Teacher Name: J. Pigg Class/Grade Level: 7 th Reading 2 nd Six Weeks Unit Title: Unit 02: Understanding Fiction and Drama

Size: px
Start display at page:

Download "Teacher Name: J. Pigg Class/Grade Level: 7 th Reading 2 nd Six Weeks Unit Title: Unit 02: Understanding Fiction and Drama"

Transcription

1 TeacherName:J.Pigg Class/GradeLevel:7 th Reading 2 nd SixWeeks UnitTitle:Unit02:UnderstandingFictionandDrama TEKS:07NELA02 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. A). determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. B). use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words. E). use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. 07NELA03 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. A). describe multiple themes in a work of fiction. B). describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero's tasks, circle stories). C). analyze how place and time influence the theme or message of a literary work. 07NELA05 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. A). explain a playwright's use of dialogue and stage directions. 07NELA06 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. A). explain the influence of the setting on plot development. B). analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts. C). analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited. 07NELA08 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. A). determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, and suggests mood. 07NELA13 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. A). interpret both explicit and implicit messages in various forms of media. B). interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message. C). evaluate various ways media influences and informs audiences. 07NELA29 Figure 19:Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. A). establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension. B). ask literal, interpretive, evaluative, and universal questions of text. C). reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images). D). make complex inferences about text and use textual evidence to support understanding. E). summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. F). make connections between and across texts, including other media (e.g., film, play), and

2 provide textual evidence. Readers create connections to make text personally relevant and useful. How can making connections help with comprehension? Concepts: Interpretation Connections, Meaning Elements Plot, Setting, Point of View, Theme Understanding the connections between literary elements facilitates the reader s ability to make meaning of text. How can analyzing the elements of fiction help readers understand the story more deeply? Concepts: Interpretation Meaning Elements Dialogue, Stage Directions Playwrights use dramatic elements to increase dramatic action and convey the meaning of a play. How does a playwright use dialogue and staging to convey meaning? Concepts: Perception Ideas and Feelings Form Personal Narrative Interpretation Connections, Clarifications Authors communicate ideas and feeling about their own lives and the world around them in order to connect with others and to clarify their own thinking. How do authors develop narratives that communicate important ideas? How do authors express their ideas and clarify their thinking? Concepts: Form Fictional Story Interpretation Connections, Clarifications Elements Plot, Setting, Characters, Theme, Tone, Voice, Style, Dialogue Techniques Sensory Detail, Imagery, Simile, Metaphor, Hyperbole, Personification, Pun, Irony, Oxymoron Authors use techniques and elements to enable the reader to experience and connect with the events and characters. How do authors develop engaging imaginative stories? Concepts: Interpretation Connection Perception Thoughts Readers use strategies to support interpretation of text. What strategies do readers use to help with interpretation of text? What strategies do readers use to help in comprehension of text? What do effective readers do when they come across a word they do not know or understand?

3 Concepts: Interpretation Vocabulary, Comprehension Understanding new words and concepts enhances comprehension and oral and written communication. How can knowing word parts help you determine the meaning of unknown words? Why do readers and writers use dictionaries and other resources? How do you determine the meaning of a word you do not know? PerformanceIndicators: Afterreadingamythoranepictale,writeanessaydescribingmultiplethemeswithinthetext.Analyzehowthe themesaredevelopedthroughtheconventionsofthemythorepictales(e.g.,extendedsimile,thequest,thehero s task,circlestories)andhowtheplaceandtimeinfluencethethemes.providetextevidence,includingquotations whenappropriate.(7.fig19a,7.fig19b,7.fig19c,7.fig19d,7.fig19e;7.3a,7.3b,7.3c;7.17c)[elps]1h;4d,4e,4f, 4G,4J,4K;5C,5D,5E,5F,5GNoEmbeddedKeyUnderstandings07NELA06.1Afterreadingclassical,traditional, and/ormodernliteratureselections,chooseoneselectionandcreateastorymaptoidentifyliteraryelementssuch asplot,setting,characters,pointofview,andthemes.writeareflectiontoexplaintheinfluenceoftheseliterary elementsonthedevelopmentoftheplotandincludepersonalconnectionsandthoughtsaboutthetext.(7.fig19a, 7.Fig19B,7.Fig19C,7.Fig19D,7.Fig19E;7.3A,7.3C;7.6A,7.6B,7.6C;7.17C)[ELPS]1H;4D,4E,4F,4G,4I,4J;5GNo EmbeddedKeyUnderstandings07NELA08.1Afterreadingseveralplaysorexcerptsofplaysfromavarietyof multiculturalbackgrounds,chooseoneplayorexcerptandanalyzeeffectiveliterarytechniquesusedbythe playwright,includingdialogueandstagedirection.sharetheanalysiswithasmallgroupusingeffectivespeaking skills.(7.fig19a,7.fig19b,7,fig19c;7.5a;7.27a)[elps]1g,1h;2d,2g,2i;3c,3d,3e,3f,3g,3h,3i;4i,4j,4k;5f, 5GNoEmbeddedKeyUnderstandings LessonActivity1:InvestigatingMyths 10/3:. Reading Appetizer: 5-10 min. 2. Explain that in Daily Lessons 1-6, students will be reading myths and epic tales. 3. Ask: How can making connections and establishing a purpose for reading help you understand mythology? Discuss responses. 4. Refer to the Anchor Chart: Characteristics of Myths and define myth and the common characteristics of myths. Review the types of questions readers might ask before, during, and after reading myths. Ask if any other questions should be added. 5. Introduce the selected myth. Explain the myth s origins. 6. Establish students purpose for reading the text. Students will describe the common characteristics of myths and answer the questions displayed on the Anchor Chart: Characteristics of Myths. 7. Distribute and read the myth aloud, modeling appropriate fluency 10/4: 1. Writing Appetizer: 10 minutes 2. Display the chart with the three prompts from Daily Lesson 1 Writing. Review the three prompts.

4 3. Reread the ideas generated in the Teacher Writer s Notebook in Daily Lesson 1. Think Aloud about which one of the ideas will make the best personal narrative that will have a clearly defined focus or controlling idea. 4. Display a variety of graphic organizers. Think Aloud and choose one that will be helpful in planning the personal narrative. 5. Draw the selected graphic organizer in the Teacher Writer s Notebook. Think Aloud and answer the following question: What will be the focus or controlling idea for the personal narrative? What message do I want to communicate to my audience? Record the focus or controlling idea above the graphic organizer. 6. Begin to model planning the events in the personal narrative on the selected graphic organizer. Think Aloud about how each event connects to controlling idea. 1. Students discuss the text along with the questions in small groups and record responses in their Reader s Notebook. 2. Challenge students to identify any connections between the epic tale and modern society (language, literature, film, names, mascots, etc.). 1. Students reread the generated ideas in their Writer s Notebook from Daily Lesson 1. Students select an idea to become a personal narrative with a clearly defined focus or controlling idea. 2. Students think about and record their focus or controlling idea. 3. Students select a graphic organizer and plan the events in their personal narrative. Students consider how each event connects to the controlling idea. 10/5: 1. Reading Appetizer: 5 minutes 2. Ask: What is theme? Why is theme important in literary works? Discuss responses. 3. Explain that sometimes a literary work will have more than one theme. 4. Display either the myth from Daily Lesson 1 or the excerpt from the epic tale from Daily Lesson 2 5. Reread the text if necessary. 6. Ask: What would be one theme for this story? Discuss and record responses include text evidence to support the ideas including how the conventions of myths/epic tales help develop the theme. 7. Ask: What would be other possible themes for this story? Discuss and record responses include text evidence to support the ideas including how the conventions of myths/epic tales help develop the theme. 8. Ask: How does the time and place of the story influence the themes? Discuss and record responses include text evidence to support the ideas. 9. Instruct students to reread the other text (either the myth or the excerpt from an epic tale) with a partner and record themes and text evidence in their Reader s Notebooks. Tell them to also discuss and record notes on how the time and place of the story influence the themes. 10/6: 1. Reading Appetizer: 5 minutes

5 2. Ask: What is theme? Why is theme important in literary works? Discuss responses. 3. Explain that sometimes a literary work will have more than one theme. 4. Display either the myth from Daily Lesson 1 or the excerpt from the epic tale from Daily Lesson 2 5. Reread the text if necessary. 6. Ask: What would be one theme for this story? Discuss and record responses include text evidence to support the ideas including how the conventions of myths/epic tales help develop the theme. 7. Ask: What would be other possible themes for this story? Discuss and record responses include text evidence to support the ideas including how the conventions of myths/epic tales help develop the theme. 8. Ask: How does the time and place of the story influence the themes? Discuss and record responses include text evidence to support the ideas. 9. Instruct students to reread the other text (either the myth or the excerpt from an epic tale) with a partner and record themes and text evidence in their Reader s Notebooks. Tell them to also discuss and record notes on how the time and place of the story influence the themes. 10/7: 1. Display the Anchor Charts: Anchor Charts: Characteristics of Myths from Daily Lesson 1 and Characteristics of Epic Tales from Daily Lesson Review the characteristics and conventions of myths and epic tales. 3. Display and review the recorded notes about theme in the modeled myth or epic tale from Daily Lesson 3 Reading. 4. Tell students that one way to show that understanding of texts is to write a response that includes text evidence. The response can even be in the form of an essay. 5. Model writing a literary response essay in the Teacher Reader s Notebook. Write a paragraph for each of the identified themes. Include text evidence to support ideas including how characteristics of the myth/epic tale develop the theme. Also, include one paragraph that describes how the time and place influence the themes. 6. Tell students that they are going to choose a new myth or an excerpt from an epic tale to read with a partner. Instruct students to take notes on the characteristics of the myth/epic tale and answer the questions displayed on the Anchor Charts. Tell students to also take notes on the themes of the story and include text evidence to support their ideas. 1. Writing Appetizer: 5 minutes 2. Display the personal narrative plan developed in the Teacher Writer s Notebook in Daily Lesson Reread what was drafted in the Teacher Writer s Notebook in Daily Lesson In the Teacher Writer s Notebook, continue drafting the personal narrative using the plan from Daily Lesson 2. Be very explicit in selecting words and phrases that communicate the importance of or reasons for actions and/or consequences in the personal narrative. Include personal thoughts and feeling to communicate the message more clearly. 1. With a partner, students select a myth or an excerpt from an epic tale. Students read aloud with their partner. 2. Students discuss and record notes about the characteristics of the myth/epic tale in their Reader s Notebooks.

6 3. Students also record answers to the questions on the Anchor Chart that corresponds with their selected text. 4. Students discuss and record notes about the multiple themes in the story and provide text evidence to support their ideas. 5. Students discuss and record notes about how the place and time influence the themes. 1. Students review their plan created in their Writer s Notebook in Daily Lesson Students continue to draft their personal narratives. Students carefully choose their words and phrases in order to communicate the importance of or reasons for actions and/or consequences in the personal narrative. They include personal thoughts and feeling to communicate the message more clearly. Closure 1. Tell students that they will use their notes to write a literary response essay in Daily Lesson Collect Reader s Notebooks to assess students entries to determine who may need support writing their response essay in Daily Lesson 5. 10/10: NO SCHOOL 10/11: 1. Reading Appetizer: 3-5 minutes 2. Prepare to display the Anchor Charts: Characteristics of Myths from Daily Lesson 1 and Characteristics of Epic Tales from Daily Lesson Display the literary responses essay modeled in Daily Lesson 4. Model adding a direct quotation to support the ideas in the essay. Think Aloud about how the quotation helps support the ideas. Model using correct punctuation. 4. Review the expectations for the literary response essay. Allow students to ask clarifying questions. 1. Display the personal narrative plan developed in the Teacher Writer s Notebook in Daily Lesson Reread what was drafted in the Teacher Writer s Notebook in Daily Lessons 3 and In the Teacher Writer s Notebook, finish drafting the personal narrative using the plan from Daily Lesson 2. Be very explicit in selecting words and phrases that communicate the importance of or reasons for actions and/or consequences in the personal narrative. Include personal thoughts and feeling to communicate the message more clearly. 1. Divide students into three groups. Assign each group a root word. 2. Students write their assigned root word in a circle on a blank page in their Vocabulary Notebook. As a group, students brainstorm as many words that have their root word. Each student records the words in around the circled root word. 3. Discuss each group s brainstormed words. Add 2-3 words to the Word Wall under the appropriate root word. 4. Present a word that students most likely will not know, but that uses one of the root words. 5. Ask students to write their own definition of the word, taking into consideration the root word. 1. Students use their notes from Daily Lesson 4 reading to write a literary response essay in their Reader s Notebook. Students write a paragraph for each of the identified themes, including text evidence and direct quotations to support ideas. Students include how the characteristics of the myth/epic tale develop the theme. Students also include one paragraph that describes how the time and place influence the themes. Lesson Activity 2: Investigating Fiction 10/12: 1. Display the selected fictional short story and read the title. Ask: What type of text is this? Fiction. How do you know? Discuss responses.

7 2. Ask: Why do readers read fiction? What is the purpose of fictional text? Discuss responses. 3. Display the Handout: Story Map. Review the different elements of plot. Clear up any misconceptions. 4. Distribute the selected fictional short story and the Handout: Story Map to each student. 5. Read the fictional short story aloud to the first stopping point. Pause to complete the relevant parts of the displayed Handout: Story Map. Students also take notes on their Handout: Story Map. 6. Ask: What words or phrases helped you to picture the story so far? What words helped create the mood of the story? Discuss responses. 1. Writing Appetizer: 3-5 minutes 2. Display the Anchor Chart: Subordinating Conjunctions. Review the definition and provide examples in isolation and in context. 3. Display the Anchor Chart: Complex Sentences. Introduce the concept of complex sentences including the definitions of the following terms: complex sentence, independent clause, subordinate (or dependent) clause. Read each complex sentence on the chart and identify the independent and subordinate (dependent) clauses in each. 4. Ask: What is revision? Why do authors revise? Discuss responses. 5. Review the 4 R s of revision on the Anchor Chart: Replace, Remove, Refine, and Reorganize. These are the four main actions a writer can take during the revision stage: Replace: replace words, sentences, or ideas with more effective ones Remove: remove any words, sentences, or ideas that aren t working Refine: refine your ideas by adding more details or explanation Reorganize: reorganize or move around words, sentences, or ideas so the writing makes more sense 6. Display the Anchor Chart: Revision Checklist. Highlight or place a sticker next to the areas for revision focus. 7. In the Teacher Writer s Notebook, model revision the personal narrative draft. Model each of the four R s including adding subordinating conjunctions and complex sentences. 1. Read the fictional short story aloud to the second stopping point. 2. Instruct students to complete the relevant parts of the Handout: Story Map with a partner. 3. As a class, discuss what was added to the Handout: Story Map. 4. With a partner, students finish reading the selected fictional short story and continue to complete the Handout: Story Map. 10/13: Unit 1 Cscope Assessment 10/14: Cont. Unit 1 Cscope Assessment 10/17: 1. Reading Appetizer: 3-5 minutes 2. Display the fictional short story and the completed Handout: Story Map from Daily Lesson 6 Reading. Review the plot elements. 3. Display the Anchor Chart: Analyzing Characters in Plot Development. Explain the steps in analysis. Identify the character s unique human qualities Identify the character s internal conflict and motivation Identify the character s external conflict, motivation, and responses

8 Determine its effect from the characters unique human qualities, motivations and conflicts Explain how characters (through motivation and conflict) influence the development of the plot 4. Select one of the characters from the fictional short story and model going through the steps in analysis. Record notes in the Teacher Reader s Notebook. 1. Display the Anchor Chart: Transitions. Review the definition and give examples in isolation and in context. 2. Display the Anchor Chart: Revision Checklist and highlight or put a sticker next to 2-3 places to focus on for revision. 3. Review the four R s of revision: Remove, Replace, Refine, and Reorganize. 4. In the Teacher Writer s Notebook, model revision the personal narrative draft. Model each of the four R s including adding transitions for sentence-to-sentence and transitions for paragraph-to-paragraph. 1. Provide each student with a copy of the text and a highlighter. 2. Students read the text individually or with a partner. 3. When students come to an underlined word, they look for and highlight context clues to help them determine the meaning of the word. 4. Instruct students to write a short definition for each underlined word in the margins of the paper. 1. With a partner, students select another character from the fictional short story. 2. Students discuss each step in analysis and record notes in their Reader s Notebook. 1. Students work individually or in pairs to review the revisions they made to their personal narratives in Daily Lesson Students continue to revise their draft. Students use the Anchor Chart: Revision Checklist to guide them in their revisions. 3. Students add sentence-to-sentence transitions and paragraph-to-paragraph transitions when applicable. Engage in Small Group Instruction as appropriate. Closure 1. As a class, discuss the context clues found and the meaning of each underlined word. 1. As a class, discuss the other characters and their influence on plot development. 10/18:. Display the fictional short story and the completed Handout: Story Map from Daily Lesson 6 Reading. Review the plot elements. 2. Ask: What is theme or themes of the fictional short story? Discuss responses. 3. Ask: What was the setting of the fictional short story? Discuss and record the elements of setting including the place and time. Also discuss any physical, psychological, cultural or historical background. 4. Ask: How does the setting (time and place) affect the theme(s) of the story? Discuss responses. 5. Ask: How did the elements of setting influence the plot development? Discuss and record specific ways in which the setting influenced the plot. Provide text evidence to support ideas. 1. Writing Appetizer: 10 minutes

9 2. Display the Editing Checklist (either an Anchor Chart or a Handout). Review the rules for capitalization, punctuation, and other mechanics. 3. In the Teacher Writer s Notebook, model editing the personal narrative draft for capitalization, punctuation, and other mechanics. Use a colored pen or pencil to show the markups. Specifically, model using commas after introductory words, phrases, and clauses. 1. Divide the students into pairs. Assign half of the pairs to change the place of the fictional short story. Assign the other half of the pairs to change the time of the fictional short story. 2. With their partner, students decide the new time or place of the fictional short story. 3. Students discuss and record in their Reader s Notebooks how the change in time or place would influence the plot development. 1. Students use the Editing Checklist as a resource to edit their personal narrative drafts for capitalization, punctuation, and other mechanics. Students use a colored pen or pencil to show their markups. Students specifically look for the use of commas after introductory words, phrases, and clauses. Closure 1. Each pair partners up with another pair who changed the other setting element (i.e., those who changed the time, collaborate with those who changed the place). Students share how their change would influence the plot and theme of the story. 10/19: 1. Reading Appetizer: 3-5 minutes 2. Display the Anchor Chart: Point of View. Discuss the different points of view including the advantages and disadvantages of each. 3. Display the fictional short story and the completed Handout: Story Map from Daily Lesson 6 Reading. Review the plot elements. 10/20: 1. Display the Handout: Story Map. Review the elements of plot. 2. If applicable, read the selected fictional short story aloud and analyze the elements of plot while completing the Handout: Story Map. (optional) 1. Ask: What is publishing? Why do authors publish? Discuss responses. 2. In the Teacher Writer s Notebook, Think Aloud and model making final revisions to the personal narrative draft. 3. Explain expectations for publishing the personal narrative. Go over formatting standards for word processing if applicable. 4. Share how students work will be celebrated. 1. Distribute the selected fictional short story for student practice. Distribute the Handout: Story Map or instruct students to draw a story map in their Reader s Notebook. 2. With a partner, student read the selected fictional short story and discuss the plot elements while completing a story map (either a handout or a created one). 1. Students work independently to make the final revisions in their personal narratives.

10 2. Students publish their narratives, by either handwriting or using a word processor. 3. As students work on their final drafts, conduct Teacher-Student Conferences with individual students or small groups on specific trouble areas, such as craft, grammar, and mechanics. Closure 1. As a class, discuss and analyze the development of plot in the selected fictional short story. 10/21: 1. Reading Appetizer: 3-5 minutes 2. Display the fictional short story and the completed Handout: Story Map from Daily Lesson 6 or 10 Reading. Review the plot elements. 3. Display the Anchor Chart: Analyzing Characters in Plot Development. Review the steps in analysis. 4. Select one of the characters from the fictional short story from Daily Lesson 10 and model going through the steps in analysis. Record notes in the Teacher Reader s Notebook. (optional) 1. Tell students that they are going to write an imaginative story. Explain that many authors use their own personal experiences as starting point for creating an imaginative story. 2. Reread the personal narrative created in Daily Lessons Think Aloud about how the narrative could become an imaginative story with action, a believable setting, interesting characters, and a plot. 3. Think Aloud and decide whether to use the personal narrative as a starting point for an imaginative story or whether there is another idea for an imaginative story. 4. Select an idea for development into an imaginative story. Record the theme or controlling idea of the story in the Teacher Writer s Notebook. 1. Distribute the dictionaries and one previously prepared note card to each pair of students. Students search for the word in their dictionaries. 2. Randomly choose students to give information from the entry such as the part of speech, the definition, etc. Practice until the students understand the terminology of dictionary entries. 1. With their same partner as Daily Lesson 10, students review the plot development in their fictional short story using the completed Handout: Story Map or one created in their Reader s Notebook. 2. With their partner, students select a character from the fictional short story and discuss the steps in analysis on the Anchor Chart: Analyzing Characters in Plot Development. Students record notes in their Reader s Notebook throughout the discussion. 1. Students reread the personal narrative they developed in Daily Lessons 1-10 and decide if the ideas included in the narrative could become an imaginative story. If not, students brainstorm other ideas and select an idea to become an imaginative story. 2. Students record their ideas for their imaginative story in their Writer s Notebook. Students also record the theme or controlling idea for their imaginative story. Engage in Small Group Instruction as appropriate. Closure 1. Ask: Why do readers and writer use dictionaries? Discuss responses. 1. As a class, discuss the characters and their influence on plot development. 10/24:

11 LessonActivity3:Date DateEngageorExploreorExplainorElaborateorEvaluate Verybriefexplanationofthestudentactivity StudentResponsibility,Date: StudentResponsibility,Date: StudentResponsibility,Date: LessonActivity4:Date DateEngageorExploreorExplainorElaborateorEvaluate Verybriefexplanationofthestudentactivity StudentResponsibility,Date: StudentResponsibility,Date: StudentResponsibility,Date: LessonActivity5:Date DateEngageorExploreorExplainorElaborateorEvaluate Verybriefexplanationofthestudentactivity StudentResponsibility,Date: StudentResponsibility,Date: StudentResponsibility,Date: LessonActivity6:Date DateEngageorExploreorExplainorElaborateorEvaluate Verybriefexplanationofthestudentactivity StudentResponsibility,Date: StudentResponsibility,Date: StudentResponsibility,Date:

12 LessonActivity7:Date DateEngageorExploreorExplainorElaborateorEvaluate Verybriefexplanationofthestudentactivity StudentResponsibility,Date: StudentResponsibility,Date: StudentResponsibility,Date:

Teacher Name : J. Pigg Class/Grade Level: 6 th Reading 2 nd Six Weeks Unit Title: Unit 02: Exploring Fiction and Drama

Teacher Name : J. Pigg Class/Grade Level: 6 th Reading 2 nd Six Weeks Unit Title: Unit 02: Exploring Fiction and Drama TeacherName:J.Pigg Class/GradeLevel:6 th Reading 2 nd SixWeeks UnitTitle:Unit02:ExploringFictionandDrama TEKS:06NELA02 Reading/Vocabulary Development. Students understand new vocabulary and use it when

More information

Grade 8 Reading Assessment. Eligible Texas Essential Knowledge and Skills

Grade 8 Reading Assessment. Eligible Texas Essential Knowledge and Skills Grade 8 Reading Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 8 Reading Assessment Genres Assessed: Literary Fiction (Readiness) Literary Nonfiction (Supporting) Poetry (Supporting)

More information

Grade 5 Reading Assessment. Eligible Texas Essential Knowledge and Skills

Grade 5 Reading Assessment. Eligible Texas Essential Knowledge and Skills Grade 5 Reading Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 5 Reading Assessment Genres Assessed: Literary Fiction (Readiness) Literary Nonfiction (Supporting) Poetry (Supporting)

More information

Grade 3 Reading Assessment. Eligible Texas Essential Knowledge and Skills

Grade 3 Reading Assessment. Eligible Texas Essential Knowledge and Skills Grade 3 Reading Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 3 Reading Assessment Genres Assessed: Literary Informational Fiction (Readiness) Expository (Readiness) Literary Nonfiction

More information

Focus: Reading Unit of Study: Fiction/Expository/Persuasive/Research/Media Literacy

Focus: Reading Unit of Study: Fiction/Expository/Persuasive/Research/Media Literacy 4 th Grade Reading and Writing TEKS 4th Nine Weeks Focus: Reading Unit of Study: Fiction/Expository/Persuasive/Research/Media Literacy Figure 19: Reading/Comprehension Skills. Students use a flexible range

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION www.myfloridaeducation.com The fourth grade student: Reading uses text features to predict content and monitor comprehension (for example,

More information

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student

More information

Grade 4 Reading and Literature Objectives

Grade 4 Reading and Literature Objectives Grade 4 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

More information

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5 Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken

More information

Grade 3 Reading and Literature Objectives

Grade 3 Reading and Literature Objectives Grade 3 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

More information

Common Core Progress English Language Arts

Common Core Progress English Language Arts [ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards

More information

Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS English/Language Arts Standards Reading: Foundational Skills Fifth Grade Retaught Reviewed Assessed Phonics and Word Recognition CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word

More information

Grade 5 Reading and Literature Objectives

Grade 5 Reading and Literature Objectives Grade 5 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

More information

Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8

Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource

More information

SIXTH GRADE UNIT 1. Reading: Literature

SIXTH GRADE UNIT 1. Reading: Literature Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly

More information

AK + ASD Writing Grade Level Expectations For Grades 3-6

AK + ASD Writing Grade Level Expectations For Grades 3-6 Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.

More information

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................

More information

Virginia English Standards of Learning Grade 8

Virginia English Standards of Learning Grade 8 A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation

More information

Language Arts Literacy Areas of Focus: Grade 5

Language Arts Literacy Areas of Focus: Grade 5 Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

Language Arts Literacy Areas of Focus: Grade 6

Language Arts Literacy Areas of Focus: Grade 6 Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

McDougal Littell Bridges to Literature Level III. Alaska Reading and Writing Performance Standards Grade 8

McDougal Littell Bridges to Literature Level III. Alaska Reading and Writing Performance Standards Grade 8 McDougal Littell Bridges to Literature Level III correlated to the Alaska Reading and Writing Performance Standards Grade 8 Reading Performance Standards (Grade Level Expectations) Grade 8 R3.1 Apply knowledge

More information

Grade 4 Writing Curriculum Map

Grade 4 Writing Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me

More information

English Language Arts Reading, Writing, and Communicating

English Language Arts Reading, Writing, and Communicating English Language Arts Reading, Writing, and Communicating Standard 1. Speaking and Listening 2. Reading for All Purposes 3. Writing and Composition 4. Research and Reasoning Fifth Grade Level Expectations

More information

Communication Arts: Informative, persuasive, entertaining, formal, informal

Communication Arts: Informative, persuasive, entertaining, formal, informal Communication Arts: Grade Level: 5 Content Standards Communication Arts Content Standard 1 Speaking and Listening Students know and understand the role of the communication process and demonstrate effective

More information

ENDURING UNDERSTANDINGS:

ENDURING UNDERSTANDINGS: READINESS Fourth Grade 2nd Nine Weeks Standards ENDURING UNDERSTANDINGS: Is worth understanding for a lifetime and has lasting value for the student Expository text is a critical genre that students need

More information

Glynn County School System Literature and Composition 9 2 nd Semester Georgia Performance Standards Map

Glynn County School System Literature and Composition 9 2 nd Semester Georgia Performance Standards Map Glynn County School System Literature and Composition 9 2 nd Semester Georgia Performance Standards Map TOPIC/UNIT GEORGIA PERFORMANCE STANDARDS RELATED GPS(s) ID TIMELINE ESSENTIAL QUESTIONS 1. The Drama

More information

Grade 2 Reading and Literature Objectives

Grade 2 Reading and Literature Objectives Grade 2 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

Writing Standard Articulated by Grade Level Grade 3. Strand 1: Writing Process

Writing Standard Articulated by Grade Level Grade 3. Strand 1: Writing Process Strand 1: Writing Process Research has established the major steps of the writing process. These steps are identified in the five concepts of this strand, each supported with specific performance objectives.

More information

New Jersey Core Curriculum Content Standards: For Language Arts Literacy

New Jersey Core Curriculum Content Standards: For Language Arts Literacy For STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS

More information

Language Arts Florida Standards (LAFS) Grade 6

Language Arts Florida Standards (LAFS) Grade 6 Language Arts Florida Standards (LAFS) Grade 6 Cluster 1: Key Ideas and Details CODE LAFS.6.RL.1.1 Strand: READING S FOR LITERATURE Cite textual evidence to support analysis of what the text says explicitly

More information

BURSTED WOOD PRIMARY SCHOOL

BURSTED WOOD PRIMARY SCHOOL BURSTED WOOD PRIMARY SCHOOL Year 6 English Medium Term Plans Reading Word Objectives apply their growing knowledge of root words prefixes and suffixes (morphology and etymology), as listed under the spelling

More information

UNIT PLAN. Subject Area: English IV Unit #: 1 Unit Name: Anglo-Saxon Unit. Big Idea/Theme: Anglo-Saxons contributed to modern culture.

UNIT PLAN. Subject Area: English IV Unit #: 1 Unit Name: Anglo-Saxon Unit. Big Idea/Theme: Anglo-Saxons contributed to modern culture. Subject Area: English IV Unit #: 1 Unit Name: Anglo-Saxon Unit UNIT PLAN Big Idea/Theme: Anglo-Saxons contributed to modern culture. Culminating Assessment: Write a letter of recommendation for Beowulf

More information

Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading. Subchapter B. Middle School

Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading. Subchapter B. Middle School Middle School 110.B. Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading Subchapter B. Middle School Statutory Authority: The provisions of this Subchapter B issued

More information

Focus: Reading Unit of Study: Research & Media Literary; Informational Text; Biographies and Autobiographies

Focus: Reading Unit of Study: Research & Media Literary; Informational Text; Biographies and Autobiographies 3 rd Grade Reading and Writing TEKS 3 rd Nine Weeks Focus: Reading Unit of Study: Research & Media Literary; Informational Text; Biographies and Autobiographies Figure 19: Reading/Comprehension Skills.

More information

Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade

Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade TM Word Study in Action Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade For More Information Contact Debbie Owens, Sales Representative 1-800-435-3499 Ext. 8092 www.pearsonlearning.com

More information

CRCT Content Descriptions based on the Georgia Performance Standards. Reading Grades 1-8

CRCT Content Descriptions based on the Georgia Performance Standards. Reading Grades 1-8 CRCT Content Descriptions based on the Georgia Performance Standards Reading Grades 1-8 Kathy Cox State Superintendent of Schools June 2007 Criterion-Referenced Competency Tests (CRCT) Content Descriptions

More information

Mercer County Schools

Mercer County Schools Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Third Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

More information

ReadyGEN Grade 4, 2016

ReadyGEN Grade 4, 2016 A Correlation of Grade 4, To the Introduction This document demonstrates how, meets the College and Career Ready. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade,

More information

Grade: 9 (1) Students will build a framework for high school level academic writing by understanding the what of language, including:

Grade: 9 (1) Students will build a framework for high school level academic writing by understanding the what of language, including: Introduction: The following document is a draft of standards-designed, comprehensive Pacing Guide for high school English Grade 9. This document will evolve as feedback is accumulated. The Pacing Guide

More information

Grades 9-10 Learning Targets and I Can Statements. Quarter 1. Provide an objective summary of the text.

Grades 9-10 Learning Targets and I Can Statements. Quarter 1. Provide an objective summary of the text. Grades 9-10 Learning Targets and I Can Statements Quarter 1 Provide an objective summary of the text. I can identify first person point of view. I can identify third person-limited point of view. I can

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

More information

Reading ELA/Literacy Claim 1

Reading ELA/Literacy Claim 1 Literary Texts 1 Key Details: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided. DOK 2 Standard: Cite the textual

More information

Key Ideas and Details

Key Ideas and Details FIFTH GRADE READING LITERARY (RL) Key Ideas and Details ELAGSE5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELAGSE5RL2: Determine

More information

Prentice Hall Literature Grade 8 2010 Correlated to: Kansas Reading Education Standards for Grade 8 (Grade 8)

Prentice Hall Literature Grade 8 2010 Correlated to: Kansas Reading Education Standards for Grade 8 (Grade 8) Standard 1: Reading EIGHTH GRADE Reading: The student reads and comprehends text across the curriculum. Benchmark 1: The student uses skills in alphabetics to construct meaning from text. No standards

More information

the treasure of lemon brown by walter dean myers

the treasure of lemon brown by walter dean myers the treasure of lemon brown by walter dean myers item analysis for all grade 7 standards: vocabulary, reading, writing, conventions item analysis for all grade 8 standards: vocabulary, reading, writing,

More information

Published on www.standards.dcsf.gov.uk/nationalstrategies

Published on www.standards.dcsf.gov.uk/nationalstrategies Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units

More information

Reading for Success : A Novel Study for Stuart Little by E.B. White. Common Core Standards Grades 5, 6, 7

Reading for Success : A Novel Study for Stuart Little by E.B. White. Common Core Standards Grades 5, 6, 7 Common Core Standards Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. LESSON 1 2 3 4 5 6 7 8 9 Speaking and Listening:

More information

PBS TeacherLine New York RDLA 165: Teaching Phonics and Spelling for Beginning and Transitional Readers (Grades 1-3)

PBS TeacherLine New York RDLA 165: Teaching Phonics and Spelling for Beginning and Transitional Readers (Grades 1-3) New York Learning Standards: English Language Arts Standard 1 Students will read, write, listen, and speak for information and understanding. Listening & reading to acquire information and understanding

More information

Academic Standards for Reading, Writing, Speaking, and Listening

Academic Standards for Reading, Writing, Speaking, and Listening Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania

More information

Performance Indicators-Language Arts Reading and Writing 3 rd Grade

Performance Indicators-Language Arts Reading and Writing 3 rd Grade Learning Standards 1 st Narrative Performance Indicators 2 nd Informational 3 rd Persuasive 4 th Response to Lit Possible Evidence Fluency, Vocabulary, and Comprehension Reads orally with Applies letter-sound

More information

E/LA Common Core Standards for Reading Grade 4

E/LA Common Core Standards for Reading Grade 4 Key Ideas and Details Anchor Standards 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support

More information

3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)

3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) 3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

Eighth Grade English Language Arts Standards and I Can Statements

Eighth Grade English Language Arts Standards and I Can Statements Eighth Grade English Language Arts Standards and I Can Statements Language Standard CC.8.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain

More information

Units of Study 9th Grade

Units of Study 9th Grade Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.

More information

Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks

Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks Key: Objectives in bold to be assessed after the current nine weeks Objectives in italics to be assessed

More information

Reading and Viewing Achievement Standards

Reading and Viewing Achievement Standards Reading and Viewing Achievement Standards The following outlines text study over the semester in English Language Arts (at least 30% should be Canadian content and include representation from New Brunswick).

More information

Ongoing Student Learning Expectations to be Addressed Each Nine Weeks

Ongoing Student Learning Expectations to be Addressed Each Nine Weeks W.4.2.1 Contribute to a writer s notebook (i.e., interesting words or phrases, books or experiences that spark an interest, etc.) Northwest Arkansas Instructional Alignment English Language Arts Grade

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum) Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

More information

KINDGERGARTEN. Listen to a story for a particular reason

KINDGERGARTEN. Listen to a story for a particular reason KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words

More information

CST and CAHSEE Academic Vocabulary

CST and CAHSEE Academic Vocabulary CST and CAHSEE Academic Vocabulary Grades K 12 Math and ELA This document references Academic Language used in the Released Test Questions from the 2008 posted CAHSEE Released Test Questions (RTQs) and

More information

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

Speech and Language Development during Elementary School

Speech and Language Development during Elementary School Speech and Language Development during Elementary School By the end of kindergarten your child should be able to do the following: Follow 1-2 simple directions in a sequence Listen to and understand age-appropriate

More information

As students in grades 9-12 extend their knowledge, what they know and are able to do includes

As students in grades 9-12 extend their knowledge, what they know and are able to do includes Model Content Standards Reading and Writing Wisconsin Colorado Michigan L iterature The Reader s Choice American Literature 2007 Michigan STANDARDS STANDARD 1: Students read and understand a variety of

More information

Montgomery County Public Schools English 9B Exam Review

Montgomery County Public Schools English 9B Exam Review Montgomery County Public Schools English 9B Exam Review June 2013 FORMAT Five Readings an excerpt from a Shakespeare play (not Romeo and Juliet) two poems a narrative a nonfiction article related to the

More information

MStM Reading/Language Arts Curriculum Lesson Plan Template

MStM Reading/Language Arts Curriculum Lesson Plan Template Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.

More information

Worksheet: Grade 1 Writing From Experience

Worksheet: Grade 1 Writing From Experience Worksheet: Grade 1 Writing From Experience This worksheet includes the criteria from the column of the Grade 1 Writing From Experience Quick Scale. Teachers can use the third column to plan instruction

More information

Grade 8 English Language Arts Performance Level Descriptors

Grade 8 English Language Arts Performance Level Descriptors Limited Grade 8 English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 8 English Language Arts.

More information

Critical Reading. English Language Arts Curriculum Framework. Revised 2010

Critical Reading. English Language Arts Curriculum Framework. Revised 2010 Critical Reading English Language Arts Curriculum Framework Revised 2010 Course Title: Critical Reading Course/Unit Credit: 1 Course Number: 419110 Teacher Licensure: Please refer to the Course Code Management

More information

English YEAR 4-6 AT SCHOOL AND HOME

English YEAR 4-6 AT SCHOOL AND HOME English YEAR 4-6 AT SCHOOL AND HOME stcuthberts.school.nz ENGLISH English is structured around two interconnected strands, each encompassing the oral, written, and visual forms of the language. The strands

More information

thank you, m'am by langston hughes

thank you, m'am by langston hughes thank you, m'am by langston hughes item analyses for all standards: vocabulary, reading, writing, conventions grade grade 8 grades 9 & 0 iv vi vii reading standard.0 --word analysis, fluency, and systematic

More information

Reading for Success : A Novel Study for Tippy Lemmey by Patricia McKissack Common Core State Standards for Grades 3, 4, and 5.

Reading for Success : A Novel Study for Tippy Lemmey by Patricia McKissack Common Core State Standards for Grades 3, 4, and 5. Common Core Standards Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. LESSON Speaking and Listening: Comprehension

More information

Reflective Essay. Activity 1: Reading and Analyzing a Reflective Essay

Reflective Essay. Activity 1: Reading and Analyzing a Reflective Essay Reflective Essay SUGGESTED LEARNING STRATEGIES: Think-Pair-Share, Brainstorming, Marking the Text, Graphic Organizer, Drafting, Rereading, Adding, Substituting, Self-Editing/Peer Editing, Sharing and Responding,

More information

Appendix: W. Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services

Appendix: W. Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services Appendix: W Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services Background/Historical Context: Creative Writing has been offered in our school

More information

High School Communications Curriculum Indicators tested/taught indicator

High School Communications Curriculum Indicators tested/taught indicator Freshman Sophomore Junior Senior adjusts reading rate to support comprehension when reading HS.1.2.1 narrative, and persuasive texts. determines meaning of words or phrases using context clues (e.g., definitions,

More information

Louisiana English Language Arts Content Standards BENCHMARKS FOR 5 8

Louisiana English Language Arts Content Standards BENCHMARKS FOR 5 8 Louisiana English Language Arts Content Standards BENCHMARKS FOR 5 8 BOOK TITLE: Houghton Mifflin Reading 2001, Level 5 Teacher s Books Grade 5 PUBLISHER: Houghton Mifflin Company STANDARD 1 ELA-1-M1 ELA-1-M2

More information

Adoption Date: July 22, 2013

Adoption Date: July 22, 2013 Grade 4 Language Standards : Conventions of Standard English Essential Questions: 1. Why is it important to have command of Standard English conventions? 2. How do I determine the meaning of an unfamiliar

More information

Fourth Grade English Language Arts Common Core Standards

Fourth Grade English Language Arts Common Core Standards Fourth Grade English Language Arts Common Core Standards Reading Standards for Literature Grade 4 Key Ideas and Details 1. Refer to details and examples in a text when explaining what the text says explicitly

More information

What are My Goals for Quarter 2? Common Core- I Can Statements:

What are My Goals for Quarter 2? Common Core- I Can Statements: What are My Goals for Quarter 2? Common Core- I Can Statements: Literature RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as make inferences. I can define textual

More information

Contextual Understanding, Conceptual Understanding, Structural Understanding, and Tools and Resources

Contextual Understanding, Conceptual Understanding, Structural Understanding, and Tools and Resources Prentice Hall Writing and Grammar: Communication In Action 2004, Gold Level Ohio Academic Content Standards, Grade-Level Indicators, English Language Arts (Grade 9) Grade Nine Phonemic Awareness, Word

More information

MCAS/DCCAS English Language Arts Correlation Chart Grade 7

MCAS/DCCAS English Language Arts Correlation Chart Grade 7 MCAS/DCCAS English Language Arts Correlation Chart Grade 7 MCAS Finish Line English Language Arts Grade 7 MCAS Standard DCCAS Standard DCCAS Standard Description Unit 1: Vocabulary Strategies Lesson 1:

More information

FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

Appendix B: Grade Level Tables for All Claims and Assessment Targets and Item Types

Appendix B: Grade Level Tables for All Claims and Assessment Targets and Item Types Appendix B: Grade Level Tables for All Claims and Assessment Targets and Item Types 1 Appendix B: Grade Level Tables for All Claims and Assessment Targets and Item Types Grades 3 5 Summative Assessment

More information

Communication Arts: 1.2 A. In group communication, Communication techniques

Communication Arts: 1.2 A. In group communication, Communication techniques Communication Arts: Grade Level: 9 Content Standards Communication Arts Content Standard 1 Speaking and Listening Students know and understand the role of the communication process and demonstrate effective

More information

Sleep: Let s Talk! (Hosting a Socratic Conversation about Sleep)

Sleep: Let s Talk! (Hosting a Socratic Conversation about Sleep) Sleep: Let s Talk! (Hosting a Socratic Conversation about Sleep) Activity 6A Activity Objectives: Using current articles about issues related to sleep, students will be able to: Discuss topics presented

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

Determine two or more main ideas of a text and use details from the text to support the answer

Determine two or more main ideas of a text and use details from the text to support the answer Strand: Reading Nonfiction Topic (INCCR): Main Idea 5.RN.2.2 In addition to, in-depth inferences and applications that go beyond 3.5 In addition to score performance, in-depth inferences and applications

More information

Write the key elements of the plot in a story you have read.

Write the key elements of the plot in a story you have read. F OR USE WITH F OCUS L ESSON 1: PLOT, SETTING, AND T HEME 1a Plot is the series of events in a story. Exposition is the author s introduction to the characters and setting. The conflict, or problem, sets

More information

TExES English Language Arts and Reading 7 12 (231) Test at a Glance

TExES English Language Arts and Reading 7 12 (231) Test at a Glance TExES English Language Arts and Reading 7 12 (231) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.

More information

English 7 Essential Curriculum

English 7 Essential Curriculum English 7 Essential Curriculum Genre Autobiography Realistic Fiction Speculative Fiction Theme Facing Injustice Perseverance Thrills and Chills OVERVIEW English 7 students learn how to make purposeful

More information

6th Grade English Language Arts Georgia Standards of Excellence (ELA GSE)

6th Grade English Language Arts Georgia Standards of Excellence (ELA GSE) READING LITERARY (RL) Key Ideas and Details ELAGSE6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE6RL2: Determine a theme

More information

ENGLISH III-Grade 11 CURRICULUM MAP

ENGLISH III-Grade 11 CURRICULUM MAP ENGLISH III-Grade 11 CURRICULUM MAP English 1: Literary Genres English 2: American Literature English 3: British Literature English 4: World Literature Reading: Night Romeo and Juliet Poetry unit Short

More information

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

National Curriculum 2014 Literacy Objectives Spoken language Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

National Curriculum 2014 Literacy Objectives Spoken language Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Spoken language -structured descriptions, explanations and narratives for different purposes, including for expressing feelings ng, hypothesising, imagining and exploring ideas to comments the interest

More information

SKILLS FOR ELA CCLS. Reading Literature (K-12) Reading Informational Text (K-12) Reading Foundational Skills (K-5) Writing (K-12)

SKILLS FOR ELA CCLS. Reading Literature (K-12) Reading Informational Text (K-12) Reading Foundational Skills (K-5) Writing (K-12) SKILLS FOR ELA CCLS Reading Literature (K-12) K - 6 pages 1-21 7-12 pages 22-33 Reading Informational Text (K-12) K - 6 pages 34-54 7-12 pages 55-66 Reading Foundational Skills (K-5) K - 5 pages 67-75

More information

Inspiration Standards Match: Virginia

Inspiration Standards Match: Virginia Inspiration Standards Match: Virginia Standards of Learning: English Language Arts Middle School Meeting curriculum standards is a major focus in education today. This document highlights the correlation

More information

Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading. Subchapter C. High School

Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading. Subchapter C. High School Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading Subchapter C. High School Statutory Authority: The provisions of this Subchapter C issued under the Texas Education

More information

YEAR 10 ENGLISH YEAR 10 LITERACY

YEAR 10 ENGLISH YEAR 10 LITERACY NORTHERN TERRITORY BOARD OF STUDIES YEAR 10 ENGLISH YEAR 10 LITERACY SUBJECT OUTLINE NORTHERN TERRITORY BOARD OF STUDIES 1 LEARNING AREA SUBJECTS Literacy LENGTH 60 hours per semester - 120 hours per year

More information

Fostering Deep Comprehension in the Classroom

Fostering Deep Comprehension in the Classroom Fostering Deep Comprehension in In the last module, you learned about the importance of text complexity in creating truly literate students who are ready to live and work in the 21st century. Critical

More information

Montgomery County Public Schools Advanced English Semester A Exam Review

Montgomery County Public Schools Advanced English Semester A Exam Review Montgomery County Public Schools Advanced English Semester A Exam Review Four Readings including a narrative a poem a non-fiction piece a visual FORMAT Thirty Selected Response Items (SRs) Students will

More information