address) for their themes, purposes, and rhetorical features.

Range of Reading and Level of Text Complexity

10. By the end of grade 12, read and comprehend literary nonfiction in the grades 12-

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

range.

Criteria for Evidence of Effective

Reading Abilities

(Adapted from Burke, 1999)

Demonstrates ability to fluentlynavigate all aspects of the text

Shows a confidentunderstanding of authorial intent

Accurately and simultaneouslyprocesses multiple layers and

different meanings of text

Pays extra attention that allowsattention to finer distinctions or

larger context of the work (e.g.,

relation of this text to otherwriters or different eras)

Monitors progress ofunderstanding and employs

effective strategies to fill in gaps

Self-assesses and possesses theability to accurately articulate a

picture of current performance as

a reader Knows what to do to improve

Other Reading Evidence:

Independent readingrecord/ log

Rubric (see criteria above) Checklist Teacher observation with

anecdotal notes

Cloze passages CABS Story map

Response to reading Graphic organizer Independent reading log Learning log Short-cycle assessments Multi-Source Research

Guide Inquiry Chart (I-Chart) Conclusion-Support Notes

Reading Strategies/Approaches:

Question-Answer-Relationships

(QAR) (Raphael & McKinney,

1983; Raphael & Wonnacott, 1985;

Raphael, Highfield & Au, 2006)

Student generated questions(Duke & Pearson, 2002; Harvey &

Goudvis, 2007)

Double-Entry Journals

(Berthoff, 1981; Tovani, 2000) I wonder questions (Tovani,2000)

Three-Minute Pause (Buehl,

2001)

Text factors including narrative

genres, text structure and textfeatures (Harvey & Goudvis, 2007)

Story Plans (also called story

grammars/maps) (Templeton,

1997; Trebasso, 2002)

Story Weave Map (CORE,

2000) Character Map (Project CRISS,

2007) Figuring Out New Words From

Context chart (Project CRISS,

2007) Context clues (Putting Reading

First, 2006)

Word parts/affixes (Putting

Reading First, 2006)

Dictionaries and other referenceaids (Putting Reading First, 2006)

Concept of Definition Map

(Schwartz & Raphael, 1985, 1988)

Vocabulary Map (Project

CRISS, 2007) Vocabulary Flash Cards (Project

CRISS, 2007)

Frayer Model (Frayer, Fredrecik

& Kausmeither, 1969; Buehl,

2001)

Semantic Feature Analysis(Anders & Bos, 1986)

Text factors including narrative

genres, text structure and text


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Writing StandardsText Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using

valid reasoning and relevant and sufficient evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organizationthat logically sequences claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organizationthat logically sequences claim(s), counterclaims, reasons, and evidence.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of

the text, create cohesion, and clarify the relationships between claim(s) and reasons,between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they area writing.

e. Provide a concluding statement or section that follows from and supports theargument presented.

2. Write informative/explanatory texts to examine and convey complex ideas, concepts,and information clearly and accurately through the effective selection, organization, and

analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding

comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts,

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

appropriate to the audiences knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of thetext, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary, and techniques such as me taphor,

simile, and analogy to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the normsand conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance of

the topic).3. Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.a. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple point(s) of v iew, and introducing a narrator

and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and

multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another tocreate a coherent whole and build toward a particular tone and outcome (e.g., a sense of

Writing:

Common assessment tools:

MPS Writing Rubrics

MPS Research Rubrics

Six Traits of Effective Writing

(Spandel, 2009)

Ideas Organization Voice Word Choice Sentence Fluency and

Variety

Conventions

features (Harvey & Goudvis, 2007)

Writing Approaches and

Strategies (Graham and Perin,

2007)

Writing Strategies Summarization Collaborative Writing

Specific Product Goals Word Processing Sentence Combining Prewriting Inquiry Activities Process Writing

Approach

Study of Models Writing for Content

Areas

MY Access! www.myaccess.com

Students in grade nine will

review and enhance the followingskills that writers use (Tomkins,

2010)

Structuring Skills Mechanical Skills

Language Skills

Reference Skills

Computer Skills

Focus on Effective Sentence

Construction and Revision

Students will pay particular

attention to the purposeful revision

of sentences. Teachers will employKillgallons (1998) Four Types of

Sentence Composing to help

student create increasingly

sophisticated and fluent sentences.

The four types are:

Sentence Unscrambling Sentence Imitating

Sentence Combining

Sentence Expanding


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mystery, suspense, growth, or resolution).

d. Use precise words and phrases, telling details, and sensory language to convey a vivid

picture of the experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what i s experienced, observed,

or resolved over the course of the narrative.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style

are appropriate to the task, purpose, and audience. (Grade-specific expectations for

writing types are defined in s tandards 1-3 above.)

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, ortrying a new approach, focusing on addressing what is most significant for a specificpurpose and audience. (Editing for conventions should demonstrate command of

Language standards 1-3 up to and including grades 11-12.)

6. Use technology, including the Internet, to produce, publish, and update individual or

shared writing products in response to ongoing feedback, including new arguments or

information.Research to Build and Present Knowledge

7. Conduct short as well as sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when

appropriate; synthesize multiple sources on the subject, demonstrating understanding of

the subject under investigation.

8. Gather relevant information from multiple authoritative print and digital sources, usingadvanced searches effectively; assess the strengths and limitations of each source in

terms of the task, purpose, and audience; integrate information into the text selectively tomaintain the flow of ideas, avoiding plagiarism and overreliance on any one source and

following a standard format for citation.

9. Draw evidence from literary or informational texts to support analysis, reflection, andresearch.

a. Apply grades 11-12 Reading standards to literature (e.g., Demonstrate knowledge of

eighteenth-, nineteenth-, and early-twentieth-century foundational works of American

literature, including how two or more texts from the same period treat similar themes or

topics).b. Apply grades 11-12 Reading standards to l iterary nonfiction (e.g., Delineate and

evaluate the reasoning in seminal U.S. texts, including the application of constitutional

principles and use of legal reasoning [e.g., in U.S. Supreme Course Case majority

opinions and dissents) and the premises, purposes, and arguments in works of public

advocacy (e.g., The Federalist, presidential addresses]).Range of Writing

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 tasks,

purposes, and audiences.

Speaking and Listening StandardsComprehension and Collaboration

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one,in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and

Other assessment evidence:

Student questions Student comments

Illustrations and othervisuals Observations during

whole group, small group,

and conferences

Short-cycle assessments On-demand writing Peer feedback (written and

oral)

Presentations Multimedia evidence Traditional and online

publishing in variousforms

Content in WritersNotebooks

Contents of Portfolios(both process andshowcase)

Progress logs Student self-assessment Student self-reflection Student goals

Categories of Strategies

(Tompkins, 2010) Generating Organizing Visualizing

Monitoring Playing with Language Revising Proofreading Evaluating

iseek! www.myaccess.com

Four Types of Revision

(Tompkins, 2008)

Additions Substitutions Deletions Moves


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issues, building on others ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared; having read and researched material under study;

explicitly draw on that preparation by referring to evidence from texts and other research

on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making; set

clear goals and deadlines, and establish individual roles as needed.c. Propel conversations by posing and responding to questions that probe reasoning and

evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify,

or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and

evidence made on all sides of an issue; resolve contradictions when possible; anddetermine what additional information or research is required to deepen the investigation

or complete the task.

2. Integrate multiple sources of in formation presented in diverse formats and media (e.g.,

visually, quantitatively, orally) in order to make informed decisions and solve problems,

evaluating the credibility and accuracy of each source and noting any discrepanciesamong the data.

3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric,

assessing the stance, premises, links among ideas, word choice, points of emphasis, and

tone used.Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence, conveying a clear and distinctperspective, such that listeners can follow the line of reasoning, alternative or opposing

perspectives are addressed, and the organization, development, substance, and style areappropriate to purpose, audience, and a range of formal and informal tasks.

5. Make strategic use of digital media (e.g., textual, graphic, audio, visual, and

interactive elements) in presentations to enhance understanding of findings, reasoning,and evidence and to add interest.

6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal

English when indicated or appropriate. (See grades 11-12 Language standards for

specific expectations.)

Language StandardsConventions of StandardEnglish

1. Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time,and is sometimes contested.

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-

Websters Dictionary of English Usage, Garners Modern American Usage) as needed.

2. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

a. Observe hyphenation conventions.

b. Spell correctly.Knowledge of Language

3. Apply knowledge of language to understand how language functions in different

Speaking, Listening, and Media

Informative, Persuasive,and Demonstrative Oral &

Impromptu Presentations

Debates Listening Assessments Discussion Assessments Design and Creation of

Media Product

(Presentation or TangibleArtifacts)

Oral Rubrics Listening Rubrics Discussion Rubrics Media Rubrics Technology Rubrics Research Conventions

Rubrics

Speaking, Listening, and Media

Strategies/Approaches

Literature Circles (Daniels,2002)

Socratic Seminar (Metzger,1998; Tredway, 1995)

Writing Circles (Vopat, 2009) Inquiry Circles (Harvey andDaniels, 2009)

Authentic Forms (Zemelman,Daniels, and Hyde, 2005)

Fishbowl (Baloche, Mauger,Willis, Filinuk, and Michalsky,

1993)

Social Interaction (Spiegel,2005)

Tapping StudentsUnderstanding (Langer, 1992,

Spiegel, 2005)


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contexts, to make effective choices for meaning and style, and to comprehend more fully

when reading or listening.

a. Vary syntax for effect, consulting references (e.g., TuftesArtful Sentences) for

guidance as needed; apply an understanding of syntax to the study of complex texts

when reading.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grades 11-12 reading and content, choosing flexibly f rom a range of

strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words

position or function in a sentence) as a clue to the meaning of a word or phrase.b. Indentify and correctly use patterns of word changes that indicate different meanings

or parts of speech (e.g., conceive, conception, conceivable).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to f ind the pronunciation of a word or determine or

clarify its precise meaning, its part of speech, its etymology, or its standard usage.d. 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).

5. Demonstrate understanding of figurative language, word relationships, and nuances in

word meanings.

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role

in the text.b. Analyze nuances in the meaning of words with similar denotations.

6. Acquire and use accurately general academic and domain-specific words and phrases,sufficient for reading, writing, speaking, and lis tening at the college and career level;

demonstrate independence in gathering vocabulary knowledge when considering a word

or phrase important to comprehension or expression.

Language:

Accurate use of conventions in

writing and speaking

MPS Writing Rubrics Conventions

Language:

Appropriate use of on-level

vocabulary

MPS Language Rubrics

Language

Strategies/Approaches:

Think, Pair, Share (Lyman,

1981)

Think, Ink, Pair, Share

(Billmeyer, 2003) Looping (Elbow, 1998)

Collaborative Learning (Johnson

and Johnson, 1999)

Reciprocal Teaching (Palincsar,

1994) Discussion Webs (Alvermann,

1991)

Reflection Journal (Zemelman,

Daniels, and Hyde; 1993) MPS Vocabulary List for Grade

Twelve English language arts

Marzano - Six Step Process

(2004) Frayer Model (Frayer, Frederick,

and Kausmeither, 1969; Buehl,

2001)

Talk Aloud (Baumann and

Schmitt, 1986) Explicit Modeling (Roehler and

Duffy, 1991)

Implicit Modeling (Roehler and

Duffy, 1991)

Read Aloud (Allen, 2000) Think Aloud (Clark, 1984;

Meichenbaum, 1985)

Analogies (Buehl and Hein,

1991)

Word Consciousness (Scott and

Nagy, 2004) Word Study (Allen, 2007):

Word Posters Word Maps Possible Sentences Dramatizing Words Word Sorts Word Chains Semantic Feature

Analysis


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Block Structure and Instructional MethodsInstructional Groupings:

Whole Group: Strategic, Explicit Instruction

Small Group: Teacher-Guided Instruction, Literacy Work Stations,

and Integrated Literacy Work Stations Application and Practice

Whole Group: Sharing and Wrap Up

Universal Approaches, Skills, and Strategies

Introduction (5 minutes)

Goal = Connect

The teacher will:

Articulate learning intention for the lesson and discuss purposes behind them (whatwe are doing and why).

Ask students to demonstrate their understanding of the learning intention inwritten, visual, and/or oral form.

Whole Group Focus Lesson with Explicit Instruction (10 minutes)

Goal = Build

The teacher will:

Introduce the lesson. Explain the goal of the lessons reading or writing strategies or skills foci through

direct instruction, active engagement, and shared reading.

Co-create, with students, anchor charts with visuals to use as resources duringindependent work and as artifacts of learning. Topics include: close reading,

Socratic Seminar, quick writes, dialectical journals, marking texts, self-editing and

peer editing, jigsaw, and role playing; reading and writing genre features;comprehension strategies; vocabulary, fluency, and word studies; grammar studies

through mentor texts and student work to illustrate teaching points; grammar and

language usage practice linked to authentic student writing.

Ask students to record learning in learning logs. Provide additional information and/or clarification to enhance understanding and

support transfer by asking students to engage in accountable talk during lessons

through Think-Pair-Share, Think-Write-Pair-Share, Turn and Talk, and other

cooperative learning activities.

Ask students to reflect on and summarize their learning then discuss how they willapply the content of the lesson.

Elements of Effective Adolescent Literacy Program (Biancarosa and Snow,2004)

Direct, explicit comprehension instruction Effective instructional principles embedded in content Motivation and self-directed learning Text-based collaborative learning Strategic tutoring Diverse texts Intensive writing A technology component Ongoing formative instruction Extended time for literacy Professional development Ongoing summative assessment of students and programs Teacher teams

Strategies for Assessment For Learning (Stiggins, Arter, Chappuis and

Chappuis, 2004)

Provide a clear and understandable vision of the learning target Use examples of strong and weak work Offer regular descriptive feedback Teach students to self-assess and set goals Design lessons to focus on one aspect of quality at a time Teach students focused revision Engage students in self-reflection, and let them keep track of and

share their learning

Design Units to Focus on Understanding (Wiggins and McTighe, 2004) Communicate intended enduring understandings Articulate big ideas Design engaging and relevant essential questions Adopt, adapt, or create authentic performance tasks; st rategically

employ other balanced assessment evidence

Construct engaging and effective aligned learning experiences

Characteristics of Successful Teaching and Learning (Applebee, 2002)


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Whole Group Shared Reading (5-10 minutes)

Goal = Build

Shared reading is used not only as reading for enjoyment, but to teach effectivereading habits. Teacher routinely and explicitly will:

Think aloud. Question for listening comprehension. Support vocabulary and work attack strategies. Model comprehension strategies.

Explicit Small Group and Independent Reading Work Period (15-25minutes; may

alternate with writing or occur daily in [double] blocked class)

Goals = Reach and Practice

The teacher will:

Confer with students and/or guide small collaborative groups of students. In conferences, assist students as they reflect on their learning and set goals and

monitor progress.

In collaborative groups, meet with students who are working together. Supportmay be offered in short, guided lessons (5-10 minutes) and should be clearly

focused and scaffolded for students. Use reciprocal teaching instructional strategies. Use a variety of purposeful grouping formats for students who need more support

(e.g., literature groups, Turn and Talk). Students participate in both

homogeneous and heterogeneous groupings to meet di fferent purposes.

Offer frequent, multiple opportunities to interact with one another and use orallanguage purposefully during whole and small group and independent time.

Strategically monitor time to ensure students are able to engage in both smallgroup and independent work time each class period.

Integrate speaking, listening, discussing, media, technology, and research. During independent work time, monitor and assist as students independently

read, practicing whole and small group lesson strategies or skills. They may also

partner read, use literature circles, and increase the volume of their reading. Help students carefully select independent reading materials, based on reading

and language levels, concept knowledge, cultural backgrounds, interests, and

support books offer, and consider these characteristics for small group readingmaterials.

Monitor as students independently read just-right books and write responses toreading and literature in their learning logs.

Make certain access to materials, including novels, short texts, chart paper,graphic organizers, learning logs, and sticky notes.

Engage students in higher-order talk and writing about thedisciplines of English

Ensure cohesiveness of curriculum and instruction Use diverse perspectives to deepen discussion and enhance learning Align curriculum with assessment Scaffold skills and strategies needed for new and difficult tasks Provide special help to struggling readers and wri ters

Key Classroom-Based Practices (Adler and Rougle, 2005) Dialogic instruction (Nystrand, 1997) Envisionment building (Langer, 1995) Curriculum as conversation (Applebee, 1996)

Differentiated InstructionDuring Small Group Instruction (Hall,

Strangman, and Meyer; 2003); Differentiation (Tomlinson, 1999) Content Process Product

Comprehension Strategies (Burke, 1999)

Self-monitoring Rereading Questioning texts Setting reading purpose Activating background knowledge

Reading Strategies

Retelling (Morrow, 1985)

Book Talks (Raphael, et. al., 1997, CORE, 2000)

Comparison graphic organizers such as the story map, Venn diagram or

semantic feature analysis (Templeton, 1997; Trebasso, 2002; Venn, 1880;Anders & Bos, 1986)

Perspective Entries (Project CRISS, 2007)

Point of View (Lukens, 2006)

Picture Walk/Text Walk (Clay, 1985; Goldenberg, 1991; DeFord, Lyons &Pinnell, 1991; Hiebert & Taylor, 1994)

Text factors including narrative genres, text structure and text features(Harvey & Goudvis, 2007)

Comparison graphic organizers such as the story map, Venn diagram or

semantic feature analysis (Templeton, 1997; Trebasso, 2002; Venn, 1880;

Anders & Bos, 1986) Repeated readings (Samuels, 1979)

Independent reading

(Allington, 2000 & Krashen, 2004)


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Explicit Small Group and Independent Writing Work Period (15-25

minutes; may alternate with reading or occur daily in [double]

blocked class)

Goals = Reach and Practice

The teacher will:

Guide students as they engage in a writing processindependently, in writingcircles with writing partners, or with the teacher. Assist and connect students to consult appropriate mentor texts aligned to the focusof their writing.

Confer with individual students, asking questions to help them think through howto improve their writing. During frequent writing conferences the teacher will:

Read portions of student writing and ask questions to encourage students to talkabout their writing processes and language use.

Based on students questions, evidenced-based needs, and interests, decide what toteach students or what to reinforce from recent focus lessons.

Help students reflect on their writing by using strategic questions while talkingwith them about their writing processes and set goals for next steps.

Reinforce a strategy or concept clearly by supporting students in using informationfrom other focus lessons, connecting students to writing mentors, and/or providing

guided practice, to allow students to try writing strategies with teacher assistance.

Integrate speaking, listening, discussing, media, technology, and research.

Whole Group Sharing and Reflection (5-10 minutes)

Goals = Reconnect and Wrap Up

The teacher will:

Reconvene whole group to include all members of the class. Briefly revisit the focus of the learning intention. Class will share written pieces

and articulate learning in written and oral forms (via formal and information andpresentations).

Integrate listening, speaking, presentation, media, and technology skills into thesharing session.

Provide appropriate feedback. Preview next step in learning.

Elements of the Mini-lesson (Tompkins, 2008)

Introduce the topic Share examples [use mentor text] Provide information Guide practice Assess learning

Best Practices in Writing (Zemelman, Daniels, and Hyde, 2005; Graham,

MacArthur, and Fitzgerald (eds.), 2007; MPS and Milwaukee Writing Project,

2008)

Writers Workshop Writing Process Writing Strategies Six Traits of Effective Writing Authentic Forms Writing-Reading Connection Effective Feedback Teacher as Writer

Writing Process (Graves, 1994) Prewriting Drafting Revising Editing Publishing / sharing with an audience (Elbow, 2002) Self assessment, goal setting, and use of portfolios (Stires, 1991)

Features of Effective [Literacy] Instruction (Langer, Close, Angelis, and

Preller, 2000) Students learn skills and knowledge in multiple lesson types

Teachers integrate test preparation into instruction Teachers make connections across instruction, curriculum, and life Students learn strategies for doing the work Students are expected to be generative thinkers Classrooms foster cognitive collaboration


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Available Accommodations and Modifications to Provide Access to the Core Curriculum (*)

**NOT an exhaustive list

English Language Learners:

Content Objective(s)

Language Objective(s)

Key Vocabulary

Supplementary Materials

Preparation Scaffolding Grouping Options

Adaptation of Content Modeling Whole class

Links to Background Guided practice Small groups

Links to Past Learning Independent practice Partners

Strategies incorporated Comprehensible input Independent

Integration of Processes Application Assessment

Reading Hands-on Individual

Writing Meaningful GroupSpeaking Linked to objectives Written

Listening Promotes engagement Oral

Students with Disabilities (per IEP)*

Assistive technology (writing)

Adapted writing utensils Adapted paper Positioning devices Hand held dictionary/spell check Recorders Portable word processors Digital graphic organizers Digital note takers Adapted/alternative computer hardware Alternative software Talking/graphic word processors Word prediction Advanced reading/writing supports Voice recognition Sound amplification systems

Documents

Comp Lit Ela Grade Twelve