Curriculum Map: Reading and Writing Reinforcement 7 ( 2010-2011
Core)
Course: Reading and Writing Reinforcement 7
Notes:
Core Reading and Writing Reinforcement 7
Unit: Comprehension: Skills Reinforcement
Essential
Questions:
How does interaction with text provoke thinking and response?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How does productive oral communication rely on speaking and listening?
How does interaction with text provoke thinking and response?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How does productive oral communication rely on speaking and listening?
How does interaction with text provoke thinking and response?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How does productive oral communication rely on speaking and listening?
How does interaction with text provoke thinking and response?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How does productive oral communication rely on speaking and listening?
How does interaction with text provoke thinking and response?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How does productive oral communication rely on speaking and listening?
How does interaction with text provoke thinking and response?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How does productive oral communication rely on speaking and listening?
How does interaction with text provoke thinking and response?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How does productive oral communication rely on speaking and listening?
How does interaction with text provoke thinking and response?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How does productive oral communication rely on speaking and listening?
How does interaction with text provoke thinking and response?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How does productive oral communication rely on speaking and listening?
How does interaction with text provoke thinking and response?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How does productive oral communication rely on speaking and listening?
How does interaction with text provoke thinking and response?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How does productive oral communication rely on speaking and listening?
Content:
Essential content, literary elements and devices inform meaning
Textual features and organization inform meaning
Acquiring and applying a robust vocabulary assists in constructing meaning
AMP Reading Series, SRA or Similar Text
Edline and Organizational Guidance for Self-Monitoring Strategies
Study Island Skills Reinforcement (Technological Component)
Active listening facilitates learning and communication
Essential content, literary elements and devices inform meaning
Textual features and organization inform meaning
Acquiring and applying a robust vocabulary assists in constructing meaning
AMP Reading Series, SRA or Similar Text
Edline and Organizational Guidance for Self-Monitoring Strategies
Study Island Skills Reinforcement (Technological Component)
Active listening facilitates learning and communication
Essential content, literary elements and devices inform meaning
Textual features and organization inform meaning
Acquiring and applying a robust vocabulary assists in constructing meaning
AMP Reading Series, SRA or Similar Text
Edline and Organizational Guidance for Self-Monitoring Strategies
Study Island Skills Reinforcement (Technological Component)
Active listening facilitates learning and communication
Essential content, literary elements and devices inform meaning
Textual features and organization inform meaning
Acquiring and applying a robust vocabulary assists in constructing meaning
AMP Reading Series, SRA or Similar Text
Edline and Organizational Guidance for Self-Monitoring Strategies
Study Island Skills Reinforcement (Technological Component)
Active listening facilitates learning and communication
Essential content, literary elements and devices inform meaning
Textual features and organization inform meaning
Acquiring and applying a robust vocabulary assists in constructing meaning
AMP Reading Series, SRA or Similar Text
Edline and Organizational Guidance for Self-Monitoring Strategies
Study Island Skills Reinforcement (Technological Component)
Active listening facilitates learning and communication
Essential content, literary elements and devices inform meaning
Textual features and organization inform meaning
Acquiring and applying a robust vocabulary assists in constructing meaning
AMP Reading Series, SRA or Similar Text
Edline and Organizational Guidance for Self-Monitoring Strategies
Study Island Skills Reinforcement (Technological Component)
Active listening facilitates learning and communication
Essential content, literary elements and devices inform meaning
Textual features and organization inform meaning
Acquiring and applying a robust vocabulary assists in constructing meaning
AMP Reading Series, SRA or Similar Text
Edline and Organizational Guidance for Self-Monitoring Strategies
Study Island Skills Reinforcement (Technological Component)
Active listening facilitates learning and communication
Teacher Selected Sources related to theme of Discovery and Process
Essential content, literary elements and devices inform meaning
Textual features and organization inform meaning
Acquiring and applying a robust vocabulary assists in constructing meaning
AMP Reading Series, SRA or Similar Text
Edline and Organizational Guidance for Self-Monitoring Strategies
Study Island Skills Reinforcement (Technological Component)
Active listening facilitates learning and communication
Essential content, literary elements and devices inform meaning
Textual features and organization inform meaning
Acquiring and applying a robust vocabulary assists in constructing meaning
AMP Reading Series, SRA or Similar Text
Edline and Organizational Guidance for Self-Monitoring Strategies
Study Island Skills Reinforcement (Technological Component)
Active listening facilitates learning and communication
Skills:
Students will work in centers one day weekly to reinforce basic reading skills. This will
also include reinforcement of organizational skills, agenda mate checks, keeping up
with edline and working on self monitoring and test taking skills.
Analyze organizational features of text (e.g. sequence, question/answer,
comparison/contrast, cause/effect, problem/solution) as related to content to clarify
and enhance meaning
Identify and evaluate essential content between and among various text types
Identify the literal, figurative, and idiomatic meaning of vocabulary
Interpret and analyze the effect of literary devices within and among texts (e.g.
personification, simile, alliteration, metaphor, symbolism, imagery, and hyperbole)
Listen Actively and monitor one’s own understanding by asking probing questions,
paraphrasing, summarizing and/or reflecting on the speaker’s message
Identify stated facts, reasoned judgments, and opinions across texts
Evaluate the presentation of essential and non-essential information in texts.
Analyze and explain the use of graphics in text to clarify and enhance meaning
Generate connections between and among words based on meaning, content, and
context
Listen with civility to the ideas of others
Students will work in centers one day weekly to reinforce basic reading skills. This will
also include reinforcement of organizational skills, agenda mate checks, keeping up
with edline and working on self monitoring and test taking skills.
Analyze organizational features of text (e.g. sequence, question/answer,
comparison/contrast, cause/effect, problem/solution) as related to content to clarify
and enhance meaning
Identify and evaluate essential content between and among various text types
Identify the literal, figurative, and idiomatic meaning of vocabulary
Interpret and analyze the effect of literary devices within and among texts (e.g.
personification, simile, alliteration, metaphor, symbolism, imagery, and hyperbole)
Listen Actively and monitor one’s own understanding by asking probing questions,
paraphrasing, summarizing and/or reflecting on the speaker’s message
Identify stated facts, reasoned judgments, and opinions across texts
Evaluate the presentation of essential and non-essential information in texts.
Analyze and explain the use of graphics in text to clarify and enhance meaning
Generate connections between and among words based on meaning, content, and
context
Listen with civility to the ideas of others
Students will work in centers one day weekly to reinforce basic reading skills. This will
also include reinforcement of organizational skills, agenda mate checks, keeping up
with edline and working on self monitoring and test taking skills.
Analyze organizational features of text (e.g. sequence, question/answer,
comparison/contrast, cause/effect, problem/solution) as related to content to clarify
and enhance meaning
Identify and evaluate essential content between and among various text types
Identify the literal, figurative, and idiomatic meaning of vocabulary
Interpret and analyze the effect of literary devices within and among texts (e.g.
personification, simile, alliteration, metaphor, symbolism, imagery, and hyperbole)
Listen Actively and monitor one’s own understanding by asking probing questions,
paraphrasing, summarizing and/or reflecting on the speaker’s message
Identify stated facts, reasoned judgments, and opinions across texts
Evaluate the presentation of essential and non-essential information in texts.
Analyze and explain the use of graphics in text to clarify and enhance meaning
Generate connections between and among words based on meaning, content, and
context
Listen with civility to the ideas of others
Students will work in centers one day weekly to reinforce basic reading skills. This will
also include reinforcement of organizational skills, agenda mate checks, keeping up
with edline and working on self monitoring and test taking skills.
Analyze organizational features of text (e.g. sequence, question/answer,
comparison/contrast, cause/effect, problem/solution) as related to content to clarify
and enhance meaning
Identify and evaluate essential content between and among various text types
Identify the literal, figurative, and idiomatic meaning of vocabulary
Interpret and analyze the effect of literary devices within and among texts (e.g.
personification, simile, alliteration, metaphor, symbolism, imagery, and hyperbole)
Listen Actively and monitor one’s own understanding by asking probing questions,
paraphrasing, summarizing and/or reflecting on the speaker’s message
Identify stated facts, reasoned judgments, and opinions across texts
Evaluate the presentation of essential and non-essential information in texts.
Analyze and explain the use of graphics in text to clarify and enhance meaning
Generate connections between and among words based on meaning, content, and
context
Listen with civility to the ideas of others
Students will work in centers one day weekly to reinforce basic reading skills. This will
also include reinforcement of organizational skills, agenda mate checks, keeping up
with edline and working on self monitoring and test taking skills.
Analyze organizational features of text (e.g. sequence, question/answer,
comparison/contrast, cause/effect, problem/solution) as related to content to clarify
and enhance meaning
Identify and evaluate essential content between and among various text types
Identify the literal, figurative, and idiomatic meaning of vocabulary
Interpret and analyze the effect of literary devices within and among texts (e.g.
personification, simile, alliteration, metaphor, symbolism, imagery, and hyperbole)
Listen Actively and monitor one’s own understanding by asking probing questions,
paraphrasing, summarizing and/or reflecting on the speaker’s message
Identify stated facts, reasoned judgments, and opinions across texts
Evaluate the presentation of essential and non-essential information in texts.
Analyze and explain the use of graphics in text to clarify and enhance meaning
Generate connections between and among words based on meaning, content, and
context
Listen with civility to the ideas of others
Students will work in centers one day weekly to reinforce basic reading skills. This will
also include reinforcement of organizational skills, agenda mate checks, keeping up
with edline and working on self monitoring and test taking skills.
Analyze organizational features of text (e.g. sequence, question/answer,
comparison/contrast, cause/effect, problem/solution) as related to content to clarify
and enhance meaning
Identify and evaluate essential content between and among various text types
Identify the literal, figurative, and idiomatic meaning of vocabulary
Interpret and analyze the effect of literary devices within and among texts (e.g.
personification, simile, alliteration, metaphor, symbolism, imagery, and hyperbole)
Listen Actively and monitor one’s own understanding by asking probing questions,
paraphrasing, summarizing and/or reflecting on the speaker’s message
Identify stated facts, reasoned judgments, and opinions across texts
Evaluate the presentation of essential and non-essential information in texts.
Analyze and explain the use of graphics in text to clarify and enhance meaning
Generate connections between and among words based on meaning, content, and
context
Listen with civility to the ideas of others
Students will work in centers one day weekly to reinforce basic reading skills. This will
also include reinforcement of organizational skills, agenda mate checks, keeping up
with edline and working on self monitoring and test taking skills.
Analyze organizational features of text (e.g. sequence, question/answer,
comparison/contrast, cause/effect, problem/solution) as related to content to clarify
and enhance meaning
Identify and evaluate essential content between and among various text types
Identify the literal, figurative, and idiomatic meaning of vocabulary
Interpret and analyze the effect of literary devices within and among texts (e.g.
personification, simile, alliteration, metaphor, symbolism, imagery, and hyperbole)
Listen Actively and monitor one’s own understanding by asking probing questions,
paraphrasing, summarizing and/or reflecting on the speaker’s message
Identify stated facts, reasoned judgments, and opinions across texts
Evaluate the presentation of essential and non-essential information in texts.
Analyze and explain the use of graphics in text to clarify and enhance meaning
Generate connections between and among words based on meaning, content, and
context
Listen with civility to the ideas of others
Students will work in centers one day weekly to reinforce basic reading skills. This will
also include reinforcement of organizational skills, agenda mate checks, keeping up
with edline and working on self monitoring and test taking skills.
Analyze organizational features of text (e.g. sequence, question/answer,
comparison/contrast, cause/effect, problem/solution) as related to content to clarify
and enhance meaning
Identify and evaluate essential content between and among various text types
Identify the literal, figurative, and idiomatic meaning of vocabulary
Interpret and analyze the effect of literary devices within and among texts (e.g.
personification, simile, alliteration, metaphor, symbolism, imagery, and hyperbole)
Listen Actively and monitor one’s own understanding by asking probing questions,
paraphrasing, summarizing and/or reflecting on the speaker’s message
Identify stated facts, reasoned judgments, and opinions across texts
Evaluate the presentation of essential and non-essential information in texts.
Analyze and explain the use of graphics in text to clarify and enhance meaning
Generate connections between and among words based on meaning, content, and
context
Listen with civility to the ideas of others
Students will work in centers one day weekly to reinforce basic reading skills. This will
also include reinforcement of organizational skills, agenda mate checks, keeping up
with edline and working on self monitoring and test taking skills.
Analyze organizational features of text (e.g. sequence, question/answer,
comparison/contrast, cause/effect, problem/solution) as related to content to clarify
and enhance meaning
Identify and evaluate essential content between and among various text types
Identify the literal, figurative, and idiomatic meaning of vocabulary
Interpret and analyze the effect of literary devices within and among texts (e.g.
personification, simile, alliteration, metaphor, symbolism, imagery, and hyperbole)
Listen Actively and monitor one’s own understanding by asking probing questions,
paraphrasing, summarizing and/or reflecting on the speaker’s message
Identify stated facts, reasoned judgments, and opinions across texts
Evaluate the presentation of essential and non-essential information in texts.
Analyze and explain the use of graphics in text to clarify and enhance meaning
Generate connections between and among words based on meaning, content, and
context
Listen with civility to the ideas of others
Students will work in centers one day weekly to reinforce basic reading skills. This will
also include reinforcement of organizational skills, agenda mate checks, keeping up
with edline and working on self monitoring and test taking skills.
Analyze organizational features of text (e.g. sequence, question/answer,
comparison/contrast, cause/effect, problem/solution) as related to content to clarify
and enhance meaning
Identify and evaluate essential content between and among various text types
Identify the literal, figurative, and idiomatic meaning of vocabulary
Interpret and analyze the effect of literary devices within and among texts (e.g.
personification, simile, alliteration, metaphor, symbolism, imagery, and hyperbole)
Listen Actively and monitor one’s own understanding by asking probing questions,
paraphrasing, summarizing and/or reflecting on the speaker’s message
Identify stated facts, reasoned judgments, and opinions across texts
Evaluate the presentation of essential and non-essential information in texts.
Analyze and explain the use of graphics in text to clarify and enhance meaning
Generate connections between and among words based on meaning, content, and
context
Listen with civility to the ideas of others
Students will work in centers one day weekly to reinforce basic reading skills. This will
also include reinforcement of organizational skills, agenda mate checks, keeping up
with edline and working on self monitoring and test taking skills.
Analyze organizational features of text (e.g. sequence, question/answer,
comparison/contrast, cause/effect, problem/solution) as related to content to clarify
and enhance meaning
Identify and evaluate essential content between and among various text types
Identify the literal, figurative, and idiomatic meaning of vocabulary
Interpret and analyze the effect of literary devices within and among texts (e.g.
personification, simile, alliteration, metaphor, symbolism, imagery, and hyperbole)
Listen Actively and monitor one’s own understanding by asking probing questions,
paraphrasing, summarizing and/or reflecting on the speaker’s message
Identify stated facts, reasoned judgments, and opinions across texts
Evaluate the presentation of essential and non-essential information in texts.
Analyze and explain the use of graphics in text to clarify and enhance meaning
Generate connections between and among words based on meaning, content, and
context
Listen with civility to the ideas of others
Assessments: Class Discussion
8/31/2010
Performance Assesment
8/31/2010
Self Monitoring
8/31/2010
Study Island Programming
8/31/2010
Student Workbook
8/31/2010
Class Discussion
9/30/2010
Performance Assesment
9/30/2010
Self Monitoring
9/30/2010
Study Island Programming
9/30/2010
Student Workbook
9/30/2010
Class Discussion
10/31/2010
Performance Assesment
10/31/2010
Self Monitoring
10/31/2010
Study Island Programming
10/31/2010
Student Workbook
10/31/2010
Class Discussion
11/30/2010
Performance Assesment
11/30/2010
Self Monitoring
11/30/2010
Study Island Programming
11/30/2010
Student Workbook
11/30/2010
Class Discussion
12/31/2010
Performance Assesment
12/31/2010
Self Monitoring
12/31/2010
Study Island Programming
12/31/2010
Student Workbook
12/31/2010
Class Discussion
1/31/2011
Performance Assesment
1/31/2011
Self Monitoring
1/31/2011
Study Island Programming
1/31/2011
Student Workbook
1/31/2011
Class Discussion
2/28/2011
Performance Assesment
2/28/2011
Self Monitoring
2/28/2011
Study Island Programming
2/28/2011
Student Workbook
2/28/2011
Class Discussion
3/31/2011
Performance Assesment
3/31/2011
Self Monitoring
3/31/2011
Study Island Programming
3/31/2011
Student Workbook
3/31/2011
Class Discussion
4/30/2011
Performance Assesment
4/30/2011
Self Monitoring
4/30/2011
Study Island Programming
4/30/2011
Student Workbook
4/30/2011
Teacher Determined Assessments
4/1/2011
Class Discussion
5/31/2011
Performance Assesment
5/31/2011
Self Monitoring
5/31/2011
Study Island Programming
5/31/2011
Student Workbook
5/31/2011
Class Discussion
6/30/2011
Performance Assesment
6/30/2011
Self Monitoring
6/30/2011
Study Island Programming
6/30/2011
Student Workbook
6/30/2011
Instructional
Procedures:
Notes:
Month---AUGUST
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text.
Month---SEPTEMBER
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text.
Month---OCTOBER
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text.
Month---NOVEMBER
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text.
Month---DECEMBER
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text.
Month---JANUARY
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text.
Month---FEBRUARY
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text.
Month---MARCH
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text.
Month---APRIL
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text.
Month---MAY
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text.
Month---JUNE
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.8.A (Introduced) Locate appropriate texts (literature, information, documents) for an
assigned purpose before reading.
1.1.8.B (Introduced) Identify and use common organizational structures and graphic
features to comprehend information.
1.1.8.C (Introduced) Use knowledge of root words as well as context clues and
1.1.8.D (Introduced)
1.1.8.E (Introduced)
1.1.8.F (Introduced)
1.1.8.G (Introduced)
1.1.8.H (Introduced)
1.2.8.A (Introduced)
1.2.8.B (Introduced)
1.2.8.C (Introduced)
1.3.8.A (Introduced)
1.3.8.B (Introduced)
1.3.8.C (Introduced)
1.3.8.D (Introduced)
1.3.8.E (Introduced)
1.3.8.F (Introduced)
glossaries to understand specialized vocabulary in the content
areas during reading. Use these words accurately in speaking and
writing.
Identify basic facts and ideas in text using specific strategies (e.g.,
recall genre characteristics, set a purpose for reading, generate
essential questions as aids to comprehension and clarify
understanding through rereading and discussion).
Expand a reading vocabulary by identifying and correctly using
idioms and words with literal and figurative meanings. Use a
dictionary or related reference.
Understand the meaning of and apply key vocabulary across the
various subject areas.
Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text, including public documents.
Demonstrate fluency and comprehension in reading.
Read and understand essential content of informational texts and
documents in all academic areas.
Use and understand a variety of media and evaluate the quality of
material produced.
Produce work in at least one literary genre that follows the
conventions of the genre.
Read and understand works of literature.
Analyze the use of literary elements by an author including
characterization, setting, plot, theme, point of view, tone and style.
Analyze the effect of various literary devices.
Identify poetic forms (e.g., ballad, sonnet, couplet).
Analyze drama to determine the reasons for a character’s actions
taking into account the situation and basic motivation of the
character.
Read and respond to nonfiction and fiction including poetry and
drama.
This Curriculum Map Unit has no Topics to display
Unit: Comprehension Evaluation
Essential
Questions:
How does interaction with text provoke thinking and response?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How does interaction with text provoke thinking and response?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How does interaction with text provoke thinking and response?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
Content:
Textual features and organization inform meaning
Essential content, literary elements and devices inform meaning
Acquiring and applying a robust vocabulary assists in constructing meaning
4SIGHT or similar diagnostic assessment
Skills:
Diagnostic Assessment for Baseline
Diagnostic Assessment for Growth
Diagnostic Assessment for Growth
Assessments: 4Sight Reading Assessment
9/1/2010
4Sight Reading Assessment
1/31/2011
4Sight Reading Assessment
5/31/2011
Instructional
Procedures:
Notes:
Month---SEPTEMBER
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text: 4sight testing
Month---JANUARY
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text: 4sight testing
Month---MAY
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text: 4sight testing
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.8.A (Introduced) Locate appropriate texts (literature, information, documents) for an
assigned purpose before reading.
1.1.8.B (Introduced) Identify and use common organizational structures and graphic
features to comprehend information.
1.1.8.C (Introduced) Use knowledge of root words as well as context clues and
glossaries to understand specialized vocabulary in the content
areas during reading. Use these words accurately in speaking and
writing.
1.1.8.D (Introduced)
1.1.8.E (Introduced)
1.1.8.F (Introduced)
1.1.8.G (Introduced)
1.1.8.H (Introduced)
1.2.8.A (Introduced)
1.2.8.B (Introduced)
1.2.8.C (Introduced)
1.3.8.A (Introduced)
1.3.8.B (Introduced)
1.3.8.C (Introduced)
1.3.8.D (Introduced)
1.3.8.E (Introduced)
1.3.8.F (Introduced)
Identify basic facts and ideas in text using specific strategies (e.g.,
recall genre characteristics, set a purpose for reading, generate
essential questions as aids to comprehension and clarify
understanding through rereading and discussion).
Expand a reading vocabulary by identifying and correctly using
idioms and words with literal and figurative meanings. Use a
dictionary or related reference.
Understand the meaning of and apply key vocabulary across the
various subject areas.
Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text, including public documents.
Demonstrate fluency and comprehension in reading.
Read and understand essential content of informational texts and
documents in all academic areas.
Use and understand a variety of media and evaluate the quality of
material produced.
Produce work in at least one literary genre that follows the
conventions of the genre.
Read and understand works of literature.
Analyze the use of literary elements by an author including
characterization, setting, plot, theme, point of view, tone and style.
Analyze the effect of various literary devices.
Identify poetic forms (e.g., ballad, sonnet, couplet).
Analyze drama to determine the reasons for a character’s actions
taking into account the situation and basic motivation of the
character.
Read and respond to nonfiction and fiction including poetry and
drama.
This Curriculum Map Unit has no Topics to display
Unit: Comprehension: Fiction and Non-Fiction
Essential
Questions:
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How does interaction with text provoke thinking and response?
How does productive oral communication rely on speaking and listening?
What role does writing play in our lives?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How does interaction with text provoke thinking and response?
How does productive oral communication rely on speaking and listening?
What role does writing play in our lives?
How do we develop into effective writers?
To what extent does the writing process contribute to the quality of writing?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How does interaction with text provoke thinking and response?
How does productive oral communication rely on speaking and listening?
What role does writing play in our lives?
How do we develop into effective writers?
To what extent does the writing process contribute to the quality of writing?
Content:
Acquiring and applying a robust vocabulary assists in constructing meaning
Essential content, literary elements and devices inform meaning
Textual features and organization inform meaning
Reading of Fictional Novel related to theme of Responsibility:
Taking Sides by Gary Soto
Please Stop Laughing At Me by Jodi Blanco (excerpts)
The Skin I'm In Jump at The Sun Sharon Flake
or Teacher Selection from novels list
Reading of various Non-Fiction news articles from a variety of media (teacher selected
or from McDougal text) that correspond to theme of Responsibility.
Active listening facilitates learning and communication.
Focus, content, organization, style, and conventions work together to impact writing
quality
Acquiring and applying a robust vocabulary assists in constructing meaning
Essential content, literary elements and devices inform meaning
Textual features and organization inform meaning
Reading of Fictional Novel related to theme of Responsibility:
Taking Sides by Gary Soto
Please Stop Laughing At Me by Jodi Blanco (excerpts)
The Skin I'm In Jump at The Sun Sharon Flake
or Teacher Selection from novels list
Reading of various Non-Fiction news articles from a variety of media (teacher selected
or from McDougal text) that correspond to theme of Responsibility.
Active listening facilitates learning and communication.
Focus, content, organization, style, and conventions work together to impact writing
quality
Service Learning/Character Education related to Responsibility
Writing improves through the recursive process of revising and editing
Various types of writing are distinguished by their characteristics
Acquiring and applying a robust vocabulary assists in constructing meaning
Essential content, literary elements and devices inform meaning
Textual features and organization inform meaning
Reading of Fictional Novel related to theme of Responsibility:
Taking Sides by Gary Soto
Please Stop Laughing At Me by Jodi Blanco (excerpts)
The Skin I'm In Jump at The Sun Sharon Flake
or Teacher Selection from novels list
Reading of various Non-Fiction news articles from a variety of media (teacher selected
or from McDougal text) that correspond to theme of Responsibility.
Active listening facilitates learning and communication.
Focus, content, organization, style, and conventions work together to impact writing
quality
Service Learning/Character Education related to Responsibility
Writing improves through the recursive process of revising and editing
Various types of writing are distinguished by their characteristics
Skills:
Identify and evaluate essential content between and among various text types
Use and cite evidence from texts to make assertions, inferences, generalizations, and
to draw conclusions
Identify and explain the use of conflict, theme, and/or point of view within and among
texts
Use grade appropriate resources to confirm and extend meaning of vocabulary
Identify the literal, figurative, and idiomatic meaning of vocabulary
Write a series of paragraphs with details and information relevant to the focus.
Listen Actively and monitor one’s own understanding by asking probing questions,
paraphrasing, summarizing and/or reflecting on the speaker’s message
Identify and evaluate essential content between and among various text types
Use and cite evidence from texts to make assertions, inferences, generalizations, and
to draw conclusions
Identify and explain the use of conflict, theme, and/or point of view within and among
texts
Use grade appropriate resources to confirm and extend meaning of vocabulary
Identify the literal, figurative, and idiomatic meaning of vocabulary
Write a series of paragraphs with details and information relevant to the focus.
Listen Actively and monitor one’s own understanding by asking probing questions,
paraphrasing, summarizing and/or reflecting on the speaker’s message
Write informational pieces, specific to a purpose and audience, which have a well
developed main idea, includes cause and effect relationships or problem and solution,
and contain precise language and specific detail, relevant graphics, and primary and
secondary sources (e.g. letters, reports, instruction, essays, articles, interviews).
Identify and evaluate essential content between and among various text types
Use and cite evidence from texts to make assertions, inferences, generalizations, and
to draw conclusions
Identify and explain the use of conflict, theme, and/or point of view within and among
texts
Use grade appropriate resources to confirm and extend meaning of vocabulary
Identify the literal, figurative, and idiomatic meaning of vocabulary
Write a series of paragraphs with details and information relevant to the focus.
Listen Actively and monitor one’s own understanding by asking probing questions,
paraphrasing, summarizing and/or reflecting on the speaker’s message
Write informational pieces, specific to a purpose and audience, which have a well
developed main idea, includes cause and effect relationships or problem and solution,
and contain precise language and specific detail, relevant graphics, and primary and
secondary sources (e.g. letters, reports, instruction, essays, articles, interviews).
Assessments: Reader's Journal
9/1/2010
Discussion and Observation
9/1/2010
Reader's Journal
10/31/2010
Discussion and Observation
10/31/2010
Reader's Journal
11/30/2010
Discussion and Observation
11/30/2010
Instructional
Procedures:
Notes:
Month---SEPTEMBER
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text
The anchor standard that cannot be found for 1.5.8.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
Month---OCTOBER
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text
The anchor standard that cannot be found for 1.5.8.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
Month---NOVEMBER
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text
The anchor standard that cannot be found for 1.5.8.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.8.A (Introduced) Locate appropriate texts (literature, information, documents) for an
assigned purpose before reading.
1.1.8.B (Introduced) Identify and use common organizational structures and graphic
features to comprehend information.
1.1.8.C (Introduced) Use knowledge of root words as well as context clues and
glossaries to understand specialized vocabulary in the content
areas during reading. Use these words accurately in speaking and
writing.
1.1.8.D (Introduced) Identify basic facts and ideas in text using specific strategies (e.g.,
recall genre characteristics, set a purpose for reading, generate
essential questions as aids to comprehension and clarify
understanding through rereading and discussion).
1.1.8.E (Introduced) Expand a reading vocabulary by identifying and correctly using
idioms and words with literal and figurative meanings. Use a
dictionary or related reference.
1.1.8.F (Introduced) Understand the meaning of and apply key vocabulary across the
various subject areas.
1.1.8.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text, including public documents.
1.1.8.H (Introduced) Demonstrate fluency and comprehension in reading.
1.2.8.A (Introduced) Read and understand essential content of informational texts and
documents in all academic areas.
1.2.8.B (Introduced) Use and understand a variety of media and evaluate the quality of
material produced.
1.3.8.A (Introduced) Read and understand works of literature.
1.3.8.B (Introduced) Analyze the use of literary elements by an author including
characterization, setting, plot, theme, point of view, tone and style.
1.3.8.C (Introduced) Analyze the effect of various literary devices.
1.3.8.F (Introduced) Read and respond to nonfiction and fiction including poetry and
drama.
1.5.8.A (Introduced) Write with a sharp, distinct focus.
1.6.8.A (Introduced) Listen to others.
1.6.8.D (Introduced) Contribute to discussions.
1.6.8.E (Introduced) Participate in small and large group discussions and presentations.
1.6.8.F (Introduced) Use media for learning purposes.
This Curriculum Map Unit has no Topics to display
Unit: Writing: Building the Traits
Essential
Questions:
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How do we develop into effective writers?
How can composing a variety of writing pieces strengthen writing a communication
skills?
How does interaction with text provoke thinking and response?
How does productive oral communication rely on speaking and listening?
To what extent does the writing process contribute to the quality of writing?
What role does writing play in our lives?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How do we develop into effective writers?
How can composing a variety of writing pieces strengthen writing a communication
skills?
How does interaction with text provoke thinking and response?
How does productive oral communication rely on speaking and listening?
To what extent does the writing process contribute to the quality of writing?
What role does writing play in our lives?
Skills:
Generate connections between and among words based on meaning, content, and
context
Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic,
purpose and audience (focus)
Write a series of paragraphs with details and information relevant to the focus.
Use grade appropriate resources to confirm and extend meaning of vocabulary
Listen Actively and monitor one’s own understanding by asking probing questions,
paraphrasing, summarizing and/or reflecting on the speaker’s message
Use and cite evidence from texts to make assertions, inferences, generalizations, and
to draw conclusions
Interpret and analyze the effect of literary devices within and among texts (e.g.
personification, simile, alliteration, metaphor, symbolism, imagery, and hyperbole)
Organize and sustain writing in a logical order, including an introduction, body and
conclusion with appropriate transitions within and between paragraphs. (organization)
Identify and explain the use of literary elements within and among texts
Apply the writing process to develop a piece of work. (i.e. pre-write, draft, revise, edit
and publish)Revise writing by: • rethinking the logic of organization• refining the
central idea and content details• examining the level of detail, style, and tone and
word choice
Write to create style, tone, and voice using a variety of sentence structures and
descriptive word choices, and literary devices. (style)
Develop topic-specific content that is explained and supported with details and
examples appropriate to audience and mode using precise vocabulary. (content)
Write narrative pieces, specific to a purpose and audience, which have clear
organizational structures, contains dialogue, literary conflict, and literary elements and
devices (e.g. short stories, poems, plays).
Generate connections between and among words based on meaning, content, and
context
Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic,
purpose and audience (focus)
Write a series of paragraphs with details and information relevant to the focus.
Use grade appropriate resources to confirm and extend meaning of vocabulary
Listen Actively and monitor one’s own understanding by asking probing questions,
paraphrasing, summarizing and/or reflecting on the speaker’s message
Use and cite evidence from texts to make assertions, inferences, generalizations, and
to draw conclusions
Interpret and analyze the effect of literary devices within and among texts (e.g.
personification, simile, alliteration, metaphor, symbolism, imagery, and hyperbole)
Organize and sustain writing in a logical order, including an introduction, body and
conclusion with appropriate transitions within and between paragraphs. (organization)
Identify and explain the use of literary elements within and among texts
Apply the writing process to develop a piece of work. (i.e. pre-write, draft, revise, edit
and publish)Revise writing by: • rethinking the logic of organization• refining the
central idea and content details• examining the level of detail, style, and tone and
word choice
Write to create style, tone, and voice using a variety of sentence structures and
descriptive word choices, and literary devices. (style)
Develop topic-specific content that is explained and supported with details and
examples appropriate to audience and mode using precise vocabulary. (content)
Write narrative pieces, specific to a purpose and audience, which have clear
organizational structures, contains dialogue, literary conflict, and literary elements and
devices (e.g. short stories, poems, plays).
Assessments: Class Discussion - 01
12/1/2010
Discussion and Observation - 01
12/1/2010
Literature Circles - 01
6/1/2011
Reader's Journal - 01
12/1/2010
Narrative Writing
12/1/2010
Class Discussion
1/31/2011
Discussion and Observation
1/31/2011
Literature Circles - 01
1/31/2011
Reader's Journal
1/31/2011
Narrative Writing
1/31/2011
Instructional
Procedures:
Notes:
Month---DECEMBER
Writing is a recursive process that conveys ideas, thoughts and feelings; Writing is a
means of documenting thinking; Purpose, topic and audience guide types of writing
The anchor standard that cannot be found for 1.5.8.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
Month---JANUARY
Writing is a recursive process that conveys ideas, thoughts and feelings; Writing is a
means of documenting thinking; Purpose, topic and audience guide types of writing
The anchor standard that cannot be found for 1.5.8.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.8.A (Introduced) Locate appropriate texts (literature, information, documents) for an
assigned purpose before reading.
1.1.8.B (Introduced) Identify and use common organizational structures and graphic
features to comprehend information.
1.1.8.C (Introduced) Use knowledge of root words as well as context clues and
glossaries to understand specialized vocabulary in the content
areas during reading. Use these words accurately in speaking and
writing.
1.1.8.D (Introduced) Identify basic facts and ideas in text using specific strategies (e.g.,
recall genre characteristics, set a purpose for reading, generate
1.1.8.E (Introduced)
1.1.8.F (Introduced)
1.1.8.G (Introduced)
1.1.8.H (Introduced)
1.2.8.B (Introduced)
1.2.8.C (Introduced)
1.3.8.A (Introduced)
1.3.8.B (Introduced)
1.3.8.C (Introduced)
1.4.8.A (Introduced)
1.5.8.A (Introduced)
1.5.8.C (Introduced)
1.5.8.D (Introduced)
1.5.8.E (Introduced)
1.5.8.F (Introduced)
1.6.8.A (Introduced)
1.6.8.B (Introduced)
1.6.8.D (Introduced)
1.6.8.E (Introduced)
1.6.8.F (Introduced)
essential questions as aids to comprehension and clarify
understanding through rereading and discussion).
Expand a reading vocabulary by identifying and correctly using
idioms and words with literal and figurative meanings. Use a
dictionary or related reference.
Understand the meaning of and apply key vocabulary across the
various subject areas.
Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text, including public documents.
Demonstrate fluency and comprehension in reading.
Use and understand a variety of media and evaluate the quality of
material produced.
Produce work in at least one literary genre that follows the
conventions of the genre.
Read and understand works of literature.
Analyze the use of literary elements by an author including
characterization, setting, plot, theme, point of view, tone and style.
Analyze the effect of various literary devices.
Write short stories, poems and plays.
Write with a sharp, distinct focus.
Write with controlled and/or subtle organization.
Write with an understanding of the stylistic aspects of composition.
Revise writing after rethinking logic of organization and rechecking
central idea, content, paragraph development, level of detail, style,
tone and word choice.
Edit writing using the conventions of language.
Listen to others.
Listen to selections of literature (fiction and/or nonfiction).
Contribute to discussions.
Participate in small and large group discussions and presentations.
Use media for learning purposes.
This Curriculum Map Unit has no Topics to display
Unit: Comprehension: Discovery
Essential
Questions:
How does interaction with text provoke thinking and response?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How do we use information gained through research to expand knowledge?
How can our knowledge and use of the research process promote lifelong learning?
How does productive oral communication rely on speaking and listening?
What role does writing play in our lives?
How does interaction with text provoke thinking and response?
How does a writer create narrative, informational and persuasive pieces that respond
to topic, purpose and audience?
How do we use information gained through research to expand knowledge?
How can our knowledge and use of the research process promote lifelong learning?
How does productive oral communication rely on speaking and listening?
What role does writing play in our lives?
Skills:
Analyze and explain the use of graphics in text to clarify and enhance meaning
Analyze organizational features of text (e.g. sequence, question/answer,
comparison/contrast, cause/effect, problem/solution) as related to content to clarify
and enhance meaning
Apply the writing process to develop a piece of work. (i.e. pre-write, draft, revise, edit
and publish)Revise writing by: • rethinking the logic of organization• refining the
central idea and content details• examining the level of detail, style, and tone and
word choice
Develop topic-specific content that is explained and supported with details and
examples appropriate to audience and mode using precise vocabulary. (content)
Contribute to class discussion, demonstrating effective speaking and listening skills
Identify and evaluate essential content between and among various text types
Identify and explain the use of literary elements within and among texts
Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic,
purpose and audience (focus)
Write to create style, tone, and voice using a variety of sentence structures and
descriptive word choices, and literary devices. (style)
Write narrative pieces, specific to a purpose and audience, which have clear
organizational structures, contains dialogue, literary conflict, and literary elements and
devices (e.g. short stories, poems, plays).
Write informational pieces, specific to a purpose and audience, which have a well
developed main idea, includes cause and effect relationships or problem and solution,
and contain precise language and specific detail, relevant graphics, and primary and
secondary sources (e.g. letters, reports, instruction, essays, articles, interviews).
Use and cite evidence from texts to make assertions, inferences, generalizations, and
to draw conclusions
Select a topic and develop a thesis/research question.
Locate and select the appropriate source materials to achieve a research goal.
Synthesize relevant information from source materials to achieve a research goal.
Organize and present information and data that support and illustrate inferences and
conclusions drawn from research.
Make distinctions about credibility, reliability, consistency, strengths and limitations of
resources, including information gathered from web sites
Write persuasive pieces, specific to a purpose and audience, which have a clearly
stated position or opinion, with convincing and properly cited evidence that anticipates
and counters reader concerns and arguments.
Analyze information, ideas and opinions to form a relevant response to the speaker’s
message
Analyze and explain the use of graphics in text to clarify and enhance meaning
Analyze organizational features of text (e.g. sequence, question/answer,
comparison/contrast, cause/effect, problem/solution) as related to content to clarify
and enhance meaning
Apply the writing process to develop a piece of work. (i.e. pre-write, draft, revise, edit
and publish)Revise writing by: • rethinking the logic of organization• refining the
central idea and content details• examining the level of detail, style, and tone and
word choice
Develop topic-specific content that is explained and supported with details and
examples appropriate to audience and mode using precise vocabulary. (content)
Contribute to class discussion, demonstrating effective speaking and listening skills
Identify and evaluate essential content between and among various text types
Identify and explain the use of literary elements within and among texts
Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic,
purpose and audience (focus)
Write to create style, tone, and voice using a variety of sentence structures and
descriptive word choices, and literary devices. (style)
Write narrative pieces, specific to a purpose and audience, which have clear
organizational structures, contains dialogue, literary conflict, and literary elements and
devices (e.g. short stories, poems, plays).
Write informational pieces, specific to a purpose and audience, which have a well
developed main idea, includes cause and effect relationships or problem and solution,
and contain precise language and specific detail, relevant graphics, and primary and
secondary sources (e.g. letters, reports, instruction, essays, articles, interviews).
Use and cite evidence from texts to make assertions, inferences, generalizations, and
to draw conclusions
Select a topic and develop a thesis/research question.
Locate and select the appropriate source materials to achieve a research goal.
Synthesize relevant information from source materials to achieve a research goal.
Organize and present information and data that support and illustrate inferences and
conclusions drawn from research.
Make distinctions about credibility, reliability, consistency, strengths and limitations of
resources, including information gathered from web sites
Write persuasive pieces, specific to a purpose and audience, which have a clearly
stated position or opinion, with convincing and properly cited evidence that anticipates
and counters reader concerns and arguments.
Analyze information, ideas and opinions to form a relevant response to the speaker’s
message
Assessments: Research/Discovery Project
4/1/2011
Class Discussion - 01
4/1/2011
Literature Circles - 01
4/1/2011
Reader's Journal
4/1/2011
Formal and Informal Writing
4/1/2011
Research/Discovery Project
5/31/2011
Class Discussion
5/31/2011
Literature Circles - 01
5/31/2011
Reader's Journal
5/31/2011
Formal and Informal Writing
5/31/2011
Teacher Determined Assessments
5/1/2011
Instructional
Procedures:
Notes:
Month---APRIL
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text; Information to gain or expand
knowledge can be acquired through a variety of sources.
The anchor standard that cannot be found for 1.5.8.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
Month---MAY
Comprehension requires and enhances critical thinking and is constructed through the
intentional interaction between reader and text; Information to gain or expand
knowledge can be acquired through a variety of sources.
The anchor standard that cannot be found for 1.5.8.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.8.A (Introduced) Locate appropriate texts (literature, information, documents) for an
assigned purpose before reading.
1.1.8.B (Introduced) Identify and use common organizational structures and graphic
features to comprehend information.
1.1.8.C (Introduced) Use knowledge of root words as well as context clues and
glossaries to understand specialized vocabulary in the content
areas during reading. Use these words accurately in speaking and
writing.
1.1.8.D (Introduced) Identify basic facts and ideas in text using specific strategies (e.g.,
recall genre characteristics, set a purpose for reading, generate
essential questions as aids to comprehension and clarify
understanding through rereading and discussion).
1.1.8.E (Introduced) Expand a reading vocabulary by identifying and correctly using
idioms and words with literal and figurative meanings. Use a
dictionary or related reference.
1.1.8.F (Introduced) Understand the meaning of and apply key vocabulary across the
various subject areas.
1.1.8.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text, including public documents.
1.1.8.H (Introduced) Demonstrate fluency and comprehension in reading.
1.2.8.A (Introduced) Read and understand essential content of informational texts and
documents in all academic areas.
1.2.8.B (Introduced) Use and understand a variety of media and evaluate the quality of
material produced.
1.2.8.C (Introduced) Produce work in at least one literary genre that follows the
conventions of the genre.
1.3.8.A (Introduced) Read and understand works of literature.
1.3.8.B (Introduced) Analyze the use of literary elements by an author including
characterization, setting, plot, theme, point of view, tone and style.
1.3.8.C (Introduced) Analyze the effect of various literary devices.
1.3.8.F (Introduced) Read and respond to nonfiction and fiction including poetry and
drama.
1.4.8.B (Introduced) Write multi-paragraph informational pieces (e.g., letters,
descriptions, reports, instructions, essays, articles, interviews).
1.4.8.C (Introduced) Write persuasive pieces.
1.5.8.A (Introduced) Write with a sharp, distinct focus.
1.5.8.C (Introduced) Write with controlled and/or subtle organization.
1.5.8.D (Introduced) Write with an understanding of the stylistic aspects of composition.
1.5.8.E (Introduced) Revise writing after rethinking logic of organization and rechecking
central idea, content, paragraph development, level of detail, style,
tone and word choice.
1.5.8.F (Introduced)
1.6.8.A (Introduced)
1.6.8.B (Introduced)
1.6.8.C (Introduced)
1.6.8.D (Introduced)
1.6.8.E (Introduced)
1.6.8.F (Introduced)
1.8.8.A (Introduced)
1.8.8.B (Introduced)
1.8.8.C (Introduced)
Edit writing using the conventions of language.
Listen to others.
Listen to selections of literature (fiction and/or nonfiction).
Speak using skills appropriate to formal speech situations.
Contribute to discussions.
Participate in small and large group discussions and presentations.
Use media for learning purposes.
Select and refine a topic for research.
Locate information using appropriate sources and strategies.
Organize, summarize and present the main ideas from research.
This Curriculum Map Unit has no Topics to display