RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 1: IMPACT 5.2 - Page 1 of 4
Week/Dates:
BEEP LESSON PLANS:
Intensive Reading Retake 12:
Lessons:
• Each unit consists of 8-12
lessons and lasts about 2 weeks.
• Teachers should focus on FCAT
strategies (using Impact) or ACT
strategies (using The Real ACT
and online resources) based on
the external testing schedule.
• Literature/genre study is woven
in as time allows, for building
motivation and stamina and
engagement with varying
genres/types, lengths, and
themes in text.
CORE TEXTS &
RESOURCES
IMPACT 5.2 TE/student book:
Unit 1 “Going Green”, pg. 1-24.
BEEP Student Portal resources
Impact Integrity online:
www.pwimpact.com
FCAT released reading tests:
http://fcat.fldoe.org/fcatrelease.asp
FCAT Focus
http://focus.florida-achieves.com/
(Opt) SRA Reading Lab Kit – 3A or
3B +/or Topics from the Restless
SUPPLEMENTAL
DIGITAL TOOLS &
RESOURCES
The Daily Green
http://www.thedailygreen.com/goin
g-green/6334
Teens Going Green
http://.planetgreen.discovery.com/
workconnect/green-teens.html
NY Times Learning Blog
http://learning.blogs.nytimes.com/ 2010-2011 School Year: Updated: October 19, 2010
ESSENTIAL QUESTION: What does it mean to “go green”?
2007 SSS CONTENT
UNIT 1: IMPACT
2007 SSS BENCHMARK FOCUS
Going Green
SPECIFIC OBJECTIVE:
Daily Strategies:
• Activate Prior Knowledge
• Anticipation Guides
• Comprehension Monitoring
• Cooperative Learning
• Explicit Instruction
• Graphic Organizers
• Make and Confirm
Predictions
• Modeling
• Personal Connection
• Preview and Predict
• Read Aloud
• Set Purposes for Reading
• Students Ask and Answer
Own Questions
• Student Inquiry, Discussions
• Oral language/Discussion to
Learn
• Text Connections (Self,
World, Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing/Paraphrasing
• Writing to learn
• Reading to solve problems,
to learn, for pleasure, for life
tasks.
VOCABULARY
CONTENT SPECIFIC
Conservation, Dwindle,
Eco-friendly, Emit,
Encompass,
Environmentalist, Erratic,
Immediate, Implement,
Organic, Platform,
Stewardship, “going green”
fluctuation, non-renewable
Within and Across Texts:
• Context Clues
• Analyze word structure (e.g.
affixes, root words)
• Analyze words derived from
Latin, Greek, Other Languages)
• Main idea (Stated or Implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Compare (similarities
within/across texts)
• Contrast (differences
• Synthesize information
• Analyze and evaluate
information
• Determine the validity and
reliability of information
• Text Features (e.g., headings,
subheadings, titles, subtitles,
charts, maps, diagrams,
captions, illustrations, graphs,
bold or italicized text, text
boxes.)
WORD STUDY:
• Context clues
• Contextual analysis
• Structural analysis: prefix, base
word, suffix
• Chunking text based on
sentence parts & punctuation
• Classroom Word Walls
• Semantic Feature Analysis
Reporting Category 1: Vocabulary
LA.910.1.6.3 The student will use context
clues to determine the meanings of
unfamiliar words.
LA.910.1.6.7: The student will identify and
understand the meaning of conceptually
advanced prefixes, suffixes, and root
words.
Reporting Category 2: Reading
Application
LA. 910.1.7.3 The student will determine
the main idea or essential message in
grade-level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
Reporting Category 3: Literary Analysis
LA.910.2.2.1 The student will analyze and
evaluate information from text features
(e.g. transitional devices, table of
contents, glossary, index, bold or italicized
text, headings, charts and graphs,
illustrations, subheadings).
Reporting Category 4: Informational
Text/Research Process
LA.910.6.2.2 The student will organize,
synthesize, analyze, and evaluate the
validity and reliability of information from
multiple sources (including primary and
secondary sources) to draw conclusions
using a variety of techniques, and
correctly using standardized citations.
ASSESSMENTS
FORMAL
• FAIR or FORF (per district
Assessment Chart)
• Benchmark Assessment
Tests (as scheduled)
• Mini BATS (as available)
• Practice Tests (FCAT,
ACT)
• FCAT Retake/ACT (per
state schedule)
CONTENT SPECIFIC:
(Impact)
• Reading Comprehension
• Interpreting the Data
• Reflect and Respond
• Technical Extension
• Ethical Dilemma
• Vocational Extension
• Unit Vocabulary
• Authentic Assessment:
CONTENT SPECIFIC (ACT)
• Analyze students’ notes
and evidence of strategies
• Compare Raw Score to the
College Readiness
• Personal Data graphs
• Personal Learning Plan
• Literature/Genre Study
ESOL/ESE
STRATEGIES:
A3: Chunking
B2: Explain Key Concepts
C1 Charts*
E10 Think-Pair-Share
F1 Activating/Building Prior
Knowledge
F8 Reading with purpose
F11: Summarizing*
**Marzano’s High Yield
Strategy
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 1: IMPACT 5.2 - Page 2 of 4
HIGHER ORDER QUESTION STEMS
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: Impact 5.2
1. What actions could be taken at your school to become more “green”?
Use information from the
2. Based on the information in the texts, how could you help facilitate
environmental change in your community?
Item Specifications Questions
1. Read the sentence from the passage. What does the word ___
mean as used in the sentence above? (Context clues)
2. Which pair of words from the article best describes ___ conveyed
in the pictures on page __? (Word relationships)
3. What does the sentence (quoted above) tell readers about ___?
(Analyze words/text)
4. In which sentence does the word ___ have the same meaning as
used in the excerpt above? (Multiple meanings)
5. Explain how ___ (the text) persuades readers to __? (Author’s
purpose)
6. The author would most likely make the statement next that ___?
(Author’s perspective)
7. Which statement best expresses the main idea of the article?
(Main idea)
8. According to the article, ___ (Statement of fact)? (Relevant details)
9. According to the article, why has ___ (topic) ____ (action/result)?
(Main idea/relevant details)
10. Based on the passage, which caption would be most appropriate
for the picture on page __? (Text Features)
11. How does the author support the idea that _? (Synthesize
Information)
12. What is the strongest evidence in support of ___? (Determine
Validity and Reliability of Information)
RECOMMENDED SCIENTIFICALLY BASED READING STRATEGIES
Additional strategies in the Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf
and in the Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Glossary_of_Strategies.pdf
PRE READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
Read Aloud/Think Aloud:
Engage and motivate learners;
model fluent reading using text
drawn from current news sources
related to unit theme (p. 1)
Semantic Feature Analysis:
Discern meaning by comparing
features of related terms.
Anticipation Guide:
Before reading students record
whether they agree or disagree
with statements related to the
essential question and text
reading.
Text Connections:
Activate students’ prior
knowledge and help them make
predictions about what they are
going to read. “Text-to-self”
involves students connecting
what they read to their own lives.
“Text-to-world” is connecting their
reading to other people and
events. “Text-to-text” is making
connections with other reading.
This strategy is commonly used
throughout the reading process.
Preview and Predict:
Look at title, illustrations, and text
features. Read first few
paragraphs and predict what the
story will be about.
DURING READING
(SMALL GROUP) GUIDED,
DIFFERENTIATED
Main Text:
“Going Green” (pp. 1-8)
Anticipation Guide:
During reading students to find
evidence that supports or rejects
each statement.
Preview and Predict:
Use illustrations and text features
to confirm comprehension.
Continue to confirm predictions
and make new predictions during
reading using plot structure.
Paired Reading:
“Going Green” - students take
turns reading one paragraph
each. The student not reading
summarizes that paragraph.
Then switch roles.
Interpreting Data (pp. 9-12)
Technical Extension (pp. 13-19)
Comprehension Monitoring:
• Make and confirm predictions
• Visualization
• Summarization
• Chunking text
• Analyze text features
• Analyze visuals
Graphic Organizer:
• Energy Information Chart
Independent Reading “Riding the
Gasoline Roller Coaster”
2010-2011 School Year: Updated: October 19, 2010
POST READING
(INDEPENDENT)
COMPREHENSION CHECK
Vocation Extension (pp. 20-21)
Unit Vocabulary (p. 21)
Authentic Assessment(pp. 23-24)
Anticipation Guide:
After reading, students find
evidence that supports or rejects
each statement.
Reciprocal Teaching: Model
thinking skills: summarizing,
questioning, clarifying, and
predicting. Students
Practice, then assume
responsibility for using the skills
to learn and teach new material
to small groups.
Writing to Learn:
Use information from the unit to
write a personal action plan
explaining why passing the FCAT
is important individually and what
steps will be taken for
successfully accomplishing this
goal.
Personal Learning Action Plan:
• Use information from the unit to
write a personal action plan
explaining why passing the
FCAT is important individually
and what steps will be taken for
accomplishing this goal.
• Graph data from assignments
and practice tests. (Note:
Teacher must model and guide
students as this will be
completed throughout course.)
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 1: The Real ACT - Page 3 of 4
Week/Dates:
BEEP LESSON PLANS:
ESSENTIAL QUESTION: How do you prepare successfully for the ACT Reading Test?
UNIT 1:
CONTENT SPECIFIC
Career & College Readiness (aligned to 2007 SSS)
http://www.actstudent.org/index.html
The Real ACT
OBJECTIVES:
Intensive Reading Retake 12:
CORE TEXTS & RESOURCES
The Real ACT - Ch. 1, 2 & 3 and
practice test pg. 180-187
The ACT (official website):
http://www.actstudent.org
ACT Question of the Day
http://www.actstudent.org/qotd/
Act Practice Questions:
http://www.actexampracticetests.com/
practice-reading-2.html Daily ACT Reading Strategies:
Students will use referring and
reasoning skills to:
• Determine main ideas
• Locate and interpret significant
details
• Understand sequences of events
• Make comparisons
• Comprehend cause-effect
relationships
• Determine the meaning of
context-dependent words,
phrases, and statements
• Draw generalizations
• Analyze the author's or
narrator's voice and method
ACT Reading Test Preparation:
http://www.docstoc.com/docs/609412/
ACT‐Reading‐Test‐Prep‐Guide‐‐‐P
ractice‐Test
SUPPLEMENTAL
DIGITAL TOOLS &
RESOURCES
• Princeton Review:
www.ecos.princetonreview.com
(Accounts must be created)
• Spark Notes:
http://www.sparknotes.com/testprep/
books/act/chapter12.rhtml
• Study Guide Zone
http://www.studyguidezone.com/actt
est.htm
• Vocabulary and ACT reading skills
practice.
http://www.number2.com/
• 1,296 ACT Practice Questions
2010-2011 School Year: Updated: October 19, 2010
CONTENT SPECIFIC
VOCABULARY:
ACT Strategy terms:
ACT, Basic Approach, Prose
fiction, Social sciences,
Humanities, Natural science,
Blurb, Work the Questions, Work
the Answers, Now, Later, Never
Questions, Raw Score, Item
Analysis
Words/phrases from questions:
Most likely agree, most accurately
described, main point, main
argument, most accurately
expresses, logically be inferred,
reasonable conclusion, asserts,
makes the claim, implies,
evidence, most nearly means,
considering
Objectives: The student will:
• Derive meaning from a
variety of ACT texts
through compare/contrast,
cause/effect, chronological
order, support/argument,
lists, heading and subheadings.
• Determine the main idea or
essential message of the
ACT passages by utilizing a
variety of reading, critical
thinking and test taking
strategies.
• Differentiate and use
effective test taking
strategies needed for the
FCAT and the ACT.
• Use targeted strategies to
answer specific ACT
question types.
• Monitor and graph progress
ACADEMIC
VOCABULARY AND
WORD STUDY
• Context clues
• Contextual analysis
• Structural analysis: prefix,
base word, suffix
• Classroom Word Walls
• Chunking text based on
sentence parts &
punctuation
• Word Sort
Reporting Category 1: Vocabulary
LA.1112.1.6.3: The student will use context clues to determine meanings
of unfamiliar words.
Reporting Category 2: Reading Application
LA.1112.1.7.2: The student will analyze the author’s purpose and/or
perspective in a variety of text and understand how they affect meaning. LA.1112.1.7.3: The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts.
LA.1112.1.7.4: The student will identify cause-and effect relationships in
text. LA.1112.1.7.5: The student will analyze a variety of text structures (e.g.
comparison/contrast, cause/effect, chronological order,
argument/support, lists) and text features (e.g. main headings and
subheadings) and explain their impact on meaning in text. Reporting Category 3: Literary Analysis:
LA.1112: The student will analyze and develop an interpretation of a
literary work by describing the author’s use of literary elements (e.g.
theme, point of view, characterization, setting, plot) and explain and
analyze different elements of figurative language (e.g. simile, metaphor,
personification, hyperbole, symbolism, allusion, imagery.)
LITERATURE/GENRE STUDY
STRATEGIES
Literature/Genre Study provides opportunities for students to self-select
texts that engage and motivate them as readers and life-long learners.
Texts will vary and should reflect non-fiction and fiction across many
different genres.
Literature/Genre Study may incorporate independent reading or small
group reading/literature circles. It should be monitored by the teacher
daily using “Status of the Class”, “Clipboard Cruising” and/or other
teacher/student conferencing strategies. Student learning activities
during literature/genre study might include:
• Reader response logs (prompts, blogs, journals, multimedia)
• Responses/ themes across genres (i.e. news article to song lyric)
• Literary analysis (character, setting, plot, theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, recommendations, etc.
See novel/genre study guide for more strategies for implementation.
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 1: The Real ACT - Page 4 of 4
HIGHER ORDER QUESTION STEMS & STRATEGIES
RECOMMENDED ACT PREP READING STRATEGIES
Preparing for the ACT:
http://www.act.org/aap/pdf/preparing.pdf
http://www.actstudent.org/testprep/index.html
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: The Real ACT
1. How do you successfully prepare for the ACT Reading Test?
2. How is the ACT Reading test organized?
3. How does the format of the ACT Reading Test compare with the
FCAT Reading Test?
4. What are the strategies for success on the ACT?
5. How do the strategies for success on the ACT differ from the
strategies for success on the FCAT?
6. How can I monitor and graph my progress towards meeting high
school graduation requirements through effective preparation for
the ACT?
7. How many questions are on the reading test?
8. How long is the ACT reading test session?
9. What score is required on the ACT Reading test to satisfy Florida
graduation requirements?
10. How many correct responses are needed to achieve a score on
the ACT reading test that satisfies Florida graduation
requirements?
11. How do different purposes for reading impact your rate of reading?
12. How does reading for understanding compare with reading to find
an answer?
Strategies for answering questions on the 4 types of passages:
1. The Prose Reading passages may be most difficult.
2. Questions are not in any order of difficulty.
3. Questions from one type of passage may be easier than another.
4. Read the blurb for each passage to decide which might be the
easiest and do that one first.
5. Count the number of paragraphs in each passage. Passages with
short but many paragraphs may be easier than those with fewer
but longer paragraphs.
6. Use margin notes to help you find answers later –a list of examples
supporting a point might be noted with “ex” for example.
7. Underline the topic sentence in each paragraph. This may not be
the first sentence.
8. Answer questions that reference a specific line first.
9. When you don’t know the answer or run out of time, use the letter
of the day (the same letter) to answer all unanswered questions.
PRE READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
ACT Question of the Day
http://www.actstudent.org/qotd/
Word Sort:
Use Word Sort to build semantic
relationships and activate prior
knowledge regarding the skills
and strategies for the ACT.
Include all vocabulary words as
well as general information and
questions about the ACT.
Venn Diagram or H-Chart:
Using current and prior
vocabulary, compare and
contrast the ACT/SAT and FCAT.
Model and discuss the ACT
strategies for the 4 types of
reading passages as identified in
the adjacent column.
Map the Questions – Underline
lead/cue words in questions,
such as those identified on the
content area vocabulary list.
DURING READING
POST READING
(SMALL GROUP) GUIDED,
DIFFERENTIATED
Summarizing and Paraphrasing
using Cornell Notes (Split-Page
Note Taking):
Students organize the page into
columns for questions and/or
topics and for supporting details.
As they read, they convert topics
and sub-topics into questions and
then record corresponding notes
or information beside each
question. Use as study guide for
review. The Real ACT Chapters
1-3
(INDEPENDENT)
COMPREHENSION CHECK
Venn Diagram/H-Chart:
Revise information based on new
knowledge gained regarding the
similarities and differences
between the ACT/SAT and
FCAT.
Think-Pair-Share:
Students may work in pairs to
complete tasks.
Independent Reading and
Practice Test, pg. 180-187.
Graphic Organizers:
• Character mapping
• Venn diagram
• T‐Chart
• H ‐ Chart
• Cause‐Effect map
• Sequence chain
Analyze Data:
• Determine Raw Score
• Graph data (teacher model,
guided instruction)
• Analyze each question answer
• Evaluate practice test for
evidence of underlining and
other reading strategies.
Writing to Learn:
Use information from the Venn,
summary notes, vocabulary
activities etc. to write a personal
action plan explaining why
passing the FCAT/ACT is
important individually and what
steps will be taken for
successfully accomplishing this
goal.
Assessment:
• Analyze students’ notes and
evidence of strategies used on
this section of the practice test.
• Compare Raw Score to the
College Readiness Standards
– pg. 582-583
2010-2011 School Year: Updated: October 19, 2010
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 2: IMPACT 5.2 - Page 1 of 4
Week/Dates:
BEEP LESSON PLANS:
ESSENTIAL QUESTION: Should all laws be applied equally to everyone?
UNIT 2:
2007 SSS CONTENT
2007 SSS BENCHMARK FOCUS
Plaxico Burress:
SPECIFIC OBJECTIVE:
ASSESSMENTS
Victim or Criminal?
Intensive Reading Retake 12:
Lessons:
• Each unit consists of 8-12
lessons and lasts about 2 weeks.
• Teachers should focus on FCAT
strategies (using Impact) or ACT
strategies (using The Real ACT
and online resources) based on
the external testing schedule.
• Literature/genre study is woven
in as time allows, for building
motivation and stamina and
engagement with varying
genres/types, lengths, and
themes in text.
CORE TEXTS &
RESOURCES
IMPACT 5.2 TE/student book:
Unit 2 “Plaxico Burress: Victim or
Criminal”, pg. 25-50
BEEP Student Portal resources
Impact Integrity online:
www.pwimpact.com
FCAT released reading tests:
http://fcat.fldoe.org/fcatrelease.asp
FCAT Focus
http://focus.florida-achieves.com/
(Opt) SRA Reading Lab Kit – 3A or
3B +/or Topics from the Restless
SUPPLEMENTAL
DIGITAL TOOLS &
RESOURCES
Sympathy for Burress
http://sports.espn.go.com/nfl/news/
story?id=3758183
Growing Up with Guns
http://www.gallup.com/poll/8197/Gr
owing-Guns.aspx
NY Times Learning Blog
http://learning.blogs.nytimes.com/
2010-2011 School Year: Updated: October 19, 2010
Daily Strategies:
• Activate Prior Knowledge
• Anticipation Guides
• Comprehension Monitoring
• Cooperative Learning
• Explicit Instruction
• Graphic Organizers
• Make and Confirm
Predictions
• Modeling
• Personal Connection
• Preview and Predict
• Read Aloud
• Set Purposes for Reading
• Students Ask and Answer
Own Questions
• Student Inquiry, Discussions
• Oral language/Discussion to
Learn
• Text Connections (Self,
World, Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing/Paraphrasing
• Writing to learn
• Reading to solve problems,
to learn, for pleasure, for life
tasks.
VOCABULARY
CONTENT SPECIFIC
Advocate, Bystanders,
Controversial, Culminate,
Entourage, Incompetent,
Infringe, Lucrative, Prohibit,
Prowess, Relent
Within and Across Texts:
• Context Clues
• Analyze word structure (e.g.
affixes, root words)
• Analyze words derived from
Latin, Greek and Other
languages
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Compare (similarities)
• Contrast (differences)
• Synthesize information
• Analyze and evaluate
information
• Determine the validity and
reliability of information
• Text Features (e.g., headings,
subheadings, titles, subtitles,
charts, maps, diagrams,
captions, illustrations, graphs,
bold or italicized text, text
boxes.)
WORD STUDY:
• Context clues
• Contextual analysis
• Structural analysis: prefix, base
word, suffix
• Chunking text based on
sentence parts & punctuation
• Classroom Word Walls
• Frayer Model
Reporting Category 1: Vocabulary
LA.910.1.6.3 The student will use context
clues to determine the meanings of
unfamiliar words.
LA.910.1.6.7: The student will identify and
understand the meaning of conceptually
advanced prefixes, suffixes, and root
words.
LA.910.1.6.8 The student will identify
advanced word/phrase relationships and
their meanings.
Reporting Category 2: Reading
Application
LA. 910.1.7.3 The student will determine
the main idea or essential message in
grade-level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.910.1.7.4: The student will identify
cause-and-effect relationships in text.
Reporting Category 3: Literary Analysis
LA.910.2.2.1 The student will analyze and
evaluate information from text features
(e.g. transitional devices, table of
contents, glossary, index, bold or italicized
text, headings, charts and graphs,
illustrations, subheadings).
Reporting Category 4: Informational
Text/Research Process
LA.910.6.2.2 The student will organize,
synthesize, analyze, and evaluate the
validity and reliability of information from
multiple sources (including primary and
secondary sources) to draw conclusions
using a variety of techniques, and
correctly using standardized citations.
FORMAL
• FAIR or FORF (per district
Assessment Chart)
• Benchmark Assessment
Tests (as scheduled)
• Mini BATS (as available)
• Practice Tests (FCAT,
ACT)
• FCAT Retake/ACT (per
state schedule)
CONTENT SPECIFIC:
(Impact)
• Reading Comprehension
• Interpreting the Data
• Reflect and Respond
• Technical Extension
• Ethical Dilemma
• Vocational Extension
• Unit Vocabulary
• Authentic Assessment:
CONTENT SPECIFIC (ACT)
• Analyze students’ notes
and evidence of strategies
• Compare Raw Score to the
College Readiness
• Personal Data graphs
• Personal Learning Plan
• Literature/Genre Study
ESOL/ESE
STRATEGIES:
A3: Chunking
B2: Explain Key Concepts
C1 Charts*
E10 Think-Pair-Share
F1 Activating/Building Prior
Knowledge
F8 Reading with purpose
F11: Summarizing*
**Marzano’s High Yield
Strategy
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 2: IMPACT 5.2 - Page 2 of 4
HIGHER ORDER QUESTION STEMS
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: Impact 5.2
1. Based on the reading, how can laws be enforced equitably among all
citizens?
2. Our country was founded on “life, liberty and the pursuit of
happiness”. How does that ideal relate to recent legislation pertaining
to gun control?
Item Specifications Questions
1. Read the sentence from the passage. What does the word ___
mean as used in the sentence above? (Context clues)
2. Which pair of words from the article best describes ___ conveyed
in the pictures on page __? (Word relationships) What does the
sentence (quoted above) tell readers about ___? (Analyze
words/text)
3. In which sentence does the word ___ have the same meaning as
used in the excerpt above? (Multiple meanings)
4. Explain how ___ (the text) persuades readers to __? (Author’s
purpose)
5. The author would most likely make the statement next that ___?
(Author’s perspective)
6. Which statement best expresses the main idea of the article?
(Main idea)
7. According to the article, ___ (Statement of fact)? (Relevant details)
8. According to the article, why has ___ (topic) ____ (action/result)?
(Main idea/relevant details)
9. Based on the passage, which caption would be most appropriate
for the picture on page __? (Text Features)
10. How does the author support the idea that _? (Synthesize
Information)
11. What is the strongest evidence in support of ___? (Determine
Validity and Reliability of Information)
2010-2011 School Year: Updated: October 19, 2010
RECOMMENDED SCIENTIFICALLY BASED READING STRATEGIES
Additional strategies in the Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf
and in the Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Glossary_of_Strategies.pdf
PRE READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
Read Aloud/Think Aloud:
Engage and motivate learners;
model fluent reading using text
drawn from current news sources
related to unit theme (p. 25)
Frayer Model
Define a concept, state its
characteristics, provide examples
and non-examples.
Interactive Word Wall Activities
Anticipation Guide:
Teacher provides students with
general statements related to the
Topic. Students agree or
disagree. Students connect to
prior knowledge and engage with
the topic, explore own thoughts
and opinions.
Preview and Predict:
Look at title, illustrations, and text
features. Read first few
paragraphs and predict what the
story will be about.
Herringbone: Create categories
from text preview of headings,
sub-headings (main ideas) (spine
of the fish) and details, e.g. “who,
where, what, why, when, and
how” (the ribs).
DURING READING
(SMALL GROUP) GUIDED,
DIFFERENTIATED
Main Text:
“Plaxico Burress: Victim or
Criminal? “ (pp. 25-32)
Problematic Situation
POST READING
(INDEPENDENT)
COMPREHENSION CHECK
Vocational Extension (45-47)
Vocabulary Assessment (48)
Authentic Assessment (49-50)
Paired Reading:
Interpreting the Data (pg. 32-36)
Margin Notes: After reading,
students use the symbols to mark
passages important, interesting,
confusing, surprising, etc.
Preview and Predict:
Use illustrations and text features
to confirm comprehension.
Continue to confirm predictions
and make new predictions during
reading using plot structure.
Writing to Learn:
Write a letter to the editor of the local newspaper expressing your opinion about gun control laws or the right to bear arms.
Comprehension Monitoring:
• Make and confirm predictions
• Visualization
• Summarization
• Chunking text
• Analyze text features
• Analyze visuals
Independent Reading:
Technical Extension: “Guns in
America” (pp. 38-44)
Margin Notes/Symbols: Active
reading strategy by marking the
text with symbols (!, ?, * etc)
during and after reading,
Herringbone: Complete (main
ideas) (spine of the fish) and
details, e.g. “who, where, what,
why, when, and how” (the ribs).
Fishbowl Discussion
To prepare for the Class Debate,
Use Fishbowl discussion to help
students summarize concepts
from all readings. Students are
divided into two groups: the inner
circle, or fishbowl, where several
people hold a discussion, and the
outer circle, where the rest of the
students listen to and observe the
discussion.
Classroom debate: Gun Control.
Herringbone Graphic Organizer:
Confirm (and revise as needed)
main idea (spine of the fish) and
details, e.g. “who, where, what,
why, when, and how” (the ribs).
Use to complete letter to editor.
Personal Learning/Action Plan:
Review progress to date and set
new goals for next unit. Update
graphs with new data.
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 2: The Real ACT - Page 3 of 4
Week/Dates:
BEEP LESSON PLANS:
ESSENTIAL QUESTION: How do you prepare successfully for the ACT Reading Test?
UNIT 2:
CONTENT SPECIFIC
Career & College Readiness (aligned to 2007 SSS)
http://www.actstudent.org/index.html
The Real ACT
OBJECTIVES:
Intensive Reading Retake 12:
CORE TEXTS & RESOURCES
The Real ACT - Pages 320-323
The ACT (official website):
http://www.actstudent.org
ACT Question of the Day
http://www.actstudent.org/qotd/
ACT Practice Questions - Reading,
Set 2
http://www.actexampracticetests.com/
practice-reading-2.html
SUPPLEMENTAL
DIGITAL TOOLS &
RESOURCES
• Princeton Review:
www.ecos.princetonreview.com
(Accounts must be created)
• Spark Notes:
http://www.sparknotes.com/testprep/
books/act/chapter12.rhtml
• Prose writing an ACT:
http://www.sparknotes.com/testprep/
books/act/chapter13section1.rhtml
• Study Guide Zone: Sample prose
passage and questions
www.studyguidezone.com/act_readi
ng.htm • Prose passage: The Tell-Tale Heart,
http://www.undergradzone.com/actreading.htm
• 1,296 ACT Practice Questions
2010-2011 School Year: Updated: October 19, 2010
Daily ACT Reading Strategies:
Students will use referring and
reasoning skills to:
• Determine main ideas
• Locate and interpret significant
details
• Understand sequences of events
• Make comparisons
• Comprehend cause-effect
relationships
• Determine the meaning of
context-dependent words,
phrases, and statements
• Draw generalizations
• Analyze the author's or
narrator's voice and method CONTENT SPECIFIC
VOCABULARY:
Word phrases from question
stems: time of the events,
reasonably inferred, distinction
between, best describes, supports
narrator’s view, details from the
passage suggest, best
summarizes, main function, author
implies, main purpose, author’s
attitude, relationship between,
demonstrates
ACT Strategy terms:
Read the blurb, map the
questions, personal order of
difficulty (POOD), Now, Later, or
Never questions, work the
passage
Objectives: The student will:
• Derive meaning from a
variety of ACT texts
through compare/contrast,
cause/effect, chronological
order, support/argument,
lists, heading and subheadings.
• Determine the main idea or
essential message of the
ACT passages by utilizing a
variety of reading, critical
thinking and test taking
strategies.
• Differentiate and use
effective test taking
strategies needed for the
FCAT and the ACT.
• Use targeted strategies to
answer specific ACT
question types.
• Monitor and graph progress
ACADEMIC
VOCABULARY AND
WORD STUDY
• Context clues
• Contextual analysis
• Chunking text based on
sentence parts &
punctuation
• Item analysis
• Classroom Word Walls
• Free Rice vocabulary
development
http://www.freerice.com/
Reporting Category 1: Vocabulary
LA.1112.1.6.3: The student will use context clues to determine meanings
of unfamiliar words.
Reporting Category 2: Reading Application
LA.1112.1.7.2: The student will analyze the author’s purpose and/or
perspective in a variety of text and understand how they affect meaning. LA.1112.1.7.3: The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts.
LA.1112.1.7.4: The student will identify cause-and effect relationships in
text. LA.1112.1.7.5: The student will analyze a variety of text structures (e.g.
comparison/contrast, cause/effect, chronological order,
argument/support, lists) and text features (e.g. main headings and
subheadings) and explain their impact on meaning in text. Reporting Category 3: Literary Analysis:
LA1112: The student will analyze and develop an interpretation of a
literary work by describing the author’s use of literary elements (e.g.
theme, point of view, characterization, setting, plot) and explain and
analyze different elements of figurative language (e.g. simile, metaphor,
personification, hyperbole, symbolism, allusion, imagery.)
LITERATURE/GENRE STUDY
STRATEGIES
Literature/Genre Study provides opportunities for students to self-select
texts that engage and motivate them as readers and life-long learners.
Texts will vary and should reflect non-fiction and fiction across many
different genres.
Literature/Genre Study may incorporate independent reading or small
group reading/literature circles. It should be monitored by the teacher
daily using “Status of the Class”, “Clipboard Cruising” and/or other
teacher/student conferencing strategies. Student learning activities
during literature/genre study might include:
• Reader response logs (prompts, blogs, journals, multimedia)
• Responses/ themes across genres (i.e. news article to song lyric)
• Literary analysis (character, setting, plot, theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, recommendations, etc.
See novel/genre study guide for more strategies for implementation.
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 2: The Real ACT - Page 4 of 4
HIGHER ORDER QUESTION STEMS & STRATEGIES
RECOMMENDED ACT PREP READING STRATEGIES
Preparing for the ACT:
http://www.act.org/aap/pdf/preparing.pdf
http://www.actstudent.org/testprep/index.html
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: The Real ACT
1. Why would you recommend that someone preparing for the ACT
take several practice tests?
2. How can analyzing the questions first help to increase your score
on the ACT?
3. Based upon how the term is used in the text, what is prose?
4. What are the characteristics of prose?
5. What are common questions stems used on the ACT Prose
section?
6. How does reading prose compare/contrast to reading expository
text?
7. After reviewing elements of prose writing, skills and strategies for
success, review your incorrect answer choices on the practice test.
Discuss the distracters explaining why they are correct or incorrect.
8. How is the author’s attitude reflected by word choice in this
excerpt?
9. How can language be powerful?
10. How do authors use the resources of language to impact an
audience?
11. How does an author effectively create mood by using imagery?
12. What was the author’s purpose in writing the passage?
13. How is the narrator’s point of view affect the tone of this story
14. What do the protagonist’s/antagonist’s actions reveal about his/her
character?
Strategies for answering questions on the 4 types of passages:
1. Questions are not in any order of difficulty.
2. Questions from one type of passage may be easier than another.
3. Read the blurb for each passage to decide which might be the
easiest and do that one first.
4. Count the number of paragraphs in each passage. Passages with
short but many paragraphs may be easier than those with fewer
but longer paragraphs.
5. Use margin notes to help you find answers later –a list of examples
supporting a point might be noted with “ex” for example.
6. Underline the topic sentence in each paragraph. This may not be
the first sentence.
7. Answer questions that reference a specific line first.
8. When you don’t know the answer or run out of time, use the letter
of the day (the same letter) to answer all unanswered questions.
PRE READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
ACT Question of the Day
http://www.actstudent.org/qotd/
Model and practice the ACT
strategies as identified in the
adjacent column.
Read the Blurb: to preview and
predict
Count the number of paragraphs
Sometimes the easiest passages
have the shortest paragraphs
even if they have the most
number of paragraphs.
Map the Questions – Underline
lead words/cue words in
questions, such as those
identified on the content area
vocabulary list. Put a star by line
or paragraph references, use
your POOD (Personal Order of
Difficulty)
DURING READING
POST READING
(SMALL GROUP) GUIDED,
DIFFERENTIATED
Group Summarizing: Students
use text features to identify major
topics. They read the material,
take notes on what they think is
important in each section, work
with partners to rank the
information, and share their
findings with the class.
Discussion groups prepare
summary statements for each
section of the reading and share
with whole group.
(INDEPENDENT)
COMPREHENSION CHECK
Analyze and Interpret Data:
• Determine Raw Score
• Graph data (teacher model,
guided instruction)
• Analyze each question answer
• Evaluate practice test for
evidence of underlining and
other reading strategies.
Graphic Organizers:
• Character mapping
• Venn diagram
• T‐Chart
• H ‐ Chart
• Cause‐Effect map
• Sequence chain
Assessment:
• Analyze students’ notes and
evidence of strategies used on
this section of the practice test.
• Compare Raw Score to the
College Readiness Standards
– pg. 582-583
Personal Learning/Action Plan:
Review progress to date and set
new goals for next unit.
Work the Passage – Look for and
circle lead/cue words and
transitional phrases.
Work the Questions – Decide
which are Now, Later or Never
Questions. Line or paragraph
referenced questions should
always be NOW.
2010-2011 School Year: Updated: October 19, 2010
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 3: IMPACT 5.2 - Page 1 of 4
Week/Dates:
BEEP LESSON PLANS:
Intensive Reading Retake 12:
Lessons:
• Each unit consists of 8-12
lessons and lasts about 2 weeks.
• Teachers should focus on FCAT
strategies (using Impact) or ACT
strategies (using The Real ACT
and online resources) based on
the external testing schedule.
• Literature/genre study is woven
in as time allows, for building
motivation and stamina and
engagement with varying
genres/types, lengths, and
themes in text.
CORE TEXTS &
RESOURCES
Impact 5.2 – TE/ Student Books
Unit 3 “Love or Abuse?” pg. 51-73
BEEP Student Portal resources
Impact Integrity online:
www.pwimpact.com
FCAT released reading tests:
http://fcat.fldoe.org/fcatrelease.asp
FCAT Focus
http://focus.florida-achieves.com/
(Opt) SRA Reading Lab Kit – 3A or
3B +/or Topics from the Restless
SUPPLEMENTAL
DIGITAL TOOLS &
RESOURCES
Am I in an Abusive Relationship?
http://www.teensagainstabuse.org/i
ndex.php?q=quizMe
Understanding Dating Abuse
http://www.teensagainstabuse.org/i
ndex.php?q=understand
NY Times Learning Blog
http://learning.blogs.nytimes.com/
2010-2011 School Year: Updated: October 19, 2010
ESSENTIAL QUESTION: How can you protect yourself from an abusive relationship?
UNIT 3:
2007 SSS CONTENT
2007 SSS BENCHMARK FOCUS
Love or Abuse?
SPECIFIC OBJECTIVE:
Daily Strategies:
• Activate Prior Knowledge
• Anticipation Guides
• Comprehension Monitoring
• Cooperative Learning
• Explicit Instruction
• Graphic Organizers
• Make and Confirm
Predictions
• Modeling
• Personal Connection
• Preview and Predict
• Read Aloud
• Set Purposes for Reading
• Students Ask and Answer
Own Questions
• Student Inquiry, Discussions
• Oral language/Discussion to
Learn
• Text Connections (Self,
World, Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing/Paraphrasing
• Writing to learn
• Reading to solve problems,
to learn, for pleasure, for life
tasks.
VOCABULARY
CONTENT SPECIFIC
Allege, Arise, Characteristic,
Domestic, Frenzy, Prevention,
Realistic, Resolve, Sentiment,
Strenuous, Suspicion,
Tolerance
Within and Across Texts
• Context Clues
• Analyze words/phrases
• Word relationships
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Compare (similarities)
• Contrast (differences)
• Synthesize information
• Analyze and evaluate
information
• Determine the validity and
reliability of information
• Text Features (e.g.,
headings, subheadings,
titles, subtitles, charts, maps,
diagrams, captions,
illustrations, graphs, bold or
italicized text, text boxes.)
WORD STUDY:
• Context clues
• Contextual analysis
• Structural analysis: prefix, base
word, suffix
• Chunking text based on
sentence parts & punctuation
• Classroom Word Walls
Concept Definition Maps
Reporting Category 1: Vocabulary
LA.910.1.6.3 The student will use context
clues to determine the meanings of
unfamiliar words.
LA.910.1.6.8 The student will identify
advanced word/phrase relationships and
their meanings.
Reporting Category 2: Reading
Application
LA.910.1.7.2 The student will analyze the
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA.910.1.7.4: The student will identify
cause-and-effect relationships in text.
Reporting Category 3: Literary Analysis
LA.910.2.2.1 The student will analyze and
evaluate information from text features
(e.g. transitional devices, table of
contents, glossary, index, bold or italicized
text, headings, charts and graphs,
illustrations, subheadings).
Reporting Category 4: Informational
Text/Research Process
LA.910.6.2.2 The student will organize,
synthesize, analyze, and evaluate the
validity and reliability of information from
multiple sources (including primary and
secondary sources) to draw conclusions
using a variety of techniques, and
correctly using standardized citations.
ASSESSMENTS
FORMAL
• FAIR or FORF (per district
Assessment Chart)
• Benchmark Assessment
Tests (as scheduled)
• Mini BATS (as available)
• Practice Tests (FCAT,
ACT)
• FCAT/ACT (per state
schedule)
CONTENT SPECIFIC:
(Impact)
• Reading Comprehension
• Interpreting the Data
• Reflect and Respond
• Technical Extension
• Ethical Dilemma
• Vocational Extension
• Unit Vocabulary
• Authentic Assessment:
CONTENT SPECIFIC (ACT)
• Analyze students’ notes
and evidence of strategies
• Compare Raw Score to the
College Readiness
• Personal Data graphs
• Personal Learning Plan
• Literature/Genre Study
ESOL/ESE
STRATEGIES:
A3: Chunking
B2: Explain Key Concepts
C1 Charts*
E10 Think-Pair-Share
F1 Activating/Building Prior
Knowledge
F8 Reading with purpose
F11: Summarizing*
**Marzano’s High Yield
Strategy
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 3: IMPACT 5.2 - Page 2 of 4
HIGHER ORDER QUESTION STEMS
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: Impact 5.2
1. What conclusions can you draw about why teens stay in abusive
relationships?
2.
What recommendations would you make to a friend that you
suspect is in an abusive relationship?
Item Specifications Questions
1. What does the word __ mean in the sentence above? (Context
clues)
2.
What does the sentence (quoted above) tell readers about ___?
(Analyze words/text)
3.
Explain how ___ (the text) persuades readers to __? (Author’s
purpose)
4.
From reading the article, the reader can infer that ___.
(Conclusions/inferences)
5.
According to the article, what is one reason for ___? (Cause/effect)
6.
Which sentence from the passage best explains ___? (Determine
Validity and Reliability of Information)
7.
What is the strongest evidence in support of ___? (Determine
Validity and Reliability of Information)
2010-2011 School Year: Updated: October 19, 2010
RECOMMENDED SCIENTIFICALLY BASED READING STRATEGIES
Additional Strategies in the Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf
and in the Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Glossary_of_Strategies.pdf
PRE READING
DURING READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
Read Aloud/Think Aloud:
Engage and motivate learners;
model fluent reading using text
drawn from current news sources
related to unit theme (p. 51)
(SMALL GROUP) GUIDED,
DIFFERENTIATED
Main Text:
Is it Love, or Is it Abuse? (51-57)
Vocabulary Study:
Concept of Definition Maps
Anticipation Guide:
Use the resources on “Teens in
Abusive Relationships” to create
statements about the topic.
Students agree or disagree.
Students connect to prior
knowledge and engage with the
topic, explore own thoughts and
opinions.
Preview and Predict:
Look at title, illustrations, and text
features. Read first few
paragraphs and predict what the
story will be about.
Group Summarizing: Divide
student into groups. Teacher
models using “Healthy
Relationships”, pg. 63-67.
• Explain the purpose for reading
- learn factual information
about a topic that teens may
have strong/often wrong ideas
• Set up topics for a Group
Summarizing chart with key
concepts identified with
prepared summary sentences.
•
Model how to link the
sentences to the topic/concept.
Preview and Predict:
Use illustrations and text features
to confirm comprehension.
Continue to confirm predictions
and make new predictions during
reading using plot structure.
Comprehension Monitoring:
• Make and confirm predictions
• Visualization
• Summarization
• Chunking text
• Analyze text features
• Analyze visuals
Coding for Comprehension
Monitoring
Possible Codes:
+ New information
* I know this information
? I don’t understand/Questions
ex Example
P Problem
S Solution
C Connection
 I agree
X I disagree
Independent Reading:
“Interpreting the Data” (pp. 58-61)
Group Summarizing:
Technical Extension: “Healthy
Relationships”, pg. 63-67.
During reading, students take
notes with page number
references for each concept. POST READING
(INDEPENDENT)
COMPREHENSION CHECK
Vocational Extension (68-70)
Vocabulary Assessment (71)
Authentic Assessment (72-73)
Group Summarizing:
“Healthy Relationships”, (63-67)
• After students have read and
make their notes, they discuss,
compare information and ideas
they found that were important
• When group agrees that
supporting information is
important, it’s added to chart.
Fishbowl Discussions:
To prepare for the T.E.A.R.
presentation, use Fishbowl
Discussion strategy to help
students summarize concepts
from all readings. Students are
divided into two groups: the inner
circle, or fishbowl, where several
people hold a discussion, and the
outer circle, where the rest of the
students listen to and observe the
discussion.
Writing to Learn:
Create and present a
presentation for your principal
explaining the benefits and
procedure to bring a T.E.A.R.
representative to your school for
an assembly.
Personal Learning/Action Plan:
Review progress to date and set
new goals for next unit. Update
graphs with new data.
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 3: The Real ACT - Page 3 of 4
Week/Dates:
BEEP LESSON PLANS:
ESSENTIAL QUESTION: How do you prepare successfully for the ACT Reading Test?
UNIT 3:
CONTENT SPECIFIC
Career & College Readiness (aligned to 2007 SSS)
http://www.actstudent.org/index.html
The Real ACT
OBJECTIVES:
Intensive Reading Retake 12:
CORE TEXTS & RESOURCES
The Real ACT – pg. 324-327
The ACT (official website):
http://www.actstudent.org
ACT Question of the Day
http://www.actstudent.org/qotd/
ACT Practice Questions - Reading,
Set 2
http://www.actexampracticetests.com/
practice-reading-2.html
SUPPLEMENTAL
DIGITAL TOOLS &
RESOURCES
• Princeton Review:
www.ecos.princetonreview.com
(Accounts must be created)
• Spark Notes:
http://www.sparknotes.com/testprep/
books/act/chapter12.rhtml
• Study Guide Zone
http://www.studyguidezone.com/actt
est.htm
• Vocabulary and ACT reading skills
practice.
http://www.number2.com/
• 1,296 ACT Practice Questions
2010-2011 School Year: Updated: October 19, 2010
Daily ACT Reading Strategies:
Students will use referring and
reasoning skills to:
• Determine main ideas
• Locate and interpret significant
details
• Understand sequences of events
• Make comparisons
• Comprehend cause-effect
relationships
• Determine the meaning of
context-dependent words,
phrases, and statements
• Draw generalizations
• Analyze the author's or
narrator's voice and method CONTENT SPECIFIC
VOCABULARY:
Word phrases from question
stems:
time of the events, reasonably
inferred, distinction between, best
describes, supports narrator’s
view, details from the passage
suggest, best summarizes, main
function, author implies, main
purpose, author’s attitude,
relationship between,
demonstrates
Objectives: The student will:
• Derive meaning from a
variety of ACT texts
through compare/contrast,
cause/effect, chronological
order, support/argument,
lists, heading and subheadings.
• Determine the main idea or
essential message of the
ACT passages by utilizing a
variety of reading, critical
thinking and test taking
strategies.
• Differentiate and use
effective test taking
strategies needed for the
FCAT and the ACT.
• Use targeted strategies to
answer specific ACT
question types.
• Monitor and graph progress
ACADEMIC
VOCABULARY AND
WORD STUDY
• Context clues
• Contextual analysis
• Chunking text based on
sentence parts &
punctuation
• Question item analysis
• Classroom Word Walls
• Free Rice vocabulary
development
http://www.freerice.com/
Reporting Category 1: Vocabulary
LA.1112.1.6.3: The student will use context clues to determine meanings
of unfamiliar words.
Reporting Category 2: Reading Application
LA.1112.1.7.2: The student will analyze the author’s purpose and/or
perspective in a variety of text and understand how they affect meaning. LA.1112.1.7.3: The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts.
LA.1112.1.7.4: The student will identify cause-and effect relationships in
text. LA.1112.1.7.5: The student will analyze a variety of text structures (e.g.
comparison/contrast, cause/effect, chronological order,
argument/support, lists) and text features (e.g. main headings and
subheadings) and explain their impact on meaning in text. Reporting Category 3: Literary Analysis:
LA.1112: The student will analyze and develop an interpretation of a
literary work by describing the author’s use of literary elements (e.g.
theme, point of view, characterization, setting, plot) and explain and
analyze different elements of figurative language (e.g. simile, metaphor,
personification, hyperbole, symbolism, allusion, imagery.)
LITERATURE/GENRE STUDY
STRATEGIES
Literature/Genre Study provides opportunities for students to self-select
texts that engage and motivate them as readers and life-long learners.
Texts will vary and should reflect non-fiction and fiction across many
different genres.
Literature/Genre Study may incorporate independent reading or small
group reading/literature circles. It should be monitored by the teacher
daily using “Status of the Class”, “Clipboard Cruising” and/or other
teacher/student conferencing strategies. Student learning activities
during literature/genre study might include:
• Reader response logs (prompts, blogs, journals, multimedia)
• Responses/ themes across genres (i.e. news article to song lyric)
• Literary analysis (character, setting, plot, theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, recommendations, etc.
See novel/genre study guide for more strategies for implementation.
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 3: The Real ACT - Page 4 of 4
HIGHER ORDER QUESTION STEMS & STRATEGIES
RECOMMENDED ACT PREP READING STRATEGIES
Preparing for the ACT:
http://www.act.org/aap/pdf/preparing.pdf
http://www.actstudent.org/testprep/index.html
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: The Real ACT
1. How would you improve your score on humanities and social
science passages on the ACT?
2. What common question stems are used in the ACT humanities and
social science passages?
Strategies for answering questions on the 4 types of passages:
1. Questions are not in any order of difficulty.
2. Questions from one type of passage may be easier than another.
3. Read the blurb for each passage to decide which might be the
easiest and do that one first.
4. Count the number of paragraphs in each passage. Passages with
short but many paragraphs may be easier than those with fewer
but longer paragraphs.
5. Use margin notes to help you find answers later –a list of examples
supporting a point might be noted with “ex” for example.
6. Underline the topic sentence in each paragraph. This may not be
the first sentence.
7. Underline cue and transitional phrases such as “subsequently,” “on
the other hand,” “in contrast,” “suggest,” “infer,” “imply”, “indicate,”
“resulted in,” “led to” “caused by” “because,” “compare,” etc.
8. Answer questions that reference a specific line first.
9. When you don’t know the answer or run out of time, use the letter
of the day (the same letter) to answer all unanswered questions.
Strategies for the 4 types of passages:
1. Prose Fiction: Understand and analyze plot, characters, mood,
tone, emotion implied by what characters say and how they say it,
conflict (internal or external).
2. Social Science: Understand and analyze names, dates, main
ideas, text structures (compare/contrast, chronological,
cause/effect), big historic/political ideas
3. 3Humanities: Understand and analyze descriptions and analysis
of works of art, author’s point of view, perspective, argument,
and/or situation; make inferences between ideas, events, people,
trends, modes of thought, text structures (cause/effect)
4.
Natural Science: understand and analyze scientific concepts,
details, generalizations, and theories, relationships between
natural phenomena, specialized or technical language; text
structures (enumeration, classification, compare/contrast,
sequence), big ideas. 2010-2011 School Year: Updated: October 19, 2010
PRE READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
ACT Question of the Day
http://www.actstudent.org/qotd/
Model and practice the ACT
strategies as identified in the
adjacent column.
Read the Blurb: to preview and
predict
Count the number of paragraphs
Sometimes the easiest passages
have the shortest paragraphs
even if they have the most
number of paragraphs.
Map the Questions – Underline
lead words/cue words in
questions, such as those
identified on the content area
vocabulary list. Put a star by line
or paragraph references, use
your POOD (Personal Order of
Difficulty)
Work the Passage – Look for and
circle lead/cue words and
transitional phrases
Work the Questions – Decide
which are Now, Later or Never
Questions. Line or paragraph
referenced questions should
always be NOW.
DURING READING
(SMALL GROUP) GUIDED,
DIFFERENTIATED
Jigsaw reading
Work the Answers: Using POE
(Process of Elimination)
Summarizing and Paraphrasing:
• Outlining
• Power notes
Group Summarizing: Students
use text features to identify major
topics. They read the material,
take notes on what they think is
important in each section, work
with partners to rank the
information, and share their
findings with the class.
Discussion groups prepare
summary statements for each
section of the reading and share
with whole group.
POST READING
(INDEPENDENT)
COMPREHENSION CHECK
Analyze and Interpret Data:
• Determine Raw Score
• Graph data (teacher model,
guided instruction)
• Analyze each question answer
• Evaluate practice test for
evidence of underlining and
other reading strategies.
Personal Learning/Action Plan:
Review progress to date and set
new goals for next unit.
Assessment:
• Analyze students’ notes and
evidence of strategies used on
this section of the practice test.
• Compare Raw Score to the
College Readiness Standards
– pg. 582-583
Graphic Organizers:
• Character mapping
• Venn diagram
• T‐Chart
• H ‐ Chart
• Cause‐Effect map
• Sequence chain
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 4: IMPACT 5.2 - Page 1 of 4
Week/Dates:
BEEP LESSON PLANS:
Intensive Reading Retake 12:
Lessons:
• Each unit consists of 8-12
lessons and lasts about 2 weeks.
• Teachers should focus on FCAT
strategies (using Impact) or ACT
strategies (using The Real ACT
and online resources) based on
the external testing schedule.
• Literature/genre study is woven
in as time allows, for building
motivation and stamina and
engagement with varying
genres/types, lengths, and
themes in text.
CORE TEXTS &
RESOURCES
Impact 5.2 – TE and Student book
Unit 4: “Crime Scene Investigator”, pg.
74-98
BEEP Student Portal resources
Impact Integrity online:
www.pwimpact.com
FCAT released reading tests:
http://fcat.fldoe.org/fcatrelease.asp
FCAT Focus
http://focus.florida-achieves.com/
(Opt) SRA Reading Lab Kit – 3A or 3B
+/or Topics from the Restless
SUPPLEMENTAL
DIGITAL TOOLS &
RESOURCES
Investigators of Property Crimes
http://www.usatoday.com/tech/science/g
enetics/2008-10-20-dnatesting_N.htm
In Latest Science Classes: Dead Men
Do Tell Tales
http://news.discovery.com/human/dnafrees-innocent-man-but-what-abouteyewitnesses.html
NY Times Learning Blog
http://learning.blogs.nytimes.com/
2010-2011 School Year: Updated: October 19, 2010
ESSENTIAL QUESTION: How can science help and/or hinder police investigations?
UNIT 4:
2007 SSS CONTENT
Crime Scene
2007 SSS BENCHMARK FOCUS
SPECIFIC OBJECTIVE:
Investigator
Daily Strategies:
• Activate Prior Knowledge
• Anticipation Guides
• Comprehension Monitoring
• Cooperative Learning
• Explicit Instruction
• Graphic Organizers
• Make and Confirm
Predictions
• Modeling
• Personal Connection
• Preview and Predict
• Read Aloud
• Set Purposes for Reading
• Students Ask and Answer
Own Questions
• Student Inquiry, Discussions
• Oral language/Discussion to
Learn
• Text Connections (Self,
World, Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing/Paraphrasing
• Writing to learn
• Reading to solve problems,
to learn, for pleasure, for life
tasks.
VOCABULARY
CONTENT SPECIFIC
Alimony, Authenticate,
Contaminant, Coroner, Dictate,
Disclosure, Equine,
Espionage, Forensic,
Microscopic, Tenure, Unravel,
dead ends,” resigned,
acquitting, recidivism,
Within and Across Texts
• Analyze word structure (e.g.
affixes, roots words)
• Analyze words/phrases derived
from Greek, Latin, Other
languages
• Analyze words/phrases
• Word relationships
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Author’s purpose
• Author’s perspective
• Author’s bias
• Synthesize information Analyze
and evaluate information
• Determine the validity and
reliability of information
• Text Features (e.g., headings,
subheadings, titles, subtitles,
charts, maps, diagrams,
captions, illustrations, graphs,
bold or italicized text, text
boxes.)
WORD STUDY:
• Context clues
• Contextual analysis
• Structural analysis: prefix, base
word, suffix
• Chunking text based on
sentence parts & punctuation
• Classroom Word Walls
• Concept Definition Maps
Reporting Category 1: Vocabulary
LA.910.1.6.7 The student will identify and
understand the meaning of conceptually
advanced prefixes, suffixes, and root
words.
LA.910.1.6.8 The student will identify
advanced word/phrase relationships and
their meanings.
Reporting Category 2: Reading
Application
LA.910.1.7.2 The student will analyze the
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA.910.1.7.3: The student will determine
the main idea or essential message in
grade-level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details and facts.
Reporting Category 3: Literary Analysis
LA.910.2.2.1 The student will analyze and
evaluate information from text features
(e.g. transitional devices, table of
contents, glossary, index, bold or italicized
text, headings, charts and graphs,
illustrations, subheadings).
Reporting Category 4: Informational
Text/Research Process
LA.910.6.2.2 The student will organize,
synthesize, analyze, and evaluate the
validity and reliability of information from
multiple sources (including primary and
secondary sources) to draw conclusions
using a variety of techniques, and
correctly using standardized citations.
ASSESSMENTS
FORMAL
• FAIR or FORF (per district
Assessment Chart)
• Benchmark Assessment
Tests (as scheduled)
• Mini BATS (as available)
• Practice Tests (FCAT,
ACT)
• FCAT Retake/ACT (per
state schedule)
CONTENT SPECIFIC:
(Impact)
• Reading Comprehension
• Interpreting the Data
• Reflect and Respond
• Technical Extension
• Ethical Dilemma
• Vocational Extension
• Unit Vocabulary
• Authentic Assessment:
CONTENT SPECIFIC (ACT)
• Analyze students’ notes
and evidence of strategies
• Compare Raw Score to the
College Readiness
• Personal Data graphs
• Personal Learning Plan
• Literature/Genre Study
ESOL/ESE
STRATEGIES:
A3: Chunking
B2: Explain Key Concepts
C1 Charts*
E10 Think-Pair-Share
F1 Activating/Building Prior
Knowledge
F8 Reading with purpose
F11: Summarizing*
**Marzano’s High Yield
Strategy
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 4: IMPACT 5.2 - Page 2 of 4
HIGHER ORDER QUESTION STEMS
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: Impact 5.2
1. What conclusions can you draw about how police investigations
have evolved over the years?
2.
Based on what you’ve read, what changes would you make at your
school to solve crimes such as theft?
Item Specifications Questions
8. Based on the rest of the article/poem/passage, which sentence
best restates the meaning of the lines/quotation above? (Analyze
words/text)
9.
According to the article, ___ (Statement of fact)? (Relevant details)
10. According to the article, why has ___ (topic) ____ (action/result)?
(Main idea/relevant details)
11. Based on the passage, which action will the narrator/character
most likely take in the future? (Conclusions/inferences)
12. From the pictures and sub-headings of this article, the reader can
conclude that ___? (Text Features)
13. Based on the passage, which caption would be most appropriate
for the picture on page __? (Text Features)
RECOMMENDED SCIENTIFICALLY BASED READING STRATEGIES
Additional Strategies in the Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf
and in the Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Glossary_of_Strategies.pdf
PRE READING
DURING READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
Read Aloud/Think Aloud:
Engage and motivate learners;
model fluent reading using text
drawn from current news sources
related to unit theme (p. 74 &/or)
“DNA Revolution Under Way for
Investigators of Property Crimes,”
and “In Latest Science Classes:
Dead Men Do Tell Tales.”
(SMALL GROUP) GUIDED,
DIFFERENTIATED
Main Text:
Crime Scene Investigator (74-80)
Vocabulary Word Squares:
A graphic organizer with 4
squares in which students
complete the following (or
variation thereof): 1) define the
word, 2) analyze the structure 3)
write variations of the word and
4) visualize with a picture
Anticipation Guide:
Use the TV show CSI to engage
students with prior knowledge
about the topic and explore own
thoughts and opinions.
Preview and Predict:
Look at title, illustrations, and text
features. Read first few
paragraphs and predict what the
story will be about.
Graphic Organizer
Column Notes (p 78)
Fishbone: Forensic Evidence (86)
Preview and Predict:
Use illustrations and text features
to confirm comprehension.
Continue to confirm predictions
and make new predictions during
reading using plot structure.
Comprehension Monitoring:
• Make and confirm predictions
• Visualization
• Summarization
• Chunking text
• Analyze text features
• Analyze visuals
Cornell Notes
Students use split page note
taking. Label first column,
“Questions/Topics” Label the
second column “More
Questions/Supporting Details.”
After previewing for headings,
subheadings, other text features,
students note questions and
topics in the first column. As they
read, they convert topics and
subtopics into additional
questions and notes.
Paired Reading:
Interpreting the Data pg. 81-88
Independent Reading: “
Technical Extension “Unraveling
the Story”, pg. 88-92 POST READING
(INDEPENDENT)
COMPREHENSION CHECK
Vocational Extension (93-95)
Vocabulary Assessment (96)
A-Z Chart
As an ending review or wrap up
activity, students work with a
partner to complete an A-Z chart
in which they write down a word
for each letter of the alphabet that
relates to ideas learned in unit.
Looking Forward (p.95)
Scenario for group discussion
and/or individual learning log
response
Ticket Out the Door/Exit Slip:
Who Killed the doctor and how?
Ethical Dilemma (p. 95)
Authentic Assessment: (97-98)
CSI Comic Strip
Interview:
Interview a police detective about
the use of forensic science in his
department. Present the results
of the interview as a short
broadcast news story, news
article, comic strip, podcast, or
other multimedia presentation.
Personal Learning/Action Plan:
Review progress to date and set
new goals for next unit. Update
graphs with new data.
2010-2011 School Year: Updated: October 19, 2010
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 4: The Real ACT - Page 3 of 4
Week/Dates:
BEEP LESSON PLANS:
ESSENTIAL QUESTION: How do you prepare successfully for the ACT Reading Test?
UNIT 4:
CONTENT SPECIFIC
Career & College Readiness (aligned to 2007 SSS)
http://www.actstudent.org/index.html
The Real ACT
OBJECTIVES:
Intensive Reading Retake 12:
CORE TEXTS & RESOURCES
The Real ACT (Review pgs 76-97)
The ACT (official website):
http://www.actstudent.org
ACT Question of the Day
http://www.actstudent.org/qotd/
ACT practice for this unit will be from
online resources.
http://www.actexampracticetests.com/
practice-reading.html
Daily ACT Reading Strategies:
Students will use referring and
reasoning skills to:
• Determine main ideas
• Locate and interpret significant
details
• Understand sequences of events
• Make comparisons
• Comprehend cause-effect
relationships
• Determine the meaning of
context-dependent words,
phrases, and statements
• Draw generalizations
• Analyze the author's or
narrator's voice and method http://www.actexampracticetests.com/
practice-reading-2.html
SUPPLEMENTAL
DIGITAL TOOLS &
RESOURCES
• Princeton Review:
www.ecos.princetonreview.com
(Accounts must be created)
• Spark Notes:
http://www.sparknotes.com/testprep/
books/act/chapter12.rhtml
• Study Guide Zone
http://www.studyguidezone.com/actt
est.htm
• Vocabulary and ACT reading skills
practice.
http://www.number2.com/
• 1,296 ACT Practice Questions
CONTENT SPECIFIC
VOCABULARY:
Prose fiction, Social sciences,
Humanities, Natural science,
Blurb, map the questions, personal
order of difficulty (POOD), Now,
Later, or Never questions, work
the passage
Word phrases from questions:
time of the events, reasonably
inferred, distinction between, best
describes, supports narrator’s
view, details from the passage
suggest, best summarizes, main
function, author implies, main
purpose, author’s attitude,
relationship between,
demonstrates
Objectives: The student will:
• Derive meaning from a
variety of ACT texts
through compare/contrast,
cause/effect, chronological
order, support/argument,
lists, heading and subheadings.
• Determine the main idea or
essential message of the
ACT passages by utilizing a
variety of reading, critical
thinking and test taking
strategies.
• Differentiate and use
effective test taking
strategies needed for the
FCAT and the ACT.
• Use targeted strategies to
answer specific ACT
question types.
• Monitor and graph progress
ACADEMIC
VOCABULARY AND
WORD STUDY
• Word/phrase relationships
• Structural analysis: prefix,
base word, suffix
• Antonyms/Synonyms
• Classroom Word Walls
• Free Rice vocabulary
http://www.freerice.com/
Reporting Category 1: Vocabulary
LA.1112.1.6.3: The student will use context clues to determine meanings
of unfamiliar words.
Reporting Category 2: Reading Application
LA.1112.1.7.2: The student will analyze the author’s purpose and/or
perspective in a variety of text and understand how they affect meaning. LA.1112.1.7.3: The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts.
LA.1112.1.7.4: The student will identify cause-and effect relationships in
text. LA.1112.1.7.5: The student will analyze a variety of text structures (e.g.
comparison/contrast, cause/effect, chronological order,
argument/support, lists) and text features (e.g. main headings and
subheadings) and explain their impact on meaning in text. Reporting Category 3: Literary Analysis:
LA.1112: The student will analyze and develop an interpretation of a
literary work by describing the author’s use of literary elements (e.g.
theme, point of view, characterization, setting, plot) and explain and
analyze different elements of figurative language (e.g. simile, metaphor,
personification, hyperbole, symbolism, allusion, imagery.)
LITERATURE/GENRE STUDY
STRATEGIES
Literature/Genre Study provides opportunities for students to self-select
texts that engage and motivate them as readers and life-long learners.
Texts will vary and should reflect non-fiction and fiction across many
different genres.
Literature/Genre Study may incorporate independent reading or small
group reading/literature circles. It should be monitored by the teacher
daily using “Status of the Class”, “Clipboard Cruising” and/or other
teacher/student conferencing strategies. Student learning activities
during literature/genre study might include:
• Reader response logs (prompts, blogs, journals, multimedia)
• Responses/ themes across genres (i.e. news article to song lyric)
• Literary analysis (character, setting, plot, theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, recommendations, etc.
See novel/genre study guide for more strategies for implementation.
2010-2011 School Year: Updated: October 19, 2010
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 4: The Real ACT - Page 4 of 4
HIGHER ORDER QUESTION STEMS & STRATEGIES
RECOMMENDED ACT PREP READING STRATEGIES
Preparing for the ACT:
http://www.act.org/aap/pdf/preparing.pdf
http://www.actstudent.org/testprep/index.html
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: The Real ACT
1. What strategies did you find useful for doing the online ACT
practice tests?
2. How would you need to adjust your plan for attacking the ACT if
you were to take it online?
Strategies for answering questions on the 4 types of passages:
10. Questions are not in any order of difficulty.
11. Questions from one type of passage may be easier than another.
12. Read the blurb for each passage to decide which might be the
easiest and do that one first.
13. Count the number of paragraphs in each passage. Passages with
short but many paragraphs may be easier than those with fewer
but longer paragraphs.
14. Use margin notes to help you find answers later –a list of examples
supporting a point might be noted with “ex” for example.
15. Underline the topic sentence in each paragraph. This may not be
the first sentence.
16. Underline cue and transitional phrases such as “subsequently,” “on
the other hand,” “in contrast,” “suggest,” “infer,” “imply”, “indicate,”
“resulted in,” “led to” “caused by” “because,” “compare,” etc.
17. Answer questions that reference a specific line first.
18. When you don’t know the answer or run out of time, use the letter
of the day (the same letter) to answer all unanswered questions.
Strategies for the 4 types of passages:
5. Prose Fiction: Understand and analyze plot, characters, mood,
tone, emotion implied by what characters say and how they say it,
conflict (internal or external).
6. Social Science: Understand and analyze names, dates, main
ideas, text structures (compare/contrast, chronological,
cause/effect), big historic/political ideas
7. 3Humanities: Understand and analyze descriptions and analysis
of works of art, author’s point of view, perspective, argument,
and/or situation; make inferences between ideas, events, people,
trends, modes of thought, text structures (cause/effect)
8.
Natural Science: understand and analyze scientific concepts,
details, generalizations, and theories, relationships between
natural phenomena, specialized or technical language; text
structures (enumeration, classification, compare/contrast,
sequence), big ideas. PRE READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
ACT Question of the Day
http://www.actstudent.org/qotd/
Brainstorming/Set Purposes for
Reading:
How can the ACT test strategies
by applied to an online test?
Model and practice the ACT
strategies as identified in the
adjacent column.
Read the Blurb: to preview and
predict
Count the number of paragraphs
Sometimes the easiest passages
have the shortest paragraphs
even if they have the most
number of paragraphs.
Map the Questions – Underline
lead words/cue words in
questions, such as those
identified on the content area
vocabulary list. Put a star by line
or paragraph references, use
your POOD (Personal Order of
Difficulty)
Work the Passage – Look for and
circle lead/cue words and
transitional phrases.
Work the Questions – Decide
which are Now, Later or Never
Questions. Line or paragraph
referenced questions should
always be NOW.
DURING READING
POST READING
(SMALL GROUP) GUIDED,
DIFFERENTIATED
Practice ACT test reading
passage #1 online at:
http://www.actexampracticetests.
com/practice-reading.html
(INDEPENDENT)
COMPREHENSION CHECK
Compare and Contrast Matrix:
Create a table or matrix
evaluating whether it is beneficial
or detrimental to take the ACT
online.
Practice ACT test reading
passage #2 online at:
http://www.actexampracticetests.
com/practice-reading-2.html
Work the Answers: Using POE
(Process of Elimination)
Inquiry Chart
Gather information about a topic
from several sources. Design the
I-chart around several questions
about the topic. Students read or
listen to several sources on the
topic and record answers to the
posed questions within the Ichart. Students generate a
summary (group or individually)
in the final row. Graphic Organizers:
• Character mapping
• Venn diagram
• T‐Chart
• H ‐ Chart
• Cause‐Effect map
• Sequence chain
Analyze and Interpret Data:
• Determine Raw Score
• Graph data (teacher model,
guided instruction)
• Analyze each question answer
• Evaluate practice test for
evidence of underlining and
other reading strategies.
Personal Learning/Action Plan:
Review progress to date and set
new goals for next unit.
Assessment:
• Analyze students’ notes and
evidence of strategies used on
this section of the practice test.
• Compare Raw Score to the
College Readiness Standards
– pg. 582-583
2010-2011 School Year: Updated: October 19, 2010
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 5: IMPACT 5.2 - Page 1 of 4
Week/Dates:
BEEP LESSON PLANS:
Intensive Reading Retake 12:
Lessons:
Each unit = approximately 2
weeks. Example:
• Impact 5.2, 8 45-min. lessons
• The Real ACT 8 45-min. lessons
Literature/Genre Study 4 45-min.
lessons (or equivalent for your
schedule)
CORE TEXTS &
RESOURCES
Impact 5.2 – TE and Student
Books
Unit 5: “Addict”, pg. 99-122
BEEP Student Portal resources
Impact Integrity online:
www.pwimpact.com
FCAT released reading tests:
http://fcat.fldoe.org/fcatrelease.asp
SUPPLEMENTAL
DIGITAL TOOLS &
RESOURCES
Teen Drug Abuse
www.teendrugabuse.us/
Brain and Addiction
http://teens.drugabuse.gov/drnida/drnid
a_brain1.asp
FCAT Focus: Compare/contrast.
http://focus.floridaachieves.com/(S(tjs5qt45qv2hct45xllis0
45))/login.aspx NY Times Learning Blog
http://learning.blogs.nytimes.com/
UNIT 5:
Addict
ESSENTIAL QUESTION: Why do people become addicted to drugs?
NG-SSS CONTENT
NG-SSS BENCHMARK FOCUS:
SPECIFIC OBJECTIVE:
Daily Strategies:
• Activate Prior Knowledge
• Anticipation Guides
• Comprehension Monitoring
• Cooperative Learning
• Explicit Instruction
• Graphic Organizers
• Make and Confirm
Predictions
• Modeling
• Personal Connection
• Preview and Predict
• Read Aloud
• Set Purposes for Reading
• Students Ask and Answer
Own Questions
• Student Inquiry, Discussions
• Talking to Learn
• Text Connections (Self,
World, Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Writing to learn
• Reading to solve problems,
to learn, for pleasure
CONTENT SPECIFIC
VOCABULARY:
Addiction, Alternative,
Consciousness, Dependence,
Detoxification, Exhibition,
Expectation, Humility,
Impulsive, Occasion,
Outpatient, Plasticity,
Recovery, Stalemate,
Temptation, Perseverance,
Persistence, Maintaining (mm),
Critical (mm)
Within and Across Texts
• Analyze Word Structure (e.g.,
affixes, root words)
• Analyze words/phrases derived
from Greek, Latin, and Other
Languages
• Multiple meanings
• Text Structure/Organizational
Patterns (e.g., comparison/
contrast, cause/effect,
chronological Order,
argument/support,
definition/explanation,
question/answer,
listing/description)
• Cause and Effect
• Text Features (transitional
devices, table of contents,
glossary, index, bold or italicized
text, headings, charts and
graphs, illustrations,
subheadings)
WORD STUDY:
• Structural analysis: prefix, root
word, suffix
• Multiple meanings (mm)
• Homonyms/Homophones
• Classroom Word Walls
• Chunking text based on
sentence parts & punctuation
• Semantic Feature Analysis
Reporting Category 1: Vocabulary
LA.1112.1.6.7 The student will identify and
understand the meaning of conceptually
advanced prefixes, suffixes, and root
words.
LA.910.1.6.9 determine the correct
meaning of words with multiple meanings
in context.
Reporting Category 2: Reading
Application:
LA.910.1.7.5 analyze a variety of text
structures (e.g., comparison/ contrast,
cause/effect, chronological order,
argument/support, lists) and text features
(main headings with subheadings) and
explain their impact on meaning in text.
LA.910.1.7.4 The student will identify
cause and effect relationships in text.
Reporting Category 3: Literary Analysis
LA.1112.2.2.1: The student will analyze
and evaluate information from text
features (e.g., transitional devices, table of
contents, glossary, index, bold or italicized
text, headings, charts and graphs,
illustrations, subheadings).
Reporting Category 4: Informational
Text/Research Process
LA.1112.6.1.1: The student will explain
how text features (e.g., charts, maps,
diagrams, sub-headings, captions,
illustrations, graphs) aid the reader's
understanding.
ASSESSMENTS
FORMAL
• FAIR or FORF (per district
Assessment Chart)
• Benchmark Assessment
Tests (as scheduled)
• Mini BATS (as available)
• Practice Tests (FCAT,
ACT)
• FCAT Retake/ACT (per
state schedule)
CONTENT SPECIFIC
(IMPACT)
• Interpret the Data
• Reflect and Respond
• Technical Extension
• Ethical Dilemma
• Vocational Extension
• Unit Vocabulary
• Authentic Assessment
CONTENT SPECIFIC (ACT)
• Analyze students’ notes
and evidence of strategies
used on this section of the
practice test.
• Compare Raw Score to the
College Readiness
Standards – pg. 582-583
• Personal Data graphs
• Literature/Genre Study
ESOL/ESE
STRATEGIES:
A3: Chunking
B2: Explain Key Concepts
C1 Charts*
E10 Think-Pair-Share
F1 Activate Prior Knowledge
F8 Reading with purpose
F11: Summarizing*
**Marzano’s High Yield
Strategy
SRA Reading Lab Kit – 3A or 3B
2010-2011 School Year: Updated: October 19, 2010
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 5: IMPACT 5.2 - Page 2 of 4
HIGHER ORDER QUESTION STEMS
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: Impact 5.2
1. What would happen if you confronted a friend or family member
about their addiction?
2.
What connections can you make between drug addiction and
stress?
Item Specifications Questions
14. Based on the rest of the article/poem/passage, which sentence
best restates the meaning of the lines/quotation above? (Analyze
words/text)
15. Which phrase best describes both the ___ and the ___ in the
passage? (Word relationships)
16. According to the article, what do ___ (two or more elements from
the passage) have in common? (Compare)
17. The ___ chart (element from the text) is different from other text
features in the ___ (Title/type of text) because it ___? (Contrast)
18. Which statement from the passage is best supported by the
diagram on page __? (Text Features)
19. From the pictures and sub-headings of this article, the reader can
conclude that ___? (Text Features)
20. Based on the main heading and subheadings, the reader can
determine the main organizational structure of the article is ___?
(Text structures/Organizational patterns)
21. How does (the author) organize the article? (Text
structures/Organizational patterns)
SCIENTIFICALLY BASED READING STRATEGIES
Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf
Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Glossary_of_Strategies.pdf
PRE READING
DURING READING
POST READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
(SMALL GROUP) GUIDED,
DIFFERENTIATED
(INDEPENDENT)
COMPREHENSION CHECK
Read Aloud/Think Aloud:
Engage and motivate learners;
model fluent reading using text
drawn from current news sources
related to unit theme (p. 99 &/or)
“ Teen Drug Abuse” and “Brain
and Addiction.”
Interactive Word Wall Activities
Semantic Feature Analysis
Students examine related
concepts by recording
distinctions between terms
according to particular criteria
across which the concepts are
compared. Using the Semantic
Feature Analysis template, list
the vocabulary in this unit. Across
the top, list several key features
(traits, properties, criteria, or
characteristics) associated with
the vocabulary.
Preview and Predict:
Look at title, illustrations, and text
features. Read first few
paragraphs and predict what the
story will be about.
Graphic Organizer:
Cause/Effect maps (105, 111)
Main Text:
“Addict” (pp. 99-105)
Vocational Extension (118-119)
Vocabulary Assessment (120)
Preview and Predict:
Use illustrations and text features
to confirm comprehension.
Continue to confirm predictions
and make new predictions during
reading using plot structure.
Authentic Assessment: (121-122)
Comprehension Monitoring:
• Make and confirm predictions
• Visualization
• Summarization
• Chunking text
• Analyze text features
• Analyze visuals
Cornell Notes for “Crime Scene
Investigator”, pg. 76-80
Students use split page note
taking. Label first column,
“Questions/Topics” Label the
second column “More
Questions/Supporting Details.”
After previewing for headings,
subheadings, and other text
features, students note questions
and topics in the first column. As
they read, they convert topics
and subtopics into additional
questions and notes.
Paired Reading:
“Interpreting the Data”, pg. 81-88
Role Play/Simulation:
Create a group role-playing
scenario to present to the class
on how to approach a friend that
you suspect has an addiction.
Journal Entry:
Summarize learning for this unit
with a journal entry.
Practice Test/Released FCAT:
Students will take a practice
released FCAT and analyze
answers.
Personal Learning Action Plan:
Now that the course is half-over,
look back on progress from the
beginning of the semester to
now. Review and update graphs
as needed. Reflect and respond:
What are my strengths; in what
areas am I progressing the most?
What areas still need
improvement? Revisit and reflect
on the goals set at the beginning
of the semester. What is my
action plan for turning my areas
of need into strengths so that I
can achieve my goals?
Independent Reading: “
“Unraveling the Story”, pg. 88-92
2010-2011 School Year: Updated: October 19, 2010
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 5: The Real ACT - Page 3 of 4
Week/Dates:
BEEP LESSON PLANS:
Intensive Reading Retake 12:
Lessons
CORE TEXTS & RESOURCES
The Real ACT – pg. 466-469
The ACT (official website):
http://www.actstudent.org
ACT Question of the Day
http://www.actstudent.org/qotd/
ACT practice for this unit will be from
online resources.
http://www.actexampracticetests.com
/practice-reading.html
ESSENTIAL QUESTION: How do you prepare successfully for the ACT Reading Test?
UNIT 5:
CONTENT SPECIFIC
Career & College Readiness (aligned to NG SSS)
http://www.actstudent.org/index.html
The Real ACT
OBJECTIVES:
Daily ACT Reading Strategies:
Students will use referring and
reasoning skills to:
• Determine main ideas
• Locate and interpret
significant details
• Understand sequences of
events
• Make comparisons
• Comprehend cause-effect
relationships
• Determine the meaning of
context-dependent words,
phrases, and statements
• Draw generalizations
• Analyze the author's or
narrator's voice and method
http://www.actexampracticetests.com
/practice-reading-2.html
SUPPLEMENTAL
DIGITAL TOOLS &
RESOURCES
CONTENT SPECIFIC
VOCABULARY:
• Princeton Review: www.ecos.princetonreview.com • Spark Notes: • http://www.sparknotes.com/testpr
ep/books/act/chapter13section2.rht
ml Introduces natural science articles an the ACT • New York Times student resources‐ science related articles and activities http://www.nytimes.com/learning/
students/index.html • Science themed articles http://discovermagazine.com/ • 1,296 ACT Practice Questions
Cue words for Question Types:
• Main idea
• Main point
Main purpose
• Because
• Resulted in
• Led to
• Caused
• Attitude of
• Approves/disapproves
• Point of view
• Tone
• Compares
• Analogy
• Like/unlike
• Most nearly
Objectives: The student will:
• Derive meaning from a variety
of ACT texts through
compare/contrast,
cause/effect, chronological
order, support/argument, lists,
heading and sub-headings.
• Determine the main idea or
essential message of the ACT
passages by utilizing a variety
of reading, critical thinking
and test taking strategies.
• Differentiate and use effective
test taking strategies needed
for the FCAT and the ACT.
• Use targeted strategies to
answer specific ACT question
types.
• Monitor and graph student’s
own progress.
ACADEMIC
VOCABULARY AND
WORD STUDY
• Word/phrase relationships
• Structural analysis: prefix,
base word, suffix
• Antonyms/Synonyms
• Homonyms/Homophones
• Question cue words
• Classroom word walls
• Free Rice vocabulary
http://www.freerice.com/
Reporting Category 1: Vocabulary
LA.1112.1.6.9 The student will determine the correct meaning of words with
multiple meanings in context.
Reporting Category 2: Reading Application
LA.1112.1.7.1: The student will use background knowledge of subject and
related content areas, pre-reading strategies (e.g., previewing, discussing,
generating questions), text features, and text structure to make and confirm
complex predictions of content, purpose, and organization of a reading
selection.
LA.1112.1.7.3: The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts.
LA.1112.1.7.5 The student will analyze a variety of text structure (e.g.,
comparison/contrast, cause/effect, chronological order, argument/support,
lists) and text features (main heading with subheadings) and explain their
impact on meaning in text.
LITERATURE/GENRE STUDY
STRATEGIES
Literature/Genre Study provides opportunities for students to self-select
texts that engage and motivate them as readers and life-long learners.
Texts will vary and should reflect non-fiction and fiction across many
different genres.
Literature/Genre Study may incorporate independent reading or small
group reading/literature circles. It should be monitored by the teacher daily
using “Status of the Class”, “Clipboard Cruising” and/or other
teacher/student conferencing strategies. Student learning activities during
literature/genre study include:
• Reader response (prompts, blogs, journals, multimedia)
• Responses/ themes across genres (i.e. news article to song lyric)
• Literary analysis (Character, setting, plot, theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, recommendations, etc.
See novel/genre study guide for more strategies for implementation.
2010-2011 School Year: Updated: October 19, 2010
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 5: The Real ACT - Page 4 of 4
HIGHER ORDER QUESTION STEMS
SCIENTIFICALLY BASED READING STRATEGIES
Preparing for the ACT:
http://www.act.org/aap/pdf/preparing.pdf
http://www.actstudent.org/testprep/index.html
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: The Real ACT
1. What common question stems are used in the ACT prose fiction
and social science passages?
2. What more can you do to improve your results on the prose fiction
and social science sections of the ACT?
3. What strategies should be used to answer specific question types
on the non-fiction ACT passages?
• Specific Detail - Are straightforward and ask you to identify a
specific detail or piece of evidence from the passage.
• Inference - Ask for implied information. The answers to inference
questions won’t be stated explicitly in the nonfiction passages;
instead, you must ferret out the answer from the evidence
provided by the passage
• Cause-Effect - identify either the cause or the effect of a
particular situation. You are more likely to see these questions
on Social Science and Natural Science passages than on
Humanities passages because the “science” passages often
describe sequences of events.
• Comparison - make comparisons, usually between different
viewpoints or data. You need to assimilate information on both
sides of the comparison and then see how the sides compare.
• Main Idea - Some of the questions will deal with the passage as
a whole, while others will deal with sections of the passage. In
both cases, these questions will ask you to identify the main
ideas or arguments presented within the passage. Other main
idea questions ask you to identify the main purpose of the
passage, to determine why the author wrote it.
• Vocabulary - the meaning of a word given its context. Usually,
these words will have multiple meanings, so you must decide the
function of the word in the specific context.
• Point of View - Ask you to identify how the writer (a real person)
views his or her subject. As you read a passage, consider
whether the writer’s argument seems to support or attack the
passage’s subject, and pay attention to the language the writer
uses. The writer’s tone (is it angry? is it sympathetic?) will be a
good indication of his or her feelings about the subject.
2010-2011 School Year: Updated: October 19, 2010
PRE READING
DURING READING
POST READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
(SMALL GROUP) GUIDED,
DIFFERENTIATED
(INDEPENDENT)
COMPREHENSION CHECK
Work the Passage – Look for and
circle lead words that cue the
reader to the types of questions
being asked and the kind of
information needed to answer the
questions.
Analyze and Interpret Data:
• Determine Raw Score
• Graph data (teacher model,
guided instruction)
• Analyze each question answer
• Evaluate practice test for
evidence of underlining and
other reading strategies.
ACT Question of the Day
http://www.actstudent.org/qotd/
Brainstorming/Set Purposes for
Reading:
How can the ACT test strategies
by applied to an online test?
Read the Blurb: Preview and
Predict
Cooperative Learning/Jigsaw
Additional social science (social
studies) and science related nonfiction articles and activities:
Map the Questions – Underline
lead words, put a star by line or
paragraph references, use your
POOD (Personal Order of
Difficulty)
• http://www.sparknotes.com/test
prep/books/act/chapter13sectio
n2.rhtml
Work the Passage – Look for and
circle lead words
Work the Questions – Decide
which are Now, Later or Never
Questions. Line or paragraph
referenced questions should
always be NOW.
• New York Times student
resources- science related
articles and activities
• http://www.nytimes.com/learnin
g/students/index.html
Personal Learning/Action Plan:
Review progress to date and set
new goals for next unit.
Assessment:
• Analyze students’ notes and
evidence of strategies used on
this section of the practice test.
• Compare Raw Score to the
College Readiness Standards
– pg. 582-583
• Science themed articles
http://discovermagazine.com/
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 6: IMPACT 5.2 - Page 1 of 4
Week/Dates:
BEEP LESSON PLANS:
Intensive Reading Retake 12:
Lessons:
Each unit = approximately 2
weeks. Example:
• Impact 5.2, 8 45-min. lessons
• The Real ACT 8 45-min. lessons
Literature/Genre Study 4 45-min.
lessons (or equivalent for your
schedule)
CORE TEXTS &
RESOURCES
Impact 5.2 – TE and Student
Books
Unit 6 “Female Athletes”, pg. 123144
BEEP Student Portal resources
Impact Integrity online:
www.pwimpact.com
FCAT released reading tests:
http://fcat.fldoe.org/fcatrelease.asp
SUPPLEMENTAL
DIGITAL TOOLS &
RESOURCES
•
•
•
The Planet
http://abcnews.go.com/sports/story?id
=2403872&page=1
Tying the Score: Equity for Female
Athletes
http://www.kcba.org/newsevents/barb
ulletin/archive/2009/0902/article1.aspx
FCAT Focus:
http://focus.florida-achieves.com/
NY Times Learning Blog
http://learning.blogs.nytimes.com/
SRA Reading Lab Kit – 3A or 3B
2010-2011 School Year: Updated: October 19, 2010
Daily Strategies:
• Activate Prior Knowledge
• Anticipation Guides
• Comprehension Monitoring
• Cooperative Learning
• Explicit Instruction
• Graphic Organizers
• Make and Confirm
Predictions
• Modeling
• Personal Connection
• Preview and Predict
• Read Aloud
• Set Purposes for Reading
• Students Ask and Answer
Own Questions
• Student Inquiry, Discussions
• Talking to Learn
• Text Connections (Self,
World, Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Writing to learn
• Reading to solve problems,
to learn, for pleasure
CONTENT SPECIFIC
VOCABULARY:
• The Highest Paid Female Athlete On
•
ESSENTIAL QUESTION: Should male and female athletes be treated the same?
NG-SSS CONTENT
NG-SSS BENCHMARK FOCUS:
ASSESSMENTS
Female Athletes
SPECIFIC OBJECTIVE:
UNIT 6:
Cite, Compel, Compliance,
Controversy, Counterpart,,
Distinctive, Equality, Equity,
Erroneous, Generate,
Implement, Misconception,
Retaliation, Detracts,
Endorsements
Within and Across Texts
• Analyze Word Structure (e.g.,
affixes, root words)
• Analyze words/phrases derived
from Greek, Latin, and Other
Languages
• Analyze Words/Phrases
• Word Relationships
• Multiple meanings
• Author’s Purpose
• Author’s Perspective
• Author’s Bias
• Text Structure (Compare/Contrast,
Cause/Effect, Chronological Order,
Argument/Support, Lists)
Compare (Similarities)
Contrast (Differences)
Synthesize information
Analyze and evaluate
Determine validity and reliability
of information
• Text Features (transitional devices,
•
•
•
•
•
table of contents, glossary, index,
bold or italicized text, headings,
charts and graphs, illustrations,
subheadings)
WORD STUDY:
• Structural analysis: prefix, root
word, suffix
• Greek/Latin Roots
• Multiple meanings
• Homonyms/Homophones
• Classroom Word Walls
• Chunking text based on
sentence parts & punctuation
• Semantic Feature Analysis
• Student VOC Strategy
Reporting Category 1: Vocabulary
LA.910.1.6.7 The student will identify and
understand the meaning of conceptually
advanced prefixes, suffixes, and root
words.
LA.910.1.6.8: The student will identify
advanced word/phrase relationships and
their meanings
La.910.1.6.9 The student will determine
the correct meaning of words with multiple
meanings in context.
Reporting Category 2: Reading
Application:
LA.910.1.7.2 The student will analyze the
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA.910.1.7.5 The student will analyze a
variety of text structures (e.g., comparison/
contrast, cause/effect, chronological order,
argument/support, lists) and text features
(main headings with subheadings) and
explain their impact on meaning in text.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
Reporting Category 3: Literary Analysis
LA.910.2.2.1: The student will analyze and
evaluate information from text features
(e.g., transitional devices, table of
contents, glossary, index, bold or italicized
text, headings, charts and graphs,
illustrations, subheadings).
Reporting Category 4: Informational
Text/Research Process
LA.910.6.2.2 The student will organize,
synthesize, analyze, and evaluate the
validity and reliability of information from
multiple sources (including primary and
secondary sources) to draw conclusions
using a variety of techniques, and
correctly using standardized citations.
FORMAL
• FAIR or FORF (per district
Assessment Chart)
• Benchmark Assessment
Tests (as scheduled)
• Mini BATS (as available)
• Practice Tests (FCAT,
ACT)
• FCAT Retake/ACT (Per
state schedule)
CONTENT SPECIFIC:
• Informational Report based
on the information in this
unit. (See pg. 144)
• Interpreting the Data
• Reflect and Respond
• Technical Extension
• Ethical Dilemma
• Vocational Extension
• Unit Vocabulary
• Authentic Assessment
CONTENT SPECIFIC (ACT)
• Analyze students’ notes
and evidence of strategies
used on this section of the
practice test.
• Compare Raw Score to the
College Readiness
Standards – pg. 582-583
• Personal Data graphs
• Literature/Genre Study
ESOL/ESE
STRATEGIES:
A3: Chunking
B2: Explain Key Concepts
C1 Charts*
E10 Think-Pair-Share
F1 Activate Prior Knowledge
F8 Reading with purpose
F11: Summarizing*
**Marzano’s High Yield
Strategy
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 6: IMPACT 5.2 - Page 2 of 4
HIGHER ORDER QUESTION STEMS
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: Impact 5.2
1. Based on the text, how would you assess the value or importance
of female athletes in the world today?
2.
What recommendation would you make the management of
professional sports teams as far as the equitable pay for male and
female athletes?
Item Specification Questions:
1. What does the sentence (quoted above) tell readers about ___?
(Analyze words/text).
2. How does the author organize the article? (text structure)
3. Which statement from the text is best supported by the diagram on
page ___? (Text features)
4. According to the passage, the reader can infer that ___?
(Conclusions/inferences)
5. What caused ____ (person/cause) to ____ (action/effect)?
(Cause/effect)
6. The ___ is different from other text features in the article because it
___? (Contrast)
7. According to the author, what do ___ have in common? (Compare)
8. How does the narrator’s impression of ___ change throughout the
passage? (Contrast)
SCIENTIFICALLY BASED READING STRATEGIES
Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf
Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Glossary_of_Strategies.pdf
PRE READING
DURING READING
POST READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
(SMALL GROUP) GUIDED,
DIFFERENTIATED
(INDEPENDENT)
COMPREHENSION CHECK
Read Aloud/Think Aloud:
Engage and motivate learners;
model fluent reading using text
drawn from current news sources
related to unit theme (p. 123)
Student VOC Strategy:
This works well with pairs or
small groups of 3-4 students.
Students (1) write the sentence in
which the word appears, (2) Write
a prediction based on how the
word is used in the sentence (3)
Consult an “expert” for the actual
definition (4) Show understanding
by using the word in a sentence
of your own (5) Write down a
strategy to remember the word’s
meaning: draw a picture, mime or
act it out, connect the word with
something familiar from another
story, song, or artifact; (6) explain
the meaning and strategy to
remember to a partner or group.
Interactive Word Wall Activities
Add words to the Word Wall
based on the Student VOC
Strategy.
Preview and Predict:
Look at title, illustrations, and text
features. Read first few
paragraphs and predict what the
story will be about.
Graphic Organizer:
• Question/Answer (p. 129, 134)
2010-2011 School Year: Updated: October 19, 2010
Main Text:
“Female Athletes: Making Their
Mark: (pp. 123-129)
Preview and Predict:
Use illustrations and text features
to confirm comprehension.
Continue to confirm predictions
and make new predictions during
reading using plot structure.
Comprehension Monitoring:
• Make and confirm predictions
• Visualization
• Summarization
• Chunking text
• Analyze text features
• Analyze visuals
Cornell Notes for “Crime Scene
Investigator”, pg. 76-80
Students use split page note
taking. Label first column,
“Questions/Topics” Label the
second column “More
Questions/Supporting Details.”
After previewing for headings,
subheadings, and other text
features, students note questions
and topics in the first column. As
they read, they convert topics
and subtopics into additional
questions and notes.
Paired Reading:
Interpreting the Data pg. 130-133
Independent Reading:
“Title IX”, pg. 136
Vocational Extension (141-142)
Vocabulary Assessment (143)
Authentic Assessment: (144)
Work in collaborative groups to
complete a research project on
participation of women in sports.
Interview on Students Rights
Present the following scenario to
students:
• You know that the boys’
football and basketball teams
travel to all away games for
free. The girl’s basketball and
volleyball teams only travel for
free if the games are within
county. All travel beyond the
county must be paid for by
fund-raising.
• With a partner, develop ten
interview questions to ask the
School Board attorney about
the current position and board
view on whether this is fair
given Title IX law.
• In developing the questions,
consider some of the ideas and
details presented in unit.
• Conduct a real interview if can
be arranged, otherwise,
develop plausible answers to
the interview questions based
on information and evidence
from the texts.
Personal Learning/Action Plan:
Review progress to date and set
new goals for next unit. Update
graphs with new data.
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 6: The Real ACT - Page 3 of 4
Week/Dates:
BEEP LESSON PLANS:
Intensive Reading Retake 12:
Lessons
CORE TEXTS & RESOURCES
ACT practice for this unit will be from
online resources.
http://www.educationplanner.org/edu
cation_planner/preparing_article.asp?
sponsor=2859&articleName=ACT_Pr
actice_Tests
http://www.actexampracticetests.com
/practice-reading-2.html The ACT (official website):
http://www.actstudent.org
ESSENTIAL QUESTION: How do you prepare successfully for the ACT Reading Test?
UNIT 6:
CONTENT SPECIFIC
Career & College Readiness (aligned to NG SSS)
http://www.actstudent.org/index.html
The Real ACT
OBJECTIVES:
Daily ACT Reading Strategies:
Students will use referring and
reasoning skills to:
• Determine main ideas
• Locate and interpret
significant details
• Understand sequences of
events
• Make comparisons
• Comprehend cause-effect
relationships
• Determine the meaning of
context-dependent words,
phrases, and statements
• Draw generalizations
• Analyze the author's or
narrator's voice and method
ACT Question of the Day
http://www.actstudent.org/qotd/
SUPPLEMENTAL
DIGITAL TOOLS &
RESOURCES
• Princeton Review:
www.ecos.princetonreview.com
• Spark Notes:
http://www.sparknotes.com/testpre
p/books/act/
• Introduction to Strategies for the
Reading Test
http://www.sparknotes.com/testpre
p/books/act/chapter12.rhtml
• The Prose Fiction Passage
http://www.sparknotes.com/testpre
p/books/act/chapter13section1.rhtm
l
The Three Nonfiction Passages
• http://www.sparknotes.com/testpre
p/books/act/chapter13section2.rhtm
l
• 1,296 ACT Practice Questions
2010-2011 School Year: Updated: October 19, 2010
CONTENT SPECIFIC
VOCABULARY:
Cue words for question types:
• Main idea
• Main point
Main purpose
• Because
• Resulted in
• Led to
• Caused
• Attitude of
• Approves/disapproves
• Point of view
• Tone
• Compares
• Analogy
• Like/unlike
• Most nearly
Objectives: The student will:
• Derive meaning from a variety
of ACT texts through
compare/contrast,
cause/effect, chronological
order, support/argument, lists,
heading and sub-headings.
• Determine the main idea or
essential message of the ACT
passages by utilizing a variety
of reading, critical thinking
and test taking strategies.
• Use targeted strategies to
answer specific ACT question
types.
• Differentiate and use effective
test taking strategies needed
for the FCAT and the ACT.
• Monitor and graph student’s
own progress.
ACADEMIC
VOCABULARY AND
WORD STUDY
• Word/phrase relationships
• Structural analysis: prefix,
base word, suffix
• Antonyms/Synonyms
• Homonyms/Homophones
• Question cue words
• Classroom Word Walls
• Free Rice vocabulary
http://www.freerice.com/
Reporting Category 1: Vocabulary
LA.1112.1.6.9 The student will determine the correct meaning of words with
multiple meanings in context.
Reporting Category 2: Reading Application
LA.1112.1.7.1: The student will use background knowledge of subject and
related content areas, pre-reading strategies (e.g., previewing, discussing,
generating questions), text features, and text structure to make and confirm
complex predictions of content, purpose, and organization of a reading
selection.
LA.1112.1.7.3: The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts.
LA.1112.1.7.5 The student will analyze a variety of text structure (e.g.,
comparison/contrast, cause/effect, chronological order, argument/support,
lists) and text features (main heading with subheadings) and explain their
impact on meaning in text.
LITERATURE/GENRE STUDY
STRATEGIES
Literature/Genre Study provides opportunities for students to self-select
texts that engage and motivate them as readers and life-long learners.
Texts will vary and should reflect non-fiction and fiction across many
different genres.
Literature/Genre Study may incorporate independent reading or small
group reading/literature circles. It should be monitored by the teacher daily
using “Status of the Class”, “Clipboard Cruising” and/or other
teacher/student conferencing strategies. Student learning activities during
literature/genre study include:
• Reader response (prompts, blogs, journals, multimedia)
• Responses/ themes across genres (i.e. news article to song lyric)
• Literary analysis (Character, setting, plot, theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, recommendations, etc.
See novel/genre study guide for more strategies for implementation.
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 6: The Real ACT - Page 4 of 4
HIGHER ORDER QUESTION STEMS
SCIENTIFICALLY BASED READING STRATEGIES
Preparing for the ACT:
http://www.act.org/aap/pdf/preparing.pdf
http://www.actstudent.org/testprep/index.html
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: The Real ACT
1. Based on the results of the practice tests over the past few weeks,
what choices would you make pertaining to how to approach the
official ACT test?
2. How would you classify the types of questions that are on the
reading portion of the ACT?
4. What strategies should be used to answer specific question types
on the non-fiction ACT passages?
• Specific Detail - Are straightforward and ask you to identify a
specific detail or piece of evidence from the passage.
• Inference - Ask for implied information. The answers to inference
questions won’t be stated explicitly in the nonfiction passages;
instead, you must ferret out the answer from the evidence
provided by the passage
• Cause-Effect - identify either the cause or the effect of a
particular situation. You are more likely to see these questions
on Social Science and Natural Science passages than on
Humanities passages because the “science” passages often
describe sequences of events.
• Comparison - make comparisons, usually between different
viewpoints or data. You need to assimilate information on both
sides of the comparison and then see how the sides compare.
• Main Idea - Some of the questions will deal with the passage as
a whole, while others will deal with sections of the passage. In
both cases, these questions will ask you to identify the main
ideas or arguments presented within the passage. Other main
idea questions ask you to identify the main purpose of the
passage, to determine why the author wrote it.
• Vocabulary - the meaning of a word given its context. Usually,
these words will have multiple meanings, so you must decide the
function of the word in the specific context.
• Point of View - Ask you to identify how the writer (a real person)
views his or her subject. As you read a passage, consider
whether the writer’s argument seems to support or attack the
passage’s subject, and pay attention to the language the writer
uses. The writer’s tone (is it angry? is it sympathetic?) will be a
good indication of his or her feelings about the subject.
PRE READING
DURING READING
POST READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
(SMALL GROUP) GUIDED,
DIFFERENTIATED
(INDEPENDENT)
COMPREHENSION CHECK
ACT Question of the Day
http://www.actstudent.org/qotd/
Read the Blurb: Preview and
Predict
Map the Questions – Underline
lead words, put a star by line or
paragraph references, use your
POOD (Personal Order of
Difficulty)
Work the Passage – Look for and
circle lead words.
Work the Questions – Decide
which are Now, Later or Never
Questions. Line or paragraph
referenced questions should
always be NOW.
Work the Answers: Using POE
(Process of Elimination)
Independent Practice:
Take a full practice ACT reading
test. Timed 35 minutes for all 4
passages.
Analyze and Interpret Data:
• Determine Raw Score
• Graph data (teacher model,
guided instruction)
• Analyze each question answer
• Evaluate practice test for
evidence of underlining and
other reading strategies.
Personal Learning/Action Plan:
Review progress to date and set
new goals for next unit.
Assessment:
• Analyze students’ notes and
evidence of strategies used on
this section of the practice test.
• Compare Raw Score to the
College Readiness Standards
– pg. 582-583
• Compare results on this
practice test to the results on
the other ACT practice
passages.
• Determine areas of strength
and weakness. The type of
passage that the student does
consistently well on should
determine their POOD and
indicate which passages the
student should do first on an
actual test.
2010-2011 School Year: Updated: October 19, 2010
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 7: IMPACT 5.2 - Page 1 of 4
Week/Dates:
BEEP LESSON PLANS:
Intensive Reading Retake 12:
Lessons:
• Each unit consists of 8-12
lessons and lasts about 2 weeks.
• Teachers should focus on FCAT
strategies (using Impact) or ACT
strategies (using The Real ACT
and online resources) based on
the external testing schedule.
• Literature/genre study is woven
in as time allows, for building
motivation and stamina and
engagement with varying
genres/types, lengths, and
themes in text.
CORE TEXTS &
RESOURCES
Impact 5.2 – TE and Student book
Unit 7 “Band For the Ages”, pp.
145-166
BEEP Student Portal resources
Impact Integrity online:
www.pwimpact.com
FCAT released reading tests:
http://fcat.fldoe.org/fcatrelease.asp
FCAT Focus
http://focus.florida-achieves.com/
(Opt) SRA Reading Lab Kit – 3A or
3B +/or Topics from the Restless
SUPPLEMENTAL
DIGITAL TOOLS &
RESOURCES
The Highest Paid Female Athlete
http://abcnews.go.com/sports/story
?id=2403872&page=1
Tying the Score: Equity
http://www.kcba.org/newsevents/b
arbulletin/archive/2009/0902/article1.aspx
NY Times Learning Blog
http://learning.blogs.nytimes.com/
2010-2011 School Year: Updated: October 19, 2010
ESSENTIAL QUESTION: How have musicians and the music industry evolved over time?
2007 SSS CONTENT
2007 SSS BENCHMARK FOCUS
UNIT 7:
th
Band for the Ages
SPECIFIC OBJECTIVE:
(for 10 Grade Retake):
Daily Strategies:
• Activate Prior Knowledge
• Anticipation Guides
• Comprehension Monitoring
• Cooperative Learning
• Explicit Instruction
• Graphic Organizers
• Make and Confirm
Predictions
• Modeling
• Personal Connection
• Preview and Predict
• Read Aloud
• Set Purposes for Reading
• Students Ask and Answer
Own Questions
• Student Inquiry, Discussions
• Oral language/Discussion to
Learn
• Text Connections (Self,
World, Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing/Paraphrasing
• Writing to learn
• Reading to solve problems,
to learn, for pleasure, for life
tasks.
VOCABULARY
CONTENT SPECIFIC
Access, cartridge, evolution,
evolve, gauge, genre,
integrate, longevity, marketing,
relevant, revive,
transformation, vulcanize,
piracy
Within and Across Texts
• Multiple meanings
• Analyze word structure (e.g.
affixes, roots words)
• Analyze words/phrases derived
from Greek, Latin and Other
languages
• Text Structures/Organizational
Patterns (e.g.,
comparison/contrast,
cause/effect, chronological
order, argument/support,
definition/explanation,
question/answer,
listing/description)
• Author’s Purpose
• Author’s Perspective
• Author’s Bias
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Descriptive language
• Figurative language
• Text Features (e.g. headings,
subheadings, sections, titles,
subtitles, charts, tables, maps,
diagrams, captions, illustrations,
graphs, italicized text, text boxes)
WORD STUDY:
• Context clues
• Contextual analysis
• Structural analysis: prefix, base
word, suffix
• Chunking text based on
sentence parts & punctuation
• Classroom Word Walls
• Probable Passages
Reporting Category 1: Vocabulary
LA.910.1.6.9 The student will determine
the correct meaning of words with multiple
meanings in context.
LA.910.1.6.11 The student will identify the
meaning of words and phrases from other
languages commonly used by writers of
English (e.g. ad hoc, post facto, RSVP).
Reporting Category 2: Reading
Application:
LA.910.1.7.5 The student will analyze a
variety of text structures (e.g., comparison/
contrast, cause/effect, chronological order,
argument/support, lists) and text features
(main headings with subheadings) and
explain their impact on meaning in text.
LA.910.1.7.2: The student will analyze the
authors’ purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA.910.1.7.3. The student will determine
the main idea or essential message in
grade level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
Reporting Category 3: Literary Analysis
LA.910.2.1.7: The student will analyze,
interpret, and evaluate an author’s use of
descriptive language (e.g. tone, irony,
mood, imagery, pun, alliteration,
onomatopoeia, allusion) figurative
language (e.g. symbolism, metaphor,
personification, hyperbole), common
idioms, and mythological and literary
allusions, and explain how they impact
meaning in a variety of texts.
Reporting Category 4: Informational
Text/Research Process
LA.910.6.1.1: The student will explain how
text features (e.g., charts, maps,
diagrams, sub-headings, captions,
illustrations, graphs) aid the reader's
understanding.
ASSESSMENTS
FORMAL
• FAIR or FORF (per district
Assessment Chart)
• Benchmark Assessment
Tests (as scheduled)
• Mini BATS (as available)
• Practice Tests (FCAT,
ACT)
• FCAT Retake/ACT (per
state schedule)
CONTENT SPECIFIC:
(Impact)
• Reading Comprehension
• Interpreting the Data
• Reflect and Respond
• Technical Extension
• Ethical Dilemma
• Vocational Extension
• Unit Vocabulary
• Authentic Assessment:
CONTENT SPECIFIC (ACT)
• Analyze students’ notes
and evidence of strategies
• Compare Raw Score to the
College Readiness
• Personal Data graphs
• Personal Learning Plan
• Literature/Genre Study
ESOL/ESE
STRATEGIES:
A3: Chunking
B2: Explain Key Concepts
C1 Charts*
E10 Think-Pair-Share
F1 Activating/Building Prior
Knowledge
F8 Reading with purpose
F11: Summarizing*
**Marzano’s High Yield
Strategy
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 7: IMPACT 5.2 - Page 2 of 4
HIGHER ORDER QUESTION STEMS
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: Impact 5.2
1. What details from the passages would you to support the title of
the unit “Band For The Ages”?
2. What invention would you create to be the next major medium in
the music industry?
3. What advice would you give a friend who wants to pursue a career
in the music business?
4. What popular artists today have what it takes to be successful and
why?
5. What changes in the music industry could reverse the decline of
music sales?
6. Explain the pros and cons of selling music exclusively through
online/digital sources?
Item Specification Questions:
22. In the lines above, what does the word ___ reveal about the ___?
(Multiple meanings)
23. In the excerpt above, the author uses the comparison to ___?
(Author’s purpose)
24. Explain how ___ (the text) persuades readers to __? (Author’s
purpose)
25. According to the article, what do ___ (two or more elements from
the passage) have in common? (Compare)
26. The ___ (element from the text) is different from ___ (element from
the text) because it ___? (Contrast)
27. What literary device does the author/writer use in the sentence
(quote from text) above? (Descriptive language)
28. Which statement from the passage is best supported by the ___
(text feature) on page __? (Text Features)
29. From the pictures and sub-headings of this article, the reader can
conclude that ___? (Text Features)
2010-2011 School Year: Updated: October 19, 2010
RECOMMENDED SCIENTIFICALLY BASED READING STRATEGIES
Additional Strategies in the Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf
and in the Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Glossary_of_Strategies.pdf
PRE READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
Read Aloud/Think Aloud:
Engage and motivate learners;
model fluent reading using text
drawn from current news sources
related to unit theme (p. 145)
Probable Passage Strategy
1. Choose eight to fourteen words or
phrases from the text and post on the
board or overhead. Words should
reflect characters, setting, problem,
and outcomes, as well as some
unknown words that are critical to the
theme of the selection.
2. Prepare the Probable Passage
handout with boxes labeled
"Characters," "Setting," "Problem,"
"Outcomes," and "Unknown Words,"
“Gist or Prediction Statement,” and
"To Discover"
3. Students discuss the words and
phrases and decide into which box to
put each one. Students write the gist
or prediction statement and generate
"To Discover" questions.
4. When finished, groups share results
and gist statements, and brainstorm
more to discover when reading.
DURING READING
POST READING
(SMALL GROUP) GUIDED,
DIFFERENTIATED
Main Text:
“Band for the Ages”: (145-151)
(INDEPENDENT)
COMPREHENSION CHECK
Vocational Extension (162-164)
Vocabulary Assessment (165)
Preview and Predict:
Use illustrations and text features
to confirm comprehension.
Continue to confirm predictions
and make new predictions during
reading using plot structure.
Probable Passages (cont.)
After reading, compare the
Probable Passages and discuss
into what categories the author
would have placed the words.
Revise gist statement based on
new knowledge.
Probable Passages (cont.)
During reading, underline or
margin note words from the
probable passage, mentally
noting whether gist/predictions
are on target.
Comprehension Monitoring:
• Make and confirm predictions
• Visualization
• Summarization
• Chunking text
• Analyze text features
• Analyze visuals
Graphic Organizers (151, 155)
Interactive Word Wall Activities
Add words to the Word Wall
based on the Probable Passages
strategy.
Semantic Feature Analysis:
“Band For The Ages”, pg. 147
Preview and Predict:
Look at title, illustrations, and text
features. Read first few
paragraphs and predict.
Independent Reading: “The
Evolution of Pop Music”, pg. 157
“Piracy: Online and On the
Street”
http://www.riaa.com/physicalpirac
y.php Paired Reading:
Interpreting the Data, pg 152-156
Writing to Learn/Journal/Log:
What has helped some bands
withstand the test of time while
others were “one-hit-wonders”?
Authentic Assessment: (166)
Create a timeline to show the
progress of the music industry
based on the information from the
passages and information in the
unit.
(Opt) Debate:
Using information from the texts,
online databases in BEEP and
other resources, research
arguments for a debate on music
piracy: “Is it stealing when friends
share digital music?”
Personal Learning/Action Plan:
Review progress to date and set
new goals for next unit. Update
graphs with new data.
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 7: The Real ACT - Page 3 of 4
Week/Dates:
BEEP LESSON PLANS:
ESSENTIAL QUESTION: How do you prepare successfully for the ACT Reading Test?
UNIT 7:
CONTENT SPECIFIC
Career & College Readiness (aligned to 2007 SSS)
http://www.actstudent.org/index.html
The Real ACT
OBJECTIVES:
Intensive Reading Retake 12:
CORE TEXTS & RESOURCES
ACT practice for this unit will be from
online resources.
http://www.actexampracticetests.com/
practice-reading-2.html
The ACT (official website):
http://www.actstudent.org
ACT Question of the Day
http://www.actstudent.org/qotd/
Daily ACT Reading Strategies:
Students will use referring and
reasoning skills to:
• Determine main ideas
• Locate and interpret significant
details
• Understand sequences of events
• Make comparisons
• Comprehend cause-effect
relationships
• Determine the meaning of
context-dependent words,
phrases, and statements
• Draw generalizations
• Analyze the author's or
narrator's voice and method
(Opt) 1,296 ACT Practice Questions
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
CONTENT SPECIFIC
VOCABULARY:
• Princeton Review:
www.ecos.princetonreview.com
• Spark Notes:
http://www.sparknotes.com/testprep/
books/act/
• Introduction to Strategies for the
Reading Test
http://www.sparknotes.com/testprep/
books/act/chapter12.rhtml
• The Prose Fiction Passage
http://www.sparknotes.com/testprep/
books/act/chapter13section1.rhtml
The Three Nonfiction Passages
• http://www.sparknotes.com/testprep/
books/act/chapter13section2.rhtml
Question cue words: Most nearly,
structure of the passage, dialogue,
narrator’s perspective, character
sketch, narration, attitude,
reasonably inferred, metaphor,
narrator’s account, most nearly
means, most nearly describes,
characterizes, main idea, remark,
common factor, cites, interactions,
anomaly, contribution, main
function, establishes all of the
following except, most likely
includes, to suggest, referred,
information indicates, might
exhibit, expresses the belief.
Objectives: The student will:
• Derive meaning from a
variety of ACT texts
through compare/contrast,
cause/effect, chronological
order, support/argument,
lists, heading and subheadings.
• Determine the main idea or
essential message of the
ACT passages by utilizing a
variety of reading, critical
thinking and test taking
strategies.
• Differentiate and use
effective test taking
strategies needed for the
FCAT and the ACT.
• Use targeted strategies to
answer specific ACT
question types.
• Monitor and graph progress
ACADEMIC
VOCABULARY AND
WORD STUDY
• Word/phrase relationships
• Structural analysis: prefix,
base word, suffix
• Question cue words
• Classroom Word Walls
• Free Rice vocabulary
http://www.freerice.com/
Reporting Category 1: Vocabulary
LA.1112.1.6.3: The student will use context clues to determine meanings
of unfamiliar words.
Reporting Category 2: Reading Application
LA.1112.1.7.2: The student will analyze the author’s purpose and/or
perspective in a variety of text and understand how they affect meaning. LA.1112.1.7.3: The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts.
LA.1112.1.7.4: The student will identify cause-and effect relationships in
text. LA.1112.1.7.5: The student will analyze a variety of text structures (e.g.
comparison/contrast, cause/effect, chronological order,
argument/support, lists) and text features (e.g. main headings and
subheadings) and explain their impact on meaning in text. Reporting Category 3: Literary Analysis:
LA.1112: The student will analyze and develop an interpretation of a
literary work by describing the author’s use of literary elements (e.g.
theme, point of view, characterization, setting, plot) and explain and
analyze different elements of figurative language (e.g. simile, metaphor,
personification, hyperbole, symbolism, allusion, imagery.)
LITERATURE/GENRE STUDY
STRATEGIES
Literature/Genre Study provides opportunities for students to self-select
texts that engage and motivate them as readers and life-long learners.
Texts will vary and should reflect non-fiction and fiction across many
different genres.
Literature/Genre Study may incorporate independent reading or small
group reading/literature circles. It should be monitored by the teacher
daily using “Status of the Class”, “Clipboard Cruising” and/or other
teacher/student conferencing strategies. Student learning activities
during literature/genre study might include:
• Reader response logs (prompts, blogs, journals, multimedia)
• Responses/ themes across genres (i.e. news article to song lyric)
• Literary analysis (character, setting, plot, theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, recommendations, etc.
See novel/genre study guide for more strategies for implementation.
2010-2011 School Year: Updated: October 19, 2010
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 7: The Real ACT - Page 4 of 4
HIGHER ORDER QUESTION STEMS & STRATEGIES
RECOMMENDED ACT PREP READING STRATEGIES
Preparing for the ACT:
http://www.act.org/aap/pdf/preparing.pdf
http://www.actstudent.org/testprep/index.html
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: The Real ACT
1. What changes would you make to your approach to the humanities
and natural science passages to be more successful on the ACT?
2.
How can you make the distinction between Now, Later and Never
questions?
Strategies to answer specific question types of ACT passages:
• Specific Detail - Are straightforward and ask you to identify a specific
detail or piece of evidence from the passage.
• Inference - Ask for implied information. The answers to inference
questions won’t be stated explicitly in the nonfiction passages;
instead, you must ferret out the answer from the evidence provided by
the passage
• Cause-Effect - identify either the cause or the effect of a particular
situation. You are more likely to see these questions on Social
Science and Natural Science passages than on Humanities passages
because the “science” passages often describe sequences of events.
• Comparison - make comparisons, usually between different
viewpoints or data. You need to assimilate information on both sides
of the comparison and then see how the sides compare.
• Main Idea - Some of the questions will deal with the passage as a
whole, while others will deal with sections of the passage. In both
cases, these questions will ask you to identify the main ideas or
arguments presented within the passage. Other main idea questions
ask you to identify the main purpose of the passage, to determine why
the author wrote it.
• Vocabulary - the meaning of a word given its context. Usually, these
words will have multiple meanings, so you must decide the function of
the word in the specific context.
• Point of View - Ask you to identify how the writer (a real person) views
his or her subject. As you read a passage, consider whether the
writer’s argument seems to support or attack the passage’s subject,
and pay attention to the language the writer uses. The writer’s tone (is
it angry? is it sympathetic?) will be a good indication of his or her
feelings about the subject.
PRE READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
ACT Question of the Day
http://www.actstudent.org/qotd/
Model and practice the ACT
strategies as identified in the
adjacent column.
Read the Blurb: to preview and
predict
Count the number of paragraphs
Sometimes the easiest passages
have the shortest paragraphs
even if they have the most
number of paragraphs.
Map the Questions – Underline
lead words, such as those
identified on the content area
vocabulary list. Put a star by line
or paragraph references, use
your POOD (Personal Order of
Difficulty)
Work the Passage – Look for and
circle lead/cue words and
transitional phrases such as
those in the content vocabulary
word list.
DURING READING
POST READING
(SMALL GROUP) GUIDED,
DIFFERENTIATED
Cooperative Groups:
Using ACT strategies on practice
items.
(INDEPENDENT)
COMPREHENSION CHECK
Analyze and Interpret Data:
• Determine Raw Score
• Graph data (teacher model,
guided instruction)
• Analyze each question answer
to determine patterns of
responses
• Evaluate practice test for
evidence of underlining and
other reading strategies.
Independent Practice:
Take a full practice ACT reading
test. Timed 35 minutes for all 4
passages.
Graphic Organizers:
• Character mapping
• Venn diagram
• T‐Chart
• H ‐ Chart
• Cause‐Effect map
• Sequence chain
Personal Learning/Action Plan:
Review progress to date and set
new goals for next unit.
Assessment:
• Analyze students’ notes and
evidence of strategies used on
this section of the practice test.
• Compare Raw Score to the
College Readiness Standards
– pg. 582-583
• Compare results on this
practice test to the results on
the other ACT practice
passages.
• Determine areas of strength
and weakness.
Work the Questions – Decide
which are Now, Later or Never
Questions. Line or paragraph
referenced questions should
always be NOW.
2010-2011 School Year: Updated: October 19, 2010
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 8: IMPACT 5.2 - Page 1 of 4
Week/Dates:
BEEP LESSON PLANS:
Intensive Reading Retake 12:
Lessons:
• Each unit consists of 8-12
lessons and lasts about 2 weeks.
• Teachers should focus on FCAT
strategies (using Impact) or ACT
strategies (using The Real ACT
and online resources) based on
the external testing schedule.
• Literature/genre study is woven
in as time allows, for building
motivation and stamina and
engagement with varying
genres/types, lengths, and
themes in text.
CORE TEXTS &
RESOURCES
Impact 5.2 – TE and Student book
Unit 8 “Technology in Sports” pg. 167190
BEEP Student Portal resources
Impact Integrity online:
www.pwimpact.com
FCAT released reading tests:
http://fcat.fldoe.org/fcatrelease.asp
FCAT Focus
http://focus.florida-achieves.com/
(Opt) SRA Reading Lab Kit – 3A or 3B
+/or Topics from the Restless
SUPPLEMENTAL
DIGITAL TOOLS &
RESOURCES
An Amputee Sprinter: Is He Disabled or
Too-Abled?
http://www.nytimes.com/2007/05/15/spo
rts/othersports/15runner.html?_r=3&scp
=2&sq=oscar%20pistorius&st=cseFNY
%20Times
From Avatar Playbook
http://www.nytimes.com/2010/10/03/spo
rts/03reality.html?_r=1&ref=sports
Images Capture a Victory
http://www.nytimes.com/2008/08/24/spo
rts/olympics/24phelps.html?_r=1
2010-2011 School Year: Updated: October 19, 2010
ESSENTIAL QUESTION: Are athletes born or built?
2007 SSS CONTENT
UNIT 8:
“Technology in Sports”
SPECIFIC OBJECTIVE:
Daily Strategies:
• Activate Prior Knowledge
• Anticipation Guides
• Comprehension Monitoring
• Cooperative Learning
• Explicit Instruction
• Graphic Organizers
• Make and Confirm
Predictions
• Modeling
• Personal Connection
• Preview and Predict
• Read Aloud
• Set Purposes for Reading
• Students Ask and Answer
Own Questions
• Student Inquiry, Discussions
• Oral language/Discussion to
Learn
• Text Connections (Self,
World, Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing/Paraphrasing
• Writing to learn
• Reading to solve problems,
to learn, for pleasure, for life
tasks.
VOCABULARY
CONTENT SPECIFIC
Abandon, Asterisk, Endurance,
Inherit, Paramount, Perceive,
Permissible, Potential,
Prosthetic, Stimulation,
Triathlon, Unprecedented
Within and Across Texts
• Context clues
• Analyze words/phrases
• Word relationships
• Text Structures/Organizational
Patterns (e.g.,
comparison/contrast,
cause/effect, chronological
order, argument/support,
definition/explanation,
question/answer,
listing/description)
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Cause/Effect
• Descriptive language
• Figurative language
• Synthesize information
• Analyze and Evaluate
information
• Determine the validity and
reliability of information
WORD STUDY:
• Context clues
• Contextual analysis
• Structural analysis: prefix, base
word, suffix
• Chunking text based on
sentence parts & punctuation
• Classroom Word Walls
• Vocabulary Improvement
Strategy (VIS)
2007 SSS BENCHMARK FOCUS
Reporting Category 1: Vocabulary
LA.910.1.6.3 The student will use context
clues to determine meanings of unfamiliar
words.
LA.910.1.6.8 The student will identify
advanced word/phrase relationships and
their meanings.
Reporting Category 2: Reading
Application:
LA.910.1.7.5 The student will analyze a
variety of text structures (e.g., comparison/
contrast, cause/effect, chronological order,
argument/support, lists) and text features
(main headings with subheadings) and
explain their impact on meaning in text.
LA.910.1.7.3. The student will determine
the main idea or essential message in
grade level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.910.1.7.4 The student will identify
cause and effect relationships in text.
Reporting Category 3: Literary Analysis
LA.910.2.1.7: The student will analyze,
interpret, and evaluate an author’s use of
descriptive language (e.g. tone, irony,
mood, imagery, pun, alliteration,
onomatopoeia, allusion) figurative
language (e.g. symbolism, metaphor,
personification, hyperbole), common
idioms, and mythological and literary
allusions, and explain how they impact
meaning in a variety of texts.
Reporting Category 4: Informational
Text/Research Process
LA.910.6.2.2 The student will organize,
synthesize, and evaluate the validity and
reliability of information from multiple
sources (including primary and secondary
sources) to draw conclusions using a
variety of techniques, and correctly use
standardized citations.
ASSESSMENTS
FORMAL
• FAIR or FORF (per district
Assessment Chart)
• Benchmark Assessment
Tests (as scheduled)
• Mini BATS (as available)
• Practice Tests (FCAT,
ACT)
• FCAT Retake/ACT (per
state schedule)
CONTENT SPECIFIC:
(Impact)
• Reading Comprehension
• Interpreting the Data
• Reflect and Respond
• Technical Extension
• Ethical Dilemma
• Vocational Extension
• Unit Vocabulary
• Authentic Assessment:
CONTENT SPECIFIC (ACT)
• Analyze students’ notes
and evidence of strategies
• Compare Raw Score to the
College Readiness
• Personal Data graphs
• Personal Learning Plan
• Literature/Genre Study
ESOL/ESE
STRATEGIES:
A3: Chunking
B2: Explain Key Concepts
C1 Charts*
E10 Think-Pair-Share
F1 Activating/Building Prior
Knowledge
F8 Reading with purpose
F11: Summarizing*
**Marzano’s High Yield
Strategy
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 8: IMPACT 5.2 - Page 2 of 4
HIGHER ORDER QUESTION STEMS
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: Impact 5.2
1.
2.
3.
4.
5.
6.
7.
What is your opinion of the use of technology in sports? Support
your answer with information from the text.
What recommendations would you make to the I.O.C.
(International Olympic Committee) about the use of technology at
the Olympic Games?
Considering the technological advances we have today, is it fair to
compare the performances of athletes from the past with the
performance of present-day athletes?
Should rules committees in each sport set up rules to ensure that
athletic competitions are based purely on athletic ability or should
game officials allow athletes to improve their abilities through
technological advances in training and competition?
At what point do technological advances become unfair and/or
cheating?
What are the genetic factors that can limit an athlete’s
performance?
What do you think has a greater influence on athletic performance:
genetics or technology/innovations in training?
Item Specification Questions:
1. Read the sentence from the passage. What does the word ___
mean as used in the sentence above? (Context clues)
2. Which pair of words from the article best describes ___ conveyed
in the pictures on page __? (Word relationships)
3. What does the sentence (quoted above) tell readers about ___?
(Analyze words/text)
4. From reading the article, the reader can infer that ___.
(Conclusions/inferences)
5. According to the passage, ___ (statement from the article).
(Relevant details)
6. Based on the passage, which action will the narrator/character
most likely take in the future? (Conclusions/inferences)
7. According to the article, what is one reason for ___? (Cause/effect)
8. How does (the author) organize the article? (Text
structures/Organizational patterns)
9. How does the author support the idea that ___? (Synthesize
Information)
10. What is the strongest evidence in support of ___? (Determine
Validity and Reliability of Information)
2010-2011 School Year: Updated: October 19, 2010
RECOMMENDED SCIENTIFICALLY BASED READING STRATEGIES
Additional Strategies in the Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf
and in the Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Glossary_of_Strategies.pdf
PRE READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
Read Aloud/Think Aloud:
Engage and motivate learners;
model fluent reading using text
drawn from current news sources
related to unit theme (p. 167).
How has technology impacted
and changed sports?
Vocabulary Improvement
Strategy (VIS):
Students learn challenging
vocabulary by completing a 4
column matrix: 1) Vocabulary
word, 2) Write the meaning or
definition in your own words 3)
Use the word in your own
sentence, 4) Draw or write a
personal clue to help you
remember the word.
Preview and Predict:
Look at title, illustrations, and text
features. Read first few
paragraphs and predict what the
text will be about.
Graphic Organizer: The
Questioning Pool (p. 173):
This is a variation of KWL.
Students generate facts about
what they already know about
technology in sports. Students
generate new questions based
on the facts, search for answers
in the text, summarizing and
synthesizing information after
reading.
DURING READING
(SMALL GROUP) GUIDED,
DIFFERENTIATED
Main Text:
“When is Too Fast Not Fair?”
(167-173)
Comprehension Monitoring:
• Make and confirm predictions
• Summarize and paraphrase
• Chunk text
• Analyze text features
• Analyze visuals
ReQuest with QAR
• Students work in groups to
read a portion of the text and
generate questions for their
teacher. They create at least
one literal, inferential, and one
evaluative question.
• Teacher responds with clear,
complete answers using thinkaloud to show students the
mental process used to derive
the answer.
• Teacher asks students
questions about the same
passage. Teacher’s questions
should focus on higher level
thinking to guide students into
framing more challenging
questions.
• Repeat, then predict how the
selection will conclude.
• Students read the remainder of
the selection independently.
Paired Reading Activity
Interpreting the Data, pg.173-177
Independent Reading
“Athletes: Born or Built?” pg. 181 POST READING
(INDEPENDENT)
COMPREHENSION CHECK
Vocational Extension (186-187)
Vocabulary Assessment (188)
Request Extension Activities
Revise questions based on post
reading.
Journal Entry:
Ask students to define the
strategies they used in
generating their ReQuest
questions.
Authentic Assessment (p. 189)
Research project on
technological innovations in
sports.
Writing to Learn:
Select one type of technology
that may be considered
controversial in athletics. Write
pro or con paper synthesizing
information from independent
research and all of the texts and
learning activities throughout the
unit.
(Optional) Form teams to
research and debate pros and
cons of various technological
innovations in sports, such as
Instant replay in baseball, etc.
Personal Learning/Action Plan:
Review progress to date and set
new goals for next unit. Update
graphs with new data.
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 8: The Real ACT - Page 3 of 4
Week/Dates:
BEEP LESSON PLANS:
ESSENTIAL QUESTION: How do you prepare successfully for the ACT Reading Test?
UNIT 8:
CONTENT SPECIFIC
Career & College Readiness (aligned to 2007 SSS)
http://www.actstudent.org/index.html
The Real ACT
OBJECTIVES:
Intensive Reading Retake 12:
CORE TEXTS & RESOURCES
ACT practice for this unit will be from
online resources.
http://www.actexampracticetests.com/
practice-reading-2.html
The ACT (official website):
http://www.actstudent.org
ACT Question of the Day
http://www.actstudent.org/qotd/
(Opt) 1,296 ACT Practice Questions
Daily ACT Reading Strategies:
Students will use referring and
reasoning skills to:
• Determine main ideas
• Locate and interpret significant
details
• Understand sequences of events
• Make comparisons
• Comprehend cause-effect
relationships
• Determine the meaning of
context-dependent words,
phrases, and statements
• Draw generalizations
• Analyze the author's or
narrator's voice and method
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
CONTENT SPECIFIC
VOCABULARY:
Princeton Review:
www.ecos.princetonreview.com
Spark Notes:
http://www.sparknotes.com/testprep/bo
oks/act/
Introduction to Strategies for the
Reading Test
http://www.sparknotes.com/testprep/bo
oks/act/chapter12.rhtml
The Prose Fiction Passage
http://www.sparknotes.com/testprep/bo
oks/act/chapter13section1.rhtml
The Three Nonfiction Passages
http://www.sparknotes.com/testprep/bo
oks/act/chapter13section2.rhtml
Question cue words:
Tone, reasonably inferred,
considering, closest synonym, type
of reference, reasonable to infer,
reasonably deduced, passage
suggests, most nearly means,
conclusion reasonably inferred,
considered,
Objectives: The student will:
• Derive meaning from a
variety of ACT texts
through compare/contrast,
cause/effect, chronological
order, support/argument,
lists, heading and subheadings.
• Determine the main idea or
essential message of the
ACT passages by utilizing a
variety of reading, critical
thinking and test taking
strategies.
• Differentiate and use
effective test taking
strategies needed for the
FCAT and the ACT.
• Use targeted strategies to
answer specific ACT
question types.
• Monitor and graph progress
ACADEMIC
VOCABULARY AND
WORD STUDY
• Word/phrase relationships
• Structural analysis: prefix,
base word, suffix
• Question cue words
• Classroom Word Walls
• Free Rice vocabulary
http://www.freerice.com/
Reporting Category 1: Vocabulary
LA.1112.1.6.3: The student will use context clues to determine meanings
of unfamiliar words.
Reporting Category 2: Reading Application
LA.1112.1.7.2: The student will analyze the author’s purpose and/or
perspective in a variety of text and understand how they affect meaning. LA.1112.1.7.3: The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts.
LA.1112.1.7.4: The student will identify cause-and effect relationships in
text. LA.1112.1.7.5: The student will analyze a variety of text structures (e.g.
comparison/contrast, cause/effect, chronological order,
argument/support, lists) and text features (e.g. main headings and
subheadings) and explain their impact on meaning in text. Reporting Category 3: Literary Analysis:
LA.1112: The student will analyze and develop an interpretation of a
literary work by describing the author’s use of literary elements (e.g.
theme, point of view, characterization, setting, plot) and explain and
analyze different elements of figurative language (e.g. simile, metaphor,
personification, hyperbole, symbolism, allusion, imagery.)
LITERATURE/GENRE STUDY
STRATEGIES
Literature/Genre Study provides opportunities for students to self-select
texts that engage and motivate them as readers and life-long learners.
Texts will vary and should reflect non-fiction and fiction across many
different genres.
Literature/Genre Study may incorporate independent reading or small
group reading/literature circles. It should be monitored by the teacher
daily using “Status of the Class”, “Clipboard Cruising” and/or other
teacher/student conferencing strategies. Student learning activities
during literature/genre study might include:
• Reader response logs (prompts, blogs, journals, multimedia)
• Responses/ themes across genres (i.e. news article to song lyric)
• Literary analysis (character, setting, plot, theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, recommendations, etc.
See novel/genre study guide for more strategies for implementation.
2010-2011 School Year: Updated: October 19, 2010
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 8: The Real ACT - Page 4 of 4
HIGHER ORDER QUESTION STEMS & STRATEGIES
RECOMMENDED ACT PREP READING STRATEGIES
Preparing for the ACT:
http://www.act.org/aap/pdf/preparing.pdf
http://www.actstudent.org/testprep/index.html
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: The Real ACT
1. What motive is there for you to register for the ACT and what score
do you need to in order to achieve your post-high school goals?
2.
What would happen if you do not achieve your desired score on
the ACT test for which you are registered?
Strategies to answer specific question types of ACT passages:
• Specific Detail - Are straightforward and ask you to identify a specific
detail or piece of evidence from the passage.
• Inference - Ask for implied information. The answers to inference
questions won’t be stated explicitly in the nonfiction passages;
instead, you must ferret out the answer from the evidence provided by
the passage
• Cause-Effect - identify either the cause or the effect of a particular
situation. You are more likely to see these questions on Social
Science and Natural Science passages than on Humanities passages
because the “science” passages often describe sequences of events.
• Comparison - make comparisons, usually between different
viewpoints or data. You need to assimilate information on both sides
of the comparison and then see how the sides compare.
• Main Idea - Some of the questions will deal with the passage as a
whole, while others will deal with sections of the passage. In both
cases, these questions will ask you to identify the main ideas or
arguments presented within the passage. Other main idea questions
ask you to identify the main purpose of the passage, to determine why
the author wrote it.
• Vocabulary - the meaning of a word given its context. Usually, these
words will have multiple meanings, so you must decide the function of
the word in the specific context.
• Point of View - Ask you to identify how the writer (a real person) views
his or her subject. As you read a passage, consider whether the
writer’s argument seems to support or attack the passage’s subject,
and pay attention to the language the writer uses. The writer’s tone (is
it angry? is it sympathetic?) will be a good indication of his or her
feelings about the subject.
PRE READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
ACT Question of the Day
http://www.actstudent.org/qotd/
Students register for an account
at www.actstudent.org and
register to take the ACT.
Model and practice the ACT
strategies as identified in the
adjacent column.
Read the Blurb: to preview and
predict
Count the number of paragraphs
Sometimes the easiest passages
have the shortest paragraphs
even if they have the most
number of paragraphs.
Map the Questions – Underline
lead words/cue words in
questions, such as those
identified on the content area
vocabulary list. Put a star by line
or paragraph references, use
your POOD (Personal Order of
Difficulty)
Work the Passage – Look for and
circle lead/cue words and
transitional phrases.
Work the Questions – Decide
which are Now, Later or Never
Questions. Line or paragraph
referenced questions should
always be NOW.
DURING READING
POST READING
(SMALL GROUP) GUIDED,
DIFFERENTIATED
Paired Reading:
Go to the Test Prep section of the
ACT website and do the ACT
reading practice.
(INDEPENDENT)
COMPREHENSION CHECK
Analyze and Interpret Data:
• Determine Raw Score
• Graph data (teacher model,
guided instruction)
• Analyze each question answer
to determine patterns of
responses
• Evaluate practice test for
evidence of underlining and
other reading strategies.
With your partner, discuss what
strategies to use to approach
each question prior to answering.
Graphic Organizers:
• Character mapping
• Venn diagram
• T‐Chart
• H ‐ Chart
• Cause‐Effect map
• Sequence chain
Journal entry - Research the
schools you would like to attend
after you graduate from high
school. Determine what
requirements the school has for
ACT or SAT test scores, GPA
and required high school classes.
Personal Learning/Action Plan:
Review progress to date and set
new goals.
Assessment:
• Analyze students’ notes and
evidence of strategies used on
this section of the practice test.
• Compare Raw Score to the
College Readiness Standards
– pg. 582-583
• Compare results on this
practice test to the results on
the other ACT practice
passages.
• Determine areas of strength
and weakness.
2010-2011 School Year: Updated: October 19, 2010
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 9: IMPACT 5.2 - Page 1 of 4
Week/Dates:
BEEP LESSON PLANS:
Intensive Reading Retake 12:
Lessons:
• Each unit consists of 8-12
lessons and lasts about 2 weeks.
• Teachers should focus on FCAT
strategies (using Impact) or ACT
strategies (using The Real ACT
and online resources) based on
the external testing schedule.
• Literature/genre study is woven
in as time allows, for building
motivation and stamina and
engagement with varying
genres/types, lengths, and
themes in text.
CORE TEXTS &
RESOURCES
Impact 5.2 - Unit 9, “Celebrity Rehab”,
pg. 191-213
BEEP Student Portal resources
Impact Integrity online:
www.pwimpact.com
FCAT released reading tests:
http://fcat.fldoe.org/fcatrelease.asp
FCAT Focus
http://focus.florida-achieves.com/
(Opt) SRA Reading Lab Kit – 3A or 3B
+/or Topics from the Restless
SUPPLEMENTAL
DIGITAL TOOLS &
RESOURCES
Amputee Sprinter: Disabled or Too
Abled?
http://www.nytimes.com/2007/05/15/spo
rts/othersports/15runner.html?_r=3&scp
=2&sq=oscar%20pistorius&st=cseFNY
%20Times
From Avatar Playbook:
http://www.nytimes.com/2010/10/03/spo
rts/03reality.html?_r=1&ref=sports
Images Capture a Victory by the
Slimmest of Margins
http://www.nytimes.com/2008/08/24/spo
rts/olympics/24phelps.html?_r=1
2010-2011 School Year: Updated: October 19, 2010
ESSENTIAL QUESTION: Are addictions diseases or habits?
2007 SSS CONTENT
UNIT 9:
2007 SSS BENCHMARK FOCUS
Celebrity Rehab
SPECIFIC OBJECTIVE:
Daily Strategies:
• Activate Prior Knowledge
• Anticipation Guides
• Comprehension Monitoring
• Cooperative Learning
• Explicit Instruction
• Graphic Organizers
• Make and Confirm
Predictions
• Modeling
• Personal Connection
• Preview and Predict
• Read Aloud
• Set Purposes for Reading
• Students Ask and Answer
Own Questions
• Student Inquiry, Discussions
• Oral language/Discussion to
Learn
• Text Connections (Self,
World, Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing/Paraphrasing
• Writing to learn
• Reading to solve problems,
to learn, for pleasure, for life
tasks.
VOCABULARY
CONTENT SPECIFIC
Ambiguous, chronicle,
contemplate, exotic, exploit,
lucrative, merely, nefarious,
proposition, provocative,
relapse, voyeur
Within and Across Texts
• Context clues
• Analyze words/phrases
• Word relationships
• Text Structures/Organizational
Patterns (e.g.,
comparison/contrast,
cause/effect, chronological
order, argument/support,
definition/explanation,
question/answer,
listing/description)
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Cause/Effect
• Compare/contrast
• Descriptive language
• Figurative language
• Synthesize information Analyze
and Evaluate information
• Determine the validity and
reliability of information
WORD STUDY:
• Context clues
• Contextual analysis
• Structural analysis: prefix, base
word, suffix
• Chunking text based on
sentence parts & punctuation
• Classroom Word Walls
• Capsule vocabulary
Reporting Category 1: Vocabulary
LA.910.1.6.3 The student will use context
clues to determine meanings of unfamiliar
words.
LA.910.1.6.8 The student will identify
advanced word/phrase relationships and
their meanings.
Reporting Category 2: Reading
Application:
LA.910.1.7.3. The student will determine
the main idea or essential message in
grade level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.910.1.7.4 The student will identify
cause and effect relationships in text.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
Reporting Category 3: Literary Analysis
LA.910.2.1.7: The student will analyze,
interpret, and evaluate an author’s use of
descriptive language (e.g. tone, irony,
mood, imagery, pun, alliteration,
onomatopoeia, allusion) figurative
language (e.g. symbolism, metaphor,
personification, hyperbole), common
idioms, and mythological and literary
allusions, and explain how they impact
meaning in a variety of texts.
Reporting Category 4: Informational
Text/Research Process
LA.910.6.2.2 The student will organize,
synthesize, and evaluate the validity and
reliability of information from multiple
sources (including primary and secondary
sources) to draw conclusions using a
variety of techniques, and correctly use
standardized citations.
ASSESSMENTS
FORMAL
• FAIR or FORF (per district
Assessment Chart)
• Benchmark Assessment
Tests (as scheduled)
• Mini BATS (as available)
• Practice Tests (FCAT,
ACT)
• FCAT Retake/ACT (per
state schedule) CONTENT SPECIFIC: (Imp)
• Reading Comprehension
• Interpreting the Data
• Reflect and Respond
• Technical Extension
• Ethical Dilemma
• Vocational Extension
• Unit Vocabulary
• Authentic Assessment:
CONTENT SPECIFIC (ACT)
• Analyze students’ notes
and evidence of strategies
• Compare Raw Score to the
College Readiness
• Personal Data graphs
• Personal Learning Plan
• Literature/Genre Study
ESOL/ESE
STRATEGIES:
A3: Chunking
B2: Explain Key Concepts
C1 Charts*
E10 Think-Pair-Share
F1 Activating/Building Prior
Knowledge
F8 Reading with purpose
F11: Summarizing*
**Marzano’s High Yield
Strategy
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 9: IMPACT 5.2 - Page 2 of 4
HIGHER ORDER QUESTION STEMS
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: Impact 5.2
1. What conclusions can you draw about the high rate of drug abuse
among celebrities?
2. If you were a celebrity, how would you adapt your lifestyle to prevent
falling into the drug abuse issues so many others have dealt with?
Item Specification Questions:
1. Read the sentence from the passage. What does the word ___
mean as used in the sentence above? (Context clues)
2. Which phrase best describes both the ___ and the ___ in the
passage? (Word relationships)
3. Based on the rest of the article/poem/passage, which sentence
best restates the meaning of the lines/quotation above? (Analyze
words/text)
4. Based on the passage, which action will the narrator/character
most likely take in the future? (Conclusions/inferences)
5. From reading the article, the reader can infer that ___.
(Conclusions/inferences)
6. What caused (character/narrator) to ___(action/effect from article)?
(Cause/effect)
7. According to the article, what do ___ (two or more elements from
the passage) have in common? (Based on the main heading and
subheadings, the reader can determine the main organizational
structure of the article is ___? (Text structures/Organizational
patterns)
8. How does the author support the idea that ___? (Synthesize
Information)
9. What is the strongest evidence in support of ___? (Determine
Validity and Reliability of Information)
RECOMMENDED SCIENTIFICALLY BASED READING STRATEGIES
Additional Strategies in the Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf
and in the Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Glossary_of_Strategies.pdf
PRE READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
Read Aloud/Think Aloud:
Engage and motivate learners;
model fluent reading using text
drawn from current news sources
related to unit theme (p. 191).
Capsule vocabulary w/ 3 column
notes:
Have students copy vocabulary
words onto the first column of a
three-column notes page.
Teacher leads class in discussing
the topic of celebrity addiction
using 8-10 of the content area
vocabulary. Students add
definitions in their own words in
column two. Divide students into
pairs to discuss what they know
about the topic with their partner
using as many of the words as
possible. Partners note with a
check every time a word is used.
Students write a summary of the
discussion using at least 5 of the
words correctly.
Reciprocal Teaching:
Teacher models thinking skills
including summarizing,
questioning, clarifying, and
predicting using one of the
supplemental articles.
DURING READING
(SMALL GROUP) GUIDED,
DIFFERENTIATED
Main Text:
“Celebrity rehab: Helping or
Hurting? (191-197)
Reciprocal Teaching:
In groups of 3-4 students,
students prepare for reciprocal
teaching using a 4-quadrant
graphic organizer for the first few
paragraphs of the Celebrity
Rehab article (p. 193), the Reality
Television article (p. 203) or one
of the online articles.
Reciprocal Teaching with
Graphic organizer - 4 quadrants:
1) Summarizing, paraphrase and
condense the most important
points; 2) Questions you don’t
know, need to know, what you
like to learn more about; 3)
Clarifying: making sense of
confusing text and barriers to
comprehension such as
vocabulary, difficult concepts,
unclear referents; 4) predicting –
using information, visuals, and
background knowledge to predict
where the text is leading.
Students continue to read the
independently the rest of the
articles, making revisions/
additions.
Paired Reading:
“Interpreting the Data” (198-200)
Independent Reading:
“Is There Anything real About
reality Television? (pp. 201-207)
2010-2011 School Year: Updated: October 19, 2010
POST READING
(INDEPENDENT)
COMPREHENSION CHECK
Vocational Extension (208-210)
Vocabulary Assessment (211)
Carousel:
As a group, students consolidate
all key ideas, points, and
questions about their article onto
chart paper. Give each group a
unique color marker. Using
carousel collaboration, have
groups rotate around the room to
each chart paper, reading and
discussing information. Each
group must add 2 additional facts
or insights, and pose one
question for further consideration.
If an idea has already been
added, a group must add a
different idea. After rotating
around to review all of the charts,
groups return to their original
group’s chart, read and discuss
the comments that were added.
Groups then must write a
summary paragraph synthesizing
the important information.
Journal Entry:
Is all the attention given to
celebrities creating problems that
lead to drug abuse? Support
your answer with information
from this unit.
Authentic Assessment (212-213)
Personal Learning/Action Plan:
Review progress to date and set
new goals for next unit. Update
graphs with new data.
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 9: The Real ACT - Page 3 of 4
Week/Dates:
BEEP LESSON PLANS:
ESSENTIAL QUESTION: How do you prepare successfully for the ACT Reading Test?
UNIT 9:
CONTENT SPECIFIC
Career & College Readiness (aligned to 2007 SSS)
http://www.actstudent.org/index.html
The Real ACT
OBJECTIVES:
Intensive Reading Retake 12:
CORE TEXTS & RESOURCES
ACT practice for this unit will be from
online resources.
http://www.actexampracticetests.com/
practice-reading-2.html
The ACT (official website):
http://www.actstudent.org
ACT Question of the Day
http://www.actstudent.org/qotd/
(Opt) 1,296 ACT Practice Questions
Daily ACT Reading Strategies:
Students will use referring and
reasoning skills to:
• Determine main ideas
• Locate and interpret significant
details
• Understand sequences of events
• Make comparisons
• Comprehend cause-effect
relationships
• Determine the meaning of
context-dependent words,
phrases, and statements
• Draw generalizations
• Analyze the author's or
narrator's voice and method
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
CONTENT SPECIFIC
VOCABULARY:
Princeton Review:
www.ecos.princetonreview.com
Spark Notes:
http://www.sparknotes.com/testprep/bo
oks/act/
Introduction to Strategies for the
Reading Test
http://www.sparknotes.com/testprep/bo
oks/act/chapter12.rhtml
The Prose Fiction Passage
http://www.sparknotes.com/testprep/bo
oks/act/chapter13section1.rhtml
The Three Nonfiction Passages
http://www.sparknotes.com/testprep/bo
oks/act/chapter13section2.rhtml
Question cue words:
Tone, reasonably inferred,
considering, closest synonym, type
of reference, reasonable to infer,
reasonably deduced, passage
suggests, most nearly means,
conclusion, considered
Objectives: The student will:
• Derive meaning from a
variety of ACT texts
through compare/contrast,
cause/effect, chronological
order, support/argument,
lists, heading and subheadings.
• Determine the main idea or
essential message of the
ACT passages by utilizing a
variety of reading, critical
thinking and test taking
strategies.
• Differentiate and use
effective test taking
strategies needed for the
FCAT and the ACT.
• Use targeted strategies to
answer specific ACT
question types.
• Monitor and graph progress
ACADEMIC
VOCABULARY AND
WORD STUDY
• Word/phrase relationships
• Structural analysis: prefix,
base word, suffix
• Question cue words
• Classroom Word Walls
• Free Rice vocabulary
http://www.freerice.com/
Reporting Category 1: Vocabulary
LA.1112.1.6.3: The student will use context clues to determine meanings
of unfamiliar words.
Reporting Category 2: Reading Application
LA.1112.1.7.2: The student will analyze the author’s purpose and/or
perspective in a variety of text and understand how they affect meaning. LA.1112.1.7.3: The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts.
LA.1112.1.7.4: The student will identify cause-and effect relationships in
text. LA.1112.1.7.5: The student will analyze a variety of text structures (e.g.
comparison/contrast, cause/effect, chronological order,
argument/support, lists) and text features (e.g. main headings and
subheadings) and explain their impact on meaning in text. Reporting Category 3: Literary Analysis:
LA.1112: The student will analyze and develop an interpretation of a
literary work by describing the author’s use of literary elements (e.g.
theme, point of view, characterization, setting, plot) and explain and
analyze different elements of figurative language (e.g. simile, metaphor,
personification, hyperbole, symbolism, allusion, imagery.)
LITERATURE/GENRE STUDY
STRATEGIES
Literature/Genre Study provides opportunities for students to self-select
texts that engage and motivate them as readers and life-long learners.
Texts will vary and should reflect non-fiction and fiction across many
different genres.
Literature/Genre Study may incorporate independent reading or small
group reading/literature circles. It should be monitored by the teacher
daily using “Status of the Class”, “Clipboard Cruising” and/or other
teacher/student conferencing strategies. Student learning activities
during literature/genre study might include:
• Reader response logs (prompts, blogs, journals, multimedia)
• Responses/ themes across genres (i.e. news article to song lyric)
• Literary analysis (character, setting, plot, theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, recommendations, etc.
See novel/genre study guide for more strategies for implementation.
2010-2011 School Year: Updated: October 19, 2010
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 9: The Real ACT - Page 4 of 4
HIGHER ORDER QUESTION STEMS & STRATEGIES
RECOMMENDED ACT PREP READING STRATEGIES
Preparing for the ACT:
http://www.act.org/aap/pdf/preparing.pdf
http://www.actstudent.org/testprep/index.html
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: The Real ACT
1. With the actual ACT test looming, what do you predict your score
to be on the ACT based on all of the practice passages and tests
you’ve done?
2. What plan have you formulated for the day of the test to be sure
you are as ready as possible?
Strategies to answer specific question types of ACT passages:
• Specific Detail - Are straightforward and ask you to identify a specific
detail or piece of evidence from the passage.
• Inference - Ask for implied information. The answers to inference
questions won’t be stated explicitly in the nonfiction passages;
instead, you must ferret out the answer from the evidence provided by
the passage
• Cause-Effect - identify either the cause or the effect of a particular
situation. You are more likely to see these questions on Social
Science and Natural Science passages than on Humanities passages
because the “science” passages often describe sequences of events.
• Comparison - make comparisons, usually between different
viewpoints or data. You need to assimilate information on both sides
of the comparison and then see how the sides compare.
• Main Idea - Some of the questions will deal with the passage as a
whole, while others will deal with sections of the passage. In both
cases, these questions will ask you to identify the main ideas or
arguments presented within the passage. Other main idea questions
ask you to identify the main purpose of the passage, to determine why
the author wrote it.
• Vocabulary - the meaning of a word given its context. Usually, these
words will have multiple meanings, so you must decide the function of
the word in the specific context.
• Point of View - Ask you to identify how the writer (a real person) views
his or her subject. As you read a passage, consider whether the
writer’s argument seems to support or attack the passage’s subject,
and pay attention to the language the writer uses. The writer’s tone (is
it angry? is it sympathetic?) will be a good indication of his or her
feelings about the subject.
PRE READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
This lesson should be presented
as though it were an official ACT.
Read the directions completely
allow only the official time of 35
minutes. Follow all test
instructions.
The strategies below and in the
left column should now be
automatic for students. Post in
the room for reference.
Read the Blurb to preview and
predict.
Count the number of paragraphs
Sometimes the easiest passages
have the shortest paragraphs
even if they have the most
number of paragraphs.
Map the Questions – Underline
lead words/cue words in
questions, such as those
identified on the content area
vocabulary list. Put a star by line
or paragraph references, use
your POOD (Personal Order of
Difficulty)
DURING READING
(SMALL GROUP) GUIDED,
DIFFERENTIATED
Full practice ACT Reading test.
Timed 35 minutes for all 4
passages
POST READING
(INDEPENDENT)
COMPREHENSION CHECK
Analyze and Interpret Data:
• Determine Raw Score
• Graph data (teacher model,
guided instruction)
• Analyze each question answer
to determine patterns of
responses
• Evaluate practice test for
evidence of underlining and
other reading strategies.
Personal Learning/Action Plan:
Review progress to date and set
new goals.
Assessment:
• Analyze students’ notes and
evidence of strategies used on
this section of the practice test.
• Compare Raw Score to the
College Readiness Standards
– pg. 582-583
• Compare results on this
practice test to the results on
the other ACT practice
passages.
• Determine areas of strength
and weakness.
Work the Passage – Look for and
circle lead/cue words and
transitional phrases.
Work the Questions – Decide
which are Now, Later or Never
Questions. Line or paragraph
referenced questions should
always be NOW.
2010-2011 School Year: Updated: October 19, 2010
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 10: IMPACT 5.2 - Page 1 of 4
Week/Dates:
BEEP LESSON PLANS:
Intensive Reading Retake 12:
Lessons:
• Each unit consists of 8-12
lessons and lasts about 2 weeks.
• Teachers should focus on FCAT
strategies (using Impact) or ACT
strategies (using The Real ACT
and online resources) based on
the external testing schedule.
• Literature/genre study is woven
in as time allows, for building
motivation and stamina and
engagement with varying
genres/types, lengths, and
themes in text.
CORE TEXTS &
RESOURCES
Impact 5.2” – Unit 10, “Street Racing” pg. 214‐234 BEEP Student Portal Resources
Impact Integrity online:
www.pwimpact.com
FCAT released reading tests:
http://fcat.fldoe.org/fcatrelease.asp
FCAT Focus
http://focus.florida-achieves.com/
(Opt) SRA Reading Lab Kit – 3A or
3B +/or Topics from the Restless
SUPPLEMENTAL
DIGITAL TOOLS &
RESOURCES
Teen Street Racing: The Problem
and the Solution
http://www.associatedcontent.com/articl
e/81721/teen_street_racing_the_proble
m_and.html?cat=27
Too Fast, Too Fatal: An Insider's
Look at Street Racing
http://www.edmunds.com/advice/young
drivers/articles/123024/article.html
Addicted to the rush of the race
http://www.cnn.com/2008/US/01/22/stre
et.racing/index.html
2010-2011 School Year: Updated: October 19, 2010
ESSENTIAL QUESTION: How does our popular culture promote dangerous, even deadly driving?
UNIT 10:
2007 SSS CONTENT
2007 SSS
ASSESSMENTS
Street racing
SPECIFIC OBJECTIVE:
BENCHMARK FOCUS:
Daily Strategies:
• Activate Prior Knowledge
• Anticipation Guides
• Comprehension Monitoring
• Cooperative Learning
• Explicit Instruction
• Graphic Organizers
• Make and Confirm
Predictions
• Modeling
• Personal Connection
• Preview and Predict
• Read Aloud
• Set Purposes for Reading
• Students Ask and Answer
Own Questions
• Student Inquiry, Discussions
• Oral language/Discussion to
Learn
• Text Connections (Self,
World, Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing/Paraphrasing
• Writing to learn
• Reading to solve problems,
to learn, for pleasure, for life
tasks.
VOCABULARY
CONTENT SPECIFIC
Drag, Enforcement,
Exhilarating, Impressionable,
Jeopardize, Legitimate, Loiter,
Profile, Speedometer,
Thoroughfare, Throttle,
Unfathomable
Within and Across Texts
• Multiple meanings
• Analyze word structure (e.g.
affixes, roots words)
• Analyze words/phrases derived
from Greek, Latin and Other
languages
• Text Structures/Organizational
Patterns (e.g., comparison/contrast,
cause/effect, chronological order,
argument/support,
definition/explanation,
question/answer, listing/description)
•
•
•
•
•
•
•
•
•
•
•
Author’s Purpose
Author’s Perspective
Author’s Bias
Main idea (stated or implied)
Summary statement
Relevant details
Conclusions/inferences
Predictions
Descriptive language
Figurative language
Text Features (e.g. headings,
subheadings, sections, titles,
subtitles, charts, tables, maps,
diagrams, captions, illustrations,
graphs, italicized text, text boxes)
•
WORD STUDY:
• Context clues
• Contextual analysis
• Structural analysis: prefix, base
word, suffix
• Chunking text based on
sentence parts & punctuation
• Classroom Word Walls
• Triple column vocabulary
analysis
Reporting Category 1: Vocabulary
LA.910.1.6.9 The student will determine
the correct meaning of words with multiple
meanings in context.
LA.910.1.6.11 The student will identify the
meaning of words and phrases from other
languages commonly used by writers of
English (e.g. ad hoc, post facto, RSVP).
Reporting Category 2: Reading
Application:
LA.910.1.7.5 The student will analyze a
variety of text structures (e.g., comparison/
contrast, cause/effect, chronological order,
argument/support, lists) and text features
(main headings with subheadings) and
explain their impact on meaning in text.
LA.910.1.7.2: The student will analyze the
authors’ purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA.910.1.7.3. The student will determine
the main idea or essential message in
grade level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
Reporting Category 3: Literary Analysis
LA.910.2.2.1.7: The student will analyze,
interpret, and evaluate an author’s use of
descriptive language (e.g. tone, irony,
mood, imagery, pun, alliteration,
onomatopoeia, allusion) figurative
language (e.g. symbolism, metaphor,
personification, hyperbole), common
idioms, and mythological and literary
allusions, and explain how they impact
meaning in a variety of texts.
Reporting Category 4: Informational
Text/Research Process
LA.910.6.1.1: The student will explain how
text features (e.g., charts, maps,
diagrams, sub-headings, captions,
illustrations, graphs) aid the reader's
understanding.
FORMAL
• FAIR or FORF (per district
Assessment Chart)
• Benchmark Assessment
Tests (as scheduled)
• Mini BATS (as available)
• Practice Tests (FCAT,
ACT)
• FCAT Retake/ACT (per
state schedule)
CONTENT SPECIFIC:
(Impact)
• Reading Comprehension
• Interpreting the Data
• Reflect and Respond
• Technical Extension
• Ethical Dilemma
• Vocational Extension
• Unit Vocabulary
• Authentic Assessment:
CONTENT SPECIFIC (ACT)
• Analyze students’ notes
and evidence of strategies
• Compare Raw Score to the
College Readiness
• Personal Data graphs
• Personal Learning Plan
• Literature/Genre Study
ESOL/ESE
STRATEGIES:
A3: Chunking
B2: Explain Key Concepts
C1 Charts*
E10 Think-Pair-Share
F1 Activating/Building Prior
Knowledge
F8 Reading with purpose
F11: Summarizing*
**Marzano’s High Yield
Strategy
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 10: IMPACT 5.2 - Page 2 of 4
HIGHER ORDER QUESTION STEMS
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: Impact 5.2
1. How would you support the idea that cities should provide a place for
legal street racing?
2. What conclusions can you draw about why people continue to street
race even after so many tragedies have occurred?
Item Specification Questions:
10. Read the sentence from the passage. What does the word ___
mean as used in the sentence above? (Context clues)
11. Which phrase best describes both the ___ and the ___ in the
passage? (Word relationships)
12. Based on the rest of the article/poem/passage, which sentence
best restates the meaning of the lines/quotation above? (Analyze
words/text)
13. Based on the passage, which action will the narrator/character
most likely take in the future? (Conclusions/inferences)
14. From reading the article, the reader can infer that ___.
(Conclusions/inferences)
15. What caused (character/narrator) to ___(action/effect from article)?
(Cause/effect)
16. According to the article, what do ___ (two or more elements from
the passage) have in common? (Based on the main heading and
subheadings, the reader can determine the main organizational
structure of the article is ___? (Text structures/Organizational
patterns)
17. How does the author support the idea that ___? (Synthesize
Information)
18. What is the strongest evidence in support of ___? (Determine
Validity and Reliability of Information)
2010-2011 School Year: Updated: October 19, 2010
RECOMMENDED SCIENTIFICALLY BASED READING STRATEGIES
Additional Strategies in the Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf
and in the Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Glossary_of_Strategies.pdf
PRE READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
Read Aloud/Think Aloud:
Engage and motivate learners;
model fluent reading using text
drawn from current news sources
related to unit theme (p. 214).
How do popular media (movies,
video games) contribute to
unsafe teen driving practices?
Word study/triple column notes:
Students divide words by prefix,
root and suffix, identifying the
Greek, Latin or other source
language root of each.
Ex: speedometer: speed/o/meter
(Middle English sped (good luck);
o (Middle English of); meter,
Greek measure).
SQ3R for “The Risky Business of
Street Racing”
Students begin by surveying or
previewing the text, looking for
text features that will help them
make predictions about content
and begin to create a scaffold for
their learning.
DURING READING
(SMALL GROUP) GUIDED,
DIFFERENTIATED
Main Text:
“The Risky Business of Street
racing” (214-220)
SQ3R for “The Risky Business of
Street Racing”
Based on their survey, they
develop questions that they will
answer as they read.
Paired reading
Interpreting the Data (221-223)
Independent Reading
Technical Extension: “Legal
Speed” (pp. 225-230)
POST READING
(INDEPENDENT)
COMPREHENSION CHECK
Vocational Extension (232-233)
Vocabulary Assessment (234)
Authentic Assessment (p. 235)
Public Service Announcement
SQ3R for “The Risky Business of
Street Racing”
After they read the selection, they
recite—tell a partner what they
have learned and listen to the
partner’s recitation. Last, they
review their questions and
answers to make sure they
haven’t missed any important
concepts.
Journal Entry:
Reflect on your own habits as a
driver and as a passenger in a
car with teen drivers. What
practices can you adopt to make
the road safer for teens and all
drivers?
Personal Learning Action Plan:
Now that the semester is almost
over, look back on progress from
the beginning of the semester to
now. Review and update graphs
as needed. Reflect and respond:
What are my strengths? In what
areas did I grow/progress the
most? What areas still need
improvement? What are my next
semester/year/post high school
goals (college, work, etc.)? What
is my action plan for turning these
weak areas into strengths so that
I can achieve those goals?
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 10: The Real ACT - Page 3 of 4
Week/Dates:
BEEP LESSON PLANS:
ESSENTIAL QUESTION: How do you prepare successfully for the ACT Reading Test?
UNIT 10:
CONTENT SPECIFIC
Career & College Readiness (aligned to 2007 SSS)
http://www.actstudent.org/index.html
The Real ACT
OBJECTIVES:
Intensive Reading Retake 12:
CORE TEXTS & RESOURCES
ACT practice for this unit will be from
online resources.
http://www.actexampracticetests.com/
practice-reading-2.html
The ACT (official website):
http://www.actstudent.org
ACT Question of the Day
http://www.actstudent.org/qotd/
(Opt) 1,296 ACT Practice Questions
Daily ACT Reading Strategies:
Students will use referring and
reasoning skills to:
• Determine main ideas
• Locate and interpret significant
details
• Understand sequences of events
• Make comparisons
• Comprehend cause-effect
relationships
• Determine the meaning of
context-dependent words,
phrases, and statements
• Draw generalizations
• Analyze the author's or
narrator's voice and method
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
CONTENT SPECIFIC
VOCABULARY:
Princeton Review:
www.ecos.princetonreview.com
Spark Notes:
http://www.sparknotes.com/testprep/bo
oks/act/
Introduction to Strategies for the
Reading Test
http://www.sparknotes.com/testprep/bo
oks/act/chapter12.rhtml
The Prose Fiction Passage
http://www.sparknotes.com/testprep/bo
oks/act/chapter13section1.rhtml
The Three Nonfiction Passages
http://www.sparknotes.com/testprep/bo
oks/act/chapter13section2.rhtml
Question cue words:
Tone, reasonably inferred,
considering, closest synonym, type
of reference, reasonable to infer,
reasonably deduced, passage
suggests, most nearly means,
conclusion can be reasonably
inferred, considered
2010-2011 School Year: Updated: October 19, 2010
Objectives: The student will:
• Derive meaning from a
variety of ACT texts
through compare/contrast,
cause/effect, chronological
order, support/argument,
lists, heading and subheadings.
• Determine the main idea or
essential message of the
ACT passages by utilizing a
variety of reading, critical
thinking and test taking
strategies.
• Differentiate and use
effective test taking
strategies needed for the
FCAT and the ACT.
• Use targeted strategies to
answer specific ACT
question types.
• Monitor and graph progress
ACADEMIC
VOCABULARY AND
WORD STUDY
• Word/phrase relationships
• Structural analysis: prefix,
base word, suffix
• Question cue words
• Classroom Word Walls
• Free Rice vocabulary
http://www.freerice.com/
Reporting Category 1: Vocabulary
LA.1112.1.6.3: The student will use context clues to determine meanings
of unfamiliar words.
Reporting Category 2: Reading Application
LA.1112.1.7.2: The student will analyze the author’s purpose and/or
perspective in a variety of text and understand how they affect meaning. LA.1112.1.7.3: The student will determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details and facts.
LA.1112.1.7.4: The student will identify cause-and effect relationships in
text. LA.1112.1.7.5: The student will analyze a variety of text structures (e.g.
comparison/contrast, cause/effect, chronological order,
argument/support, lists) and text features (e.g. main headings and
subheadings) and explain their impact on meaning in text. Reporting Category 3: Literary Analysis:
LA.1112: The student will analyze and develop an interpretation of a
literary work by describing the author’s use of literary elements (e.g.
theme, point of view, characterization, setting, plot) and explain and
analyze different elements of figurative language (e.g. simile, metaphor,
personification, hyperbole, symbolism, allusion, imagery.)
LITERATURE/GENRE STUDY
STRATEGIES
Literature/Genre Study provides opportunities for students to self-select
texts that engage and motivate them as readers and life-long learners.
Texts will vary and should reflect non-fiction and fiction across many
different genres.
Literature/Genre Study may incorporate independent reading or small
group reading/literature circles. It should be monitored by the teacher
daily using “Status of the Class”, “Clipboard Cruising” and/or other
teacher/student conferencing strategies. Student learning activities
during literature/genre study might include:
• Reader response logs (prompts, blogs, journals, multimedia)
• Responses/ themes across genres (i.e. news article to song lyric)
• Literary analysis (character, setting, plot, theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, recommendations, etc.
See novel/genre study guide for more strategies for implementation.
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida
RETAKE 12 INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
UNIT 10: The Real ACT - Page 4 of 4
HIGHER ORDER QUESTION STEMS & STRATEGIES
RECOMMENDED ACT PREP READING STRATEGIES
Preparing for the ACT:
http://www.act.org/aap/pdf/preparing.pdf
http://www.actstudent.org/testprep/index.html
Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resour
ces/WebbsBlooms_Correlation_Chart.pdf
Content Specific: The Real ACT
3. With the actual ACT test looming, what do you predict your score
to be on the ACT based on all of the practice passages and tests
you’ve done?
4. What plan have you formulated for the day of the test to be sure
you are as ready as possible?
Strategies to answer specific question types of ACT passages:
• Specific Detail - Are straightforward and ask you to identify a specific
detail or piece of evidence from the passage.
• Inference - Ask for implied information. The answers to inference
questions won’t be stated explicitly in the nonfiction passages;
instead, you must ferret out the answer from the evidence provided by
the passage
• Cause-Effect - identify either the cause or the effect of a particular
situation. You are more likely to see these questions on Social
Science and Natural Science passages than on Humanities passages
because the “science” passages often describe sequences of events.
• Comparison - make comparisons, usually between different
viewpoints or data. You need to assimilate information on both sides
of the comparison and then see how the sides compare.
• Main Idea - Some of the questions will deal with the passage as a
whole, while others will deal with sections of the passage. In both
cases, these questions will ask you to identify the main ideas or
arguments presented within the passage. Other main idea questions
ask you to identify the main purpose of the passage, to determine why
the author wrote it.
• Vocabulary - the meaning of a word given its context. Usually, these
words will have multiple meanings, so you must decide the function of
the word in the specific context.
• Point of View - Ask you to identify how the writer (a real person) views
his or her subject. As you read a passage, consider whether the
writer’s argument seems to support or attack the passage’s subject,
and pay attention to the language the writer uses. The writer’s tone (is
it angry? is it sympathetic?) will be a good indication of his or her
feelings about the subject.
PRE READING
(WHOLE GROUP) DIRECT,
CORE INSTRUCTION
Final practice for the official ACT,
if needed. Read the directions
completely allow only the official
time of 35 minutes. Follow all test
instructions.
The strategies below and in the
left column should now be
automatic for students. Post in
the room for reference.
Read the Blurb to preview and
predict.
Count the number of paragraphs
Sometimes the easiest passages
have the shortest paragraphs
even if they have the most
number of paragraphs.
Map the Questions – Underline
lead words/cue words in
questions, such as those
identified on the content area
vocabulary list. Put a star by line
or paragraph references, use
your POOD (Personal Order of
Difficulty)
Work the Passage – Look for and
circle lead/cue words and
transitional phrases.
DURING READING
(SMALL GROUP) GUIDED,
DIFFERENTIATED
Full practice ACT Reading test.
Timed 35 minutes for all 4
passages
POST READING
(INDEPENDENT)
COMPREHENSION CHECK
Analyze and Interpret Data:
• Determine Raw Score
• Graph data (teacher model,
guided instruction)
• Analyze each question answer
to determine patterns of
responses
• Evaluate practice test for
evidence of underlining and
other reading strategies.
Personal Learning/Action Plan:
Review progress to date and set
new goals.
Assessment:
• Analyze students’ notes and
evidence of strategies used on
this section of the practice test.
• Compare Raw Score to the
College Readiness Standards
– pg. 582-583
• Compare results on this
practice test to the results on
the other ACT practice
passages.
• Determine areas of strength
and weakness.
Work the Questions – Decide
which are Now, Later or Never
Questions. Line or paragraph
referenced questions should
always be NOW.
2010-2011 School Year: Updated: October 19, 2010
Produced by Core Curriculum, Secondary Reading
Copyright 2010 The School Board of Broward County, Florida