SYRACUSE CITY SCHOOL DISTRICT
Grade 12 Habits Unit – Reading Habits
Special Education and Consultant Teacher Resource Guide
Big Ideas
We read to construct knowledge.
We read to develop new ideas.
We read to analyze, evaluate and synthesize information.
Essential Questions
What are the habits of highly effective readers?
How does an effective reader communicate their ideas through writing?
Teaching Points:
Interact with text / discuss
1.1
Readers ask a variety of questions by using
textual clues.
Write about text
1.3
Readers demonstrate their cognition by annotating a
text while reading.
1.4
Readers are able to participate in group
discussions by listening, formulating their own
opinions, making oral claims, and substantiating
their claims with supporting evidence (textual
when applicable).
1.8
Readers evaluate a work by providing a written
analysis that contains original thinking, stipulates a
claim supported by textual evidence and contains
some literary language (theme, imagery,
characterization).
1.7
Readers are able to format information from a text
for internal citations by using MLA documentation.
Interact with text / write and discuss
1.2
Readers identify and evaluate the primary focus, style
(use of literary devices), and structure of a text, as
well as the genre (fiction/non-fiction) and its features
(audience, purpose, time period, and subject matter).
1.6
Readers learn to synthesize information by
summarizing, concluding, inferring, and generalizing.
1.5
Readers make inferences by using prior knowledge,
and making connections between prior knowledge
and textual clues in order to make meaning of a text.
** 1.9 - Reading at Home: Readers identify essential requirements for completing a reader’s log and evaluate their own reading goals/achievements by
accurately and consistently maintaining their reading log.
Page 1
Habits:
1. Activate schema – prior knowledge /
connection making
2. Questioning
3. Visualizing - images
4. Infer – connect / prediction / hypothesize
5. Determine importance – evaluate / claim /
evidence
6. Synthesize – summarize / clarify / conclude
/ generalize
7. Monitor comprehension – reflect
(bookmarks)
Short Stories:
“The Rocking-Horse Winner” by
D.H. Lawrence (Lexile 980)
“Miss Youghal’s Sais” by Rudyard
Kipling (Lexile 1100)
Text specific instruction:
1. Style - literary devices
Theme
Point of View
Mood
Tone
Setting
Symbolism
Figurative Language
Poetic Devices
Characterization
Conflict (Internal, External)
Writing instruction / activity:
 Annotate text
 Argument – claim / evidence
 Citations
 Reading log – HW assignment
2. Features
Genre
Structure
Time period
Audience
Supplemental Writing:
 Double entry journal
 Six word memoir
 Charts / organizers
 KWL / KWN
Poems:
“The Passionate Shepherd to His Love” by
Christopher Marlowe
“Do Not Go Gentle into That Good Night” by Dylan
Thomas
Purpose
Subject matter
**College Essays
Informational Texts:
A Fight to Convert High
Island, a Platform, Into a
Reef by Melissa Gaskill
Supplemental texts:
Harriet Tubman by Eloise Greenfield
– poem
College Essays:
Student writing samples – “tough
stuff”
http://www.teenink.com/nonfiction/
Monday
9.
WRITING On Demand
How to use my writers
notebook
Intro FRAYER model for
Tuesday
10.
PREDICT / INFER
“I think…”
“Maybe it means…”
“I’m guessing that…”
“I predict…”
“Based on what I see, I
Possible Pacing Calendar – 9/9 – 9/27
Wednesday
Thursday
11.
12.
PRIOR KNOWELDEGE / QUESTIONING
“I wonder…”
ACTIVATE SCHEMA
“How come…”
“That reminds me of…”
“Why…”
“I have a connection…”
“I’m confused…”
“Remember when…”
“I don’t get it…”
Page 2
Friday
13.
MAKE CONNECTIONS
I can connect this to other
things in my life, in
something else I read, to the
world around me…”
T-T / T-W / T-S
Monday
Class vocab as a strategy:
Definition Synonym
In my own Meaningful
words
sentence
What it’s
Picture
not
Genre - short story
Ways to RESPOND to a
writing prompt that
demonstrates comprehension
Possible Pacing Calendar – 9/9 – 9/27
Wednesday
Thursday
think…”
Writing for reading KWL/ KNW
Writing for reading Writing for reading –
QAR: Question – Answer Genre – non-fiction memoir Relationships
double entry journal:
Right there On my own
Predict /
Evidence
Author and Think and
Model - ANNOTATION
Claim
me
search
strategy
Substantiate
Questions around Point of
Write to learn / synthesize: View and its effect on my
understanding
6 word memoir
Lit term: characterization
Tuesday
Text: Rocking Horse Winner
Text: 9/11 articles
Lit term – time period
Lit device: Theme –
How do mind pictures effect
Literary Devices: Setting,
Mood, Fig Language,
18.
ANALYZE / INTERPRET
“What are the main ideas?”
“What are the themes or
messages?”
“What are the details that
support my thesis?”
Claim
Text: student writing:
Teen Ink – tough stuff
19.
EVALUATE /DETERMINE
IMPORTANCE
“This is really important…”
“The evidence that tells me
that this is important is…”
20.
ANNOTATE / MONITOR /
SELF-ADJUST
“I can mark up the reading to
help me better understand.”
“When I don’t get something
I realize I need to do
something else.”
 Repeat reading
 Read aloud
Claim
Evidence
Evidence
Comparison Chart
Text specific instruction:
Purpose, structure, style,
subject matter
Page 3
*Controlling idea – 2 works
introduction to Regents task
*Annotate
Writing for reading Writing for reading -
Writing for reading –
3 column chart
Text Evidence
Text
World Self
Introduce Conflict – internal /
Text: Non- Fiction: A fight to external
Convert
Text: Rocking Horse Winner
16.
17.
CLARIFY / SYNTHESIZE / VISUALIZE /
SUMMARIZE
CREATE AN IMAGE
“I get it…”
“I get a picture in my mind…”
“Aha…”
“I can see it…”
“Yes, that’s it…”
“It’s like a movie in my
head…” “I visualize…”
Writing for reading Concept map
Writing for reading Sketch to Stretch
Claim
Evidence
Friday
Theme, Tone, symbolism connects to importance
Understanding Audience
Writing for reading Bookmarks / Noticings
Possible Pacing Calendar – 9/9 – 9/27
Monday
Tuesday
Wednesday
Thursday
Paragraph writing with
How do imagery, figurative
MLA citations – use chart to language, and poetic devices Text: Harriet Tubman Poem Text: Dylan poem
inform
effect Visualization?
*Annotate
*Annotate
Text: Kipling short story
Friday
Text: Sample college essays
* Annotate
Genre – poetry
Text: Marlowe Poem
*Annotate
24.
25.
REVIEW:
UNIT ASSESSMENT 1
POWER VERBS / HABITS BOOK MARKS – can I use
OF GOOD READERS
the strategy in an unfamiliar
independent reading?
Notes /Flash Cards/
“Jabberwocky” – Can I selfModels
select these strategies to
Practice For PV Quiz
increase my comprehension?
26.
UNIT ASSESMENT 2
Given an on demand writing
prompt, can I use these
strategies to improve
comprehension when reading
independently and
communicate my
understandings in writing?
27.
Sponge day for overflow, reteaching, and extended time
for testing mods for SWDs
----COLLEGE ESSAY
WRITING – topic
generation / outline / draft
----COLLEGE ESSAY
WRITING - drafting /
teacher conferences
----------COLLEGE ESSAY
COLLEGE ESSAY DUE
WRITING - peer conference
and review
----COLLEGE ESSAY
WRITING - drafting / teacher
conferences
Reading Logs due!
Page 4
28.
Sponge day for overflow, reteaching, and extended time
for testing mods for SWDs