Academic
Vocabulary
Resources and
Texts
Curriculum
Reading EALRs
(Skills)
How does your reading ability impact your choices in life? What are your personal reading goals? What reading skills do you need in order to graduate from high school?
Students will use before, during, and after reading strategies to monitor and improve comprehension.
Students will make progress toward grade level reading skills.
after reading strategies, author’s approach, before reading strategies, comprehension, critical thinking, during reading strategies, fact, inference, main idea, monitor, opinion, predict, prior knowledge, purpose, question, strategy, summarizing
Independent Reading Selections (see
Independent Reading on this map)
Wild Side
Jamestown Education nonfiction reading skillbuilding curriculum published by Glencoe.
Scope
Supplemental classroom magazine to teach reading and writing skills published by
Scholastic, Inc.
Nonfiction: text features, previewing, main idea, recalling facts, inferences, author’s approach, vocabulary, critical thinking, summarizing, reading across the curriculum
(support social studies, science, etc.)
Fiction: setting a purpose, predicting, using fix-it strategies, inferring character traits, summarizing, connecting to self, other texts, and world.
Reading
2.1 Demonstrate evidence of reading comprehension:
 Apply before, during, and after reading strategies purposefully.
2.2 Understand and apply knowledge of text components to comprehend text
2.3.1 Analyze informational text for similarities/differences and cause and effect relationships
2.4.1 Analyze informational text to draw conclusions and develop insights
2.4.2 Analyze author’s purpose connecting to self, connecting to text, connecting to world, determining purpose, goal, objective, personal response
Students will practice selecting personal reading choices that interest them and are written at an appropriate reading level.
Students will be encouraged to select and read a variety of different genres. Regular visits to the CJH library as well as an extensive classroom library will be provided to the students.
Personal Reading Goals
Book Selection
Independent Reading Strategies
--(supporting English 8/9 goals)
Reading
3.1 Read to learn new information.
3.4 Read for literary experience in a variety of genres.
4 The student sets goals and evaluates progress to improve reading.
4.1 Develop a reading improvement plan.
Track reading progress through reading logs, graphs, self-scoring rubrics.
4.2 Discuss responses to literary experiences with others expressive reading, fluency, level of difficulty, words per minute, word recognition
Six-Minute Solution
Students are tested for appropriate reading level and assigned partners. Students read a passage for six days and graph results.
Approximately every 7 to 8 days, the teacher does a fluency assessment with each student and assigns a new passage.
Scope (Reader’s Theatre)
Supporting texts for reading aloud vary.
Daily fluency readings with partner
Class Read Aloud/Partner Read Aloud
Reader’s Theatre
Word Recognition Skills/Strategies
Reading
1.4 Apply word recognition skills and strategies to read fluently.
1.4.2 Apply fluency to enhance comprehension – read orally with accuracy, using appropriate pacing, phrasing, and expression.
1.4.3 Apply different reading rates to match text—adjust speed based on purpose, level of difficulty, form, and style context clue, prefix, suffix, syllable
Wild Side
Scope
English 8/9 Curriculum
“Chunking” words
Context clues
Word maps
Affixes
Support for English 8/9 vocabulary goals
Reading
1.2.2 Apply vocabulary strategies to understand new words and concepts in a variety of texts.
1.3 Build vocabulary through wide reading.
1.3.2 Select, from multiple choices, the meaning of a word identified in the text.

How does your reading ability impact your choices in life? What are your personal reading goals? What reading skills do you need in order to graduate from high school?
Students will use before, during, and after reading strategies to monitor and improve comprehension.
Students will make progress toward grade level reading skills.
Academic
Vocabulary assessment
Curriculum
Reading EALRs
(Skills)
Formal vocabulary, comprehension, and fluency testing will be done at the beginning and end of the semester.
Gates McGinite -- Vocabulary and comprehension standardized test given twice per semester.
San Diego Quick Test
Wild Side Curriculum -- Daily work done by students is assessed and tracked in the grade book.
Six-Minute Solution -- One-minute fluency test administered multiple times throughout the semester.
Informal fluency assessment is used throughout the semester.
State Criterion-Based Testing
--8 th Grade: Measure of Student
Progress
-10 th Grade: High School Proficiency Exam
Students will also self-assess with surveys.
Please see page one of the curriculum map.
Resources
Notes
 Introductory Phone Calls (By end of September)
 Back-to-School Night
(September)
 Arena Conferencing
(November)
 CJH Website
 Mrs. Reed’s website
 Monthly Progress Reports
(email/mail)
 Reading Intervention Syllabus
 University Place School District
LAP Plan (available upon request)
 University Place School District
Compact (copy provided to every family)
 University Place School District
Individual Student Learning
Plan (provided to family beginning and end of each semester)
Parents are welcome to schedule individual appointments at any time during the school year. Please contact Mrs. Reed by phone or email.
 Student surveys
 Individual conference notes/adjustments
 Formal assessment (see curriculum map)
 Counselor/specialist input
 English/Social
Studies/Science grades
 Readiness to benefit considerations
--attendance
--student commitment to progress toward goals as measured by work completion and work quality
--classroom behavior
 Principal
 English teachers
 Counselors
 School Librarian
 Specialists
Parents are welcome to schedule individual appointments with team members at any time during the school year. Please allow plenty of time to schedule appointments. Telephone or email contacts are also welcomed and encouraged.
Originally created by S. Reed, July 2010/Current Version 7/20/10