Grade 10 ELA Curriculum Map page 1 comprehension general comprehension and fluency strategies State Goal 1: Read with understanding and fluency. 1B: Apply reading strategies to improve understanding and fluency. Goal 1C Students who meet the standard can comprehend a broad range of reading materials Best Practices ♦
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Comprehension instruction in a Reading Workshop engages students in in‐depth units of study focusing on each of the 7 comprehension strategies. Teachers use mini‐lessons to model/demonstrate/think‐aloud through a read aloud or shared reading experience. Students are given time to practice each strategy during independent reading. Evidence of their thinking include response journals, post‐it notes, and graphic organizers. Students receive additional focused instruction in small, flexible groups. Teacher confers with students, providing feedback to individual student readers. Information gathered from these individual conferences along with formal and informal assessments are used to guide and plan instruction. Fluency instruction is used to enhance students reading rate, accuracy, phrasing, and expression. Through Oral Reading, students should be identified for intervention. Fluency can then be reinforced and practiced as a focus for small group. Paired Reading is utilized for students who are struggling with fluency Repeated Readings are utilized for students who are struggling with fluency Read alouds provide a model of fluency. Related Descriptors … Use previewing and predicting before reading, and questioning during reading. 1.B.4a (MAKING CONNECTIONS) … Relate reading with information from other sources (e.g., prior knowledge, personal experience, other reading) using a variety of strategies. (MAKING CONNECTIONS) … Analyze a variety of texts for purpose, structure, content, detail, and effect. 1.C.4c (INFERRING) … Interpret and compare a variety of texts for purpose, structure, content, detail, and effect. 1.C.4c (INFERRING) … Analyze overall themes and discover coherence. 2.A.4a (INFERRING) … Clarify meaning of text by focusing on the key ideas presented explicitly or implicitly. 1.B.4c (DETERMINING IMPORTANCE) … Identify how different content areas require different organizational structures (e.g., science text, history text, literary text). (1st sem.) 1.B.4b (INFERRING) … Demonstrate fluency by reading aloud a variety of materials (e.g., dialogue, dramatizations). 1.B.4c (FLUENCY) … Select and read books for recreation. … Ask questions before, during, and after reading which demonstrate that understanding of the reading has progressed. 1.C.4a (SELF‐MONITORING) … Use topic, theme, organizational patterns, context, and point of view to guide interpretation. 1.B.4a (INFERRING) … Interpret concepts or make connections through analysis, evaluation, inference, and/or comparisons. 1.C.4c (INFERRING) … Analyze how authors and illustrators use text and art to express and emphasize their ideas (e.g., imagery, multiple points of view). 1.C.4e (VISUALIZATION) … Identify and use criteria for evaluating the accuracy of text information. 1.C.4c (SYNTHESIS) … Summarize and make generalizations from content and relate them to the purpose of the material. 1.C.4d (SYNTHESIS) … Recognize kinds of writing (e.g., expository, persuasive, narrative). 2.B.4c (INFERRING) … Explain and justify an interpretation of the text using relevant, accurate references. 1.B.4b (INFERRING) … Challenge ideas presented in a text through questions about specific parts of the text. 2.B.4a (SYNTHESIS) … Interpret tables, graphs, diagrams, and maps in conjunction with related text by drawing conclusions to support text. (1st sem.) 1.C.4f (VISUALIZATION) Charleston Community Unit School District No. 1 Charleston, IL Revised 4/09 Grade 10 ELA Curriculum Map page 2 Instructional Elements & Anchor Text Think Aloud/Model during Read Alouds Allow Opportunities for Discussion Marking Text 7 Comprehension Strategies (before/during/after reading) ‐ See below for essential elements of comp. strategies ‐ Make class anchor charts for each strategy Text Structure Features of Text Create culture of “Reading Is Thinking” Making Connections/Schema ‐ T‐S, T‐T, T‐W ‐ Activate Prior Knowledge (Schema) ‐ Previewing/Predicting Questioning ‐ Thick and Thin Questions ‐ QAR Visualization ‐ mental images/”movie in my mind” ‐ using schema to visualize ‐ images from all senses and emotions ‐ powerful language Inferences ‐ reading between the lines ‐ infer to predict ‐ characterization and story elements ‐ theme, mood ‐ drawing conclusions ‐ cause/effect ‐ context clues Determining Importance in Text ‐ Summary ‐ Sequencing ‐ V.I.P.s ‐ Main Idea & Supporting Detail Synthesizing ‐ theme ‐ mood ‐ author’s purpose ‐ connecting all strategies to make deeper, personal meaning ‐ extending meaning through discussion Student Products (Informal Assessments) Response Journals Reading Logs Post It Notes Graphic Organizers that support multiple strategies: ‐ T‐Chart ‐ 2 Column Notes Making Connections/Schema ‐ Anticipation Guide ‐ Venn Diagrams ‐ KWL Chart Questioning ‐ KWL Chart ‐ DRTA ‐ Questioning Web ‐ Anticipation Guide Visualization ‐ Drawing pictures ‐ Sketch to Stretch Inferences ‐ 2‐column notes/T‐Chart ‐ Anticipation Guide Determining Importance ‐ V.I.P. ‐ Point it Out ‐ KWL Synthesizing ‐Mind mapping ‐ Column Charts ‐ Synthesis Organizer ‐ Classroom discussion ‐ Story Elements graphic organizer Charleston Community Unit School District No. 1 Charleston, IL Revised 4/09 Grade 10 ELA Curriculum Map page 3 Self Monitoring ‐ re‐reading ‐ context clues ‐ reading aloud to clarify meaning Anchor Text Self‐Monitoring ‐Teacher observation ‐bookmark Elements of Literature: short stories, non‐fiction, poetry Supplemental Texts Hard Times The Giver Les Miserables To Kill a Mockingbird A Tale of Two Cities Charleston Community Unit School District No. 1 Charleston, IL Revised 4/09 Grade 10 ELA Curriculum Map page 4 comprehension general comprehension strategies Teacher Resources Refer to resource index Formal Assessment ISBE suggested assessment PLAN MAP Teacher made assessment Notes: Charleston Community Unit School District No. 1 Charleston, IL Revised 4/09 Grade 10 ELA Curriculum Map page 5 comprehension exploring genre & literary elements State Goal 2: Read and understand literature representative of various societies, eras, and ideas. 2A: Understand how literary elements and techniques are used to convey meaning. 2B: Read and interpret a variety of literary works. Best Practices ♦ Teachers use mini‐lessons to model/demonstrate/think‐aloud through informational read alouds or shared reading experiences using informational big books. ♦ Students are given time to practice during independent reading. Classroom libraries should contain a variety of genre at a range of reading levels. ♦ Evidence of their thinking includes response journals, post‐it notes, and graphic organizers. ♦ Students receive additional focused instruction in small, flexible groups. ♦ Teachers confer with students, providing feedback to individual student readers. Information gathered from these individual conferences along with formal and informal assessments are used to guide and plan instruction. Related Descriptors … Explain how the author uses literary techniques to achieve the intended effect. 1.C.4b (SYNTHESIS) … Support assertions with evidence from the text. 1.C.4b (SYNTHESIS) … Explain how the author uses literary elements (e.g., point of view, character) to achieve an intended effect. 2.A.4b (INFERRING) … Identify details that reveal the author’s style. 2.A.4d (INFERRING) … Evaluate the impact of the author’s word choice, language structure, and syntax. 2.A.4d (SYNTHESIS) … Identify the details that reveal the genre (e.g., short stories, novels, dramas, fables, biographies). 2.A.4c (INFERRING) … Demonstrate an understanding of the interrelationships among reader, author, form, and text. 2.A.4c (INFERRING) … Evaluate how a text reflects a culture, society, or historical period. 2.B.4b (SYNTHESIS) … Identify ideas and impressions communicated through a variety of literary works. 2.B.4b (INFERRING) … Respond to text by evaluating key ideas. 2.B.4c (INFERRING) … Support an evaluation of the text using content from the media. 2.B.4a (SYNTHESIS) … Make connections between a text and its cultural environment. 2.B.4b (MAKING CONNECTIONS) … Evaluate how attitudes toward a situation or problem (e.g., attitudes concerning environment, immigrants, poverty, parent‐child relationships) change in different periods of history or in different cultures. 2.B.4b (SYNTHESIS) … Evaluate a character’s behavior. 2.B.4c (SYNTHESIS) … Engage in literary discussions (e.g., conflict, resolutions, relevance, background, effectiveness, realism).2.B.4c (SYNTHESIS) Charleston Community Unit School District No. 1 Charleston, IL Revised 4/09 Grade 10 ELA Curriculum Map page 6 comprehension exploring genre & literary elements Instructional Elements & Anchor Text Student Products (Informal Assessment) Read aloud/Think Aloud from a variety of genre Students read a variety of genre ‐ Book Clubs/Literature Circles ‐ Guided Reading Groups ‐ Genre Studies FICTION ESSENTIALS (see Literary Elements descriptors) Combine the teaching of literary elements with comprehension strategies: ‐ Genre ‐ Character analysis (INFER) ‐ Dialogue and Narration ‐ Flashback ‐ Foreshadowing ‐ Mood and tone ‐ Plot (SUMMARIZING/RETELLING) ‐ Point of view ‐ Symbolism ‐ Setting (VISUALIZE) ‐ Author’s viewpoint ‐ Poetic License ♦ Literary Devices ‐ Allusion ‐ Idiom ‐ Irony ‐ Hyperbole ‐ Imagery ‐ Metaphor and Simile ‐ Personification ‐ Analogy FICTION ESSENTIALS ‐
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NON‐FICTION ESSENTIALS Features of Non‐fiction: bold print, headings, subheadings, etc. ‐ Five text structures of non‐fiction: cause and effect, compare and contrast, sequence, problem and solution, description. ‐
Concept ladders Concept maps Graphic Organizers The Learning Works Literary Techniques activities See Binder for additional activities and exercises Strategy lesson supports The Learning Works Figurative Language activities Five/Fifteen lessons See binder for additional activities and exercises NON‐FICTION ESSENTIALS ‐
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Structure sorts Graphic organizers Signal word/question activities Five/Fifteen lessons See binder for additional activities and exercises Charleston Community Unit School District No. 1 Charleston, IL Revised 4/09 Grade 10 ELA Curriculum Map page 7 Anchor Text Elements of Literature: short stories, non‐fiction, poetry Supplemental Texts Hard Times The Giver Les Miserables To Kill a Mockingbird A Tale of Two Cities Teacher Resources Refer to resource index Formal Assessments: ISBE suggested assessment PLAN MAP Teacher made assessments. Notes: Charleston Community Unit School District No. 1 Charleston, IL Revised 4/09 Grade 10 ELA Curriculum Map page 8 vocabulary and word study general strategies State Goal 1: Read with understanding and fluency. 1A: Apply word analysis and vocabulary skills to comprehend selections. Best Practices ♦ Allow for word study ♦ systematic phonics instruction for purpose of teaching students strategies for reading/spelling ♦ Teach and model strategies in whole and small groups: context clues, read on, sound out, look for smaller words, chunking sounds. ♦ Flexible word study groups ♦ Assess students regularly to establish accurate reading level. Then, provide students with time to practice reading books at their independent reading level using leveled books in a classroom library. Related Descriptors … Expand knowledge of word origins and derivations. 1.A.4a … Use idioms, analogies, metaphors, and similes to extend vocabulary development. 1.A.4a … Apply knowledge of roots and affixes to comprehend the meaning of unfamiliar or difficult words, terms, or phrases. 1.A.4b … Identify and analyze the meanings of specialized vocabulary/terminology. 1.A.4b … Analyze the structure and function of words in context. 1.A.4a/4b … Analyze and interpret word usage in traditional and contemporary sources (e.g., books, lyrics, speeches). 1.A.4a … Interpret American idioms to strengthen comprehension. 1.A.4a … Identify analogy in text and use analogy to explain a relationship.1.A.4b Instructional Elements and Anchor Text Word Study Essentials in Instruction: Word building activities ‐ Making Words ‐ Word Ladders Word pattern activities ‐ Chunking ‐ Root Word Tree Word hunts Root Words and Affixes Affixionaries Create a Word, Create an Animal Etymologies Student Products (Informal Assessments) ‐Word Sorts ‐Word Study Notebooks ‐Word Ladders ‐Root Tree ‐Concept Maps & other graphic organizers for vocabulary ‐Cloze Passages Charleston Community Unit School District No. 1 Charleston, IL Revised 4/09 Grade 10 ELA Curriculum Map page 9 Vocabulary Essentials in Instruction: ♦ Modeling/Think Alouds ♦ Word Learning Strategies ‐ Association Strategy Keyword ‐ Pre‐teaching Vocabulary Knowledge Rating Chart with Visual Connection ‐ Context Strategy Contextual Redefinition ‐ Categorization Strategy List, Group and Label Word Sorts to Word Hunts Vocabulary Notebooks ‐ Word Relatedness Root Words and Affixes Affixionaries Created a Word, Create an Animal Etymologies ‐ Word Learning Games Homophone Rummy Scattegories and More ♦ Mulitmedia ‐ Semantic Mapping Semantic Clusters Semantic Feature Analysis Synonym Web Root Word or Antonym Tree Word Map ‐ American Sign Language ‐ Hypertext Anchor Text Word Root/Affix List Any reading text used in class ‐Word Sorts ‐Word Study Notebooks ‐Word Ladders ‐Concept Maps & other graphic organizers for vocabulary ‐Cloze Passages Charleston Community Unit School District No. 1 Charleston, IL Revised 4/09 Grade 10 ELA Curriculum Map page 10 vocabulary and word study general strategies Teacher Resources Word Root Packet Any text used in class Refer to resource index Formal Assessment ISBE suggested assessment PLAN MAP Teacher made assessments Notes: Charleston Community Unit School District No. 1 Charleston, IL Revised 4/09