Literacy II Workshop: Who am I As a Reader and Writer?
Rationale
Reading and writing are powerful tools for thinking, learning and communication, and
are critical to college and career readiness. When students read a variety of
developmentally appropriate texts, and write for various purposes they learn that reading
is an activity that will enhance understanding and provide pleasure throughout their lives.
Course Description
In the Literacy II Workshop students will read and write dialing for a number of different
purposes, including information, and pleasure. The will encounter materials and
activities that are responsive to individual interests and learning styles. Students will
improve literacy skills by developing strategies to understand a variety of texts
representative of various purposes, sources, and forms. Through focus the Massachusetts
ELA Frameworks for grades 9-10, as drafted in March 2011, students will work to fill
gaps that exist in their literacy development.
Course Objectives:
Students will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
Read strategically and actively in order to construct meaning
Read closely and make inferences from the text.
Monitor their own comprehension by questioning, reviewing and rereading
Discuss the relationship between form and content
Critically analyze and evaluate reading material for various purposes
Relate texts to other texts, to their lives, and to society.
Interpret words and phrases as they are used in a text.
Write coherently for a number of purposes, including argumentation,
informative/explanatory texts, and creativity.
9. Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher led).
Sample Learning Activities:
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Teacher modeling of all activities
Pre-reading: KWL, free writes on key questions, etc.
Dramatizations of literature
Read Alouds (Both teacher and students)
Sustained Silent Reading
Journaling: Reading Logs
Writing Logs
Story Mapping
Literature Discussion Groups
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Conferencing (Teacher-Students, Students-Student)
Sharing Original Creative Writing
Writing about and discussing teachers-selected and student selected passages
Assessments:
 Reading journals
 Teacher Formative Assessments
 Open Response to Text
 Multi-genre Writing
 Literature Circle Talks
 Exhibition of Understanding: Presentations, Performances,
 Culminating Assessment: Electronic Writing Portfolio “Who Am I as a Reader
and Writer?”
Literacy Workshop Schedules:
4 Day Week
Day 1
Skill Development:
For Example:
Vocabulary
Grammar
Syntax
Reading Comprehension
Strategies
Day 2
Day 3
Literature Circles Reading/Writing/Continuation
of skill implementation from
day 1
Day 1
Skill Development:
For Example:
Vocabulary
Grammar
Syntax
Reading Comprehension Strategies
Day 2
Literature Circles
Day 4
Conferencing
Teacher-Student
Student-Student
Day 3
Reading/Writing/Continuation
of skill implementation from
day 1
Term 1 Performance Task:
Creative, and/or Narrative Writing Assignment (TBD)
Term 2 Performance Task:
Informative/Explanatory Writing (TBD)
Term 3 Performance Task:
Argumentative Writing (TBD)
Final:
Metacognitive Writing Assignment
Final Writing Assignment: Writing Portfolio Assignment
Who Am I as a Reader and Writer?
Throughout the course of the year we have engaged in a number of reading and writing
assignments, with the goal of improving all aspects of the writing process. You were
asked to keep all of these papers, along with drafts, in order to reflect back on your
writing, and to take that writing with you to your next English teacher so that they can
better understand not only your development as a writer, but also how you see yourself as
a writer. Now that the end of the school year is upon us, we will embark on the final leg
of our journey towards becoming better writers.
The goal of your final writing assignment is to reflect back on your writing from
September to June, and to express who you are as a writer to your next teacher.
The role you are taking on is that of a reflective student who better understands who they
are as a writer.
The audience is of this assignment will be future peers and teachers who want to know
more about who you are as a writer.
The standards are those listed on the attached rubric.
The final product will be a well organized writing portfolio, in which you will include
this self reflection and analysis on the writing in the portfolio. The self reflection can
take the form of a “Dear Reader” letter, and should include the following:
Who are you as a writer?
How have you changed as a reader and writer as the year progressed?
What works of writing are included in your digital portfolio?
What was the most significant challenge you faced as a writer? How did you overcome
this challenge?
How did your writing progress as the year went on?
What piece of writing are you most proud of? How did you go about writing this piece?
What makes you so proud of this particular piece?
Who are you as a writer now that we have reached the end of the year?
What are your plans for writing in the future?
Keep in mind that this is a final writing assignment, and will be given a final test grade,
which means that the letter should be well-organized, well-developed, and contain a
significant amount of information, self-reflection and analysis.
CATEGORY
Exemplary
4- 20
The letter skillfully and
Topic &
creatively develops, and
Purpose
addresses all required
questions related to their
writing portfolio. The
students shows an in depth
self analysis for their
progression as a writer from
the beginning to the end of
the year, as well as their
future plans for writing.
Organization Uses a clear and logical
organizational structure,
with paragraphs,
transitions, and other
structures skillfully chosen
and applied
Proficient
3 - 15
The letter skillfully develops,
and addresses all required
questions related to their
writing portfolio. The
students shows a well
composed self analysis for
their progression as a writer
from the beginning to the
end of the year, as well as
their future plans for writing.
Developing
2 - 10
The letter is not fully
developing all aspects of
the writing portfolio, or
does not fully address
the assignment to the
extent that it is missing
some of the
requirements of the
assignment.
Beginning
1-5
The topic is
unclear or does
not address the
assignment.
Uses clear and logical
organizational structure, with
paragraphs, transitions, and
other structures as
appropriate.
Organizational structure
is present, but weak or
unclear; paragraph
division is inappropriate;
may lack transitions.
Little or no
organizational
structure;
writing is all one
paragraph.
Strong, well chosen and
perceptive content,
supporting details, and
evidence from their
portfolio beyond the
requirements of the
assignment.
Word Choice Skillful and varied word
choice appropriate to the
audience and purpose.
Uses specific words with
imagination and accuracy.
Required content, good use
of supporting details and
evidence from their portfolio
appropriate to the
assignment.
Some content,
supporting detail and
evidence from their
portfolio are used, but
not sufficient or
appropriate to the
assignment.
Simple or repetitive
word choice.
Missing
significant
content, few or
no supporting
details or
evidence.
Content,
supporting
details, use of
evidence
Effective and varied word
choice appropriate to the
audience and purpose. Uses
specific words with
accuracy.
Incorrect or
inappropriate
word choice.
Sentence
Structure
Complete sentences with
Complete, well structured
varied structure and length sentences.
appropriate to the purpose
and audience.
Most sentences are well Few or no
structured; some
complete
fragments or run-ons.
sentences.
Mechanics
Few or no errors in
spelling, grammar,
capitalization, punctuation
or presentation.
Some errors in spelling,
grammar, punctuation,
or presentation that
interfere with
communication.
Final Self-reflection Grade:
Some errors in spelling,
grammar, punctuation or
presentation that do not
interfere with
communication.
Serious
problems in
spelling,
grammar,
punctuation or
presentation.