2014-2015 HISD EXEMPLAR LESSON Reading Elective Grade 9
Lesson 1: Introduction to Reading Elective (4, 45-minute class periods)
Unit 1: Narrative Text
MASTERY FOCUS (PL-2, PL-3, I-1, I-6) Exemplar Unit User Information
Essential Understandings / Guiding Questions
* Life-long literacy skills enable individuals to achieve greater levels of success.
1. How does prior knowledge form a foundation for literacy?
2. How can becoming a more effective reader produce success in other content areas?
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
RE.9.2.A Expand vocabulary by reading, viewing, listening, and discussing.
RE.9.2.B Determine word meanings through the study of their relationships to other words and
concepts such as
content, synonyms, antonyms, and analogies.
RE.9.2.C Recognize the implied meanings of words such as idiomatic expressions, homonyms,
puns, and
connotations.
RE.9.2.D Apply the knowledge of roots, affixes, and word origins to infer meanings.
RE.9.2.E Use available reference guides such as dictionary, glossary, thesaurus, and available
technology to
determine or confirm the meanings of new words and phrases.
RE.9.3.D Read to gain content/background knowledge as well as insight about oneself, others, or
the world.
RE.9.3.E Read for enjoyment.
RE.9.4.D Summarize texts by identifying main ideas and relevant details.
RE.9.4.G Use questioning to enhance comprehension before, during, and after reading.
RE.9.5.A Find similarities and differences across texts such as explanations, points of view, or
themes.
Figure 19
³ English Language Proficiency Standards (ELPS)
ELPS C4A Learn relationships between sounds and letters of the English Language and decode
(sound out) words
using a combination of skills such as recognizing sound-letter relationships and identifying
cognates, affixes, roots,
and base words.
ELPS C4B Recognize directionality of English reading such as left to right and top to bottom.
ELPS C4C Develop basic sight vocabulary, derive meaning of environmental print, and
comprehend English
vocabulary and language structures used routinely in written classroom materials.
ELPS C4D Use prereading supports such as graphic organizers, illustrations, and pretaught
topic-related
vocabulary and other prereading activities to enhance comprehension of written text.
ELPS C4E Read linguistically accommodated content area material with a decreasing need for
linguistic
accommodations as more English is learned.
ELPS C4F Use visual and contextual support and support from peers and teachers to read gradeappropriate
content area text, enhance and confirm understanding, and develop vocabulary, grasp of
language structures, and
background knowledge needed to comprehend increasingly challenging language.
ELPS C4G Demonstrate comprehension of increasingly complex English by participating in
shared reading,
retelling or summarizing material, responding to questions, and taking notes commensurate with
content area and
grade-level needs.
ELPS C4H Read silently with increasing ease and comprehension for longer periods.
ELPS C4I Demonstrate English comprehension and expand reading skills by employing basic
reading skills such
as demonstrating understanding of supporting ideas and details in text and graphic sources,
summarizing text, and
distinguishing main ideas from details commensurate with content area needs.
ELPS C4J Demonstrate English comprehension and expand reading skills by employing
inferential skills such as
predicting, making connections between ideas, drawing inferences and conclusions from text and
graphic sources,
and finding supporting text evidence commensurate with content area needs.
ELPS C4K Demonstrate English comprehension and expand reading skills by employing
analytical skills such as
evaluating written information and performing critical analyses commensurate with content area
and grade-level
needs.
College and Career Readiness Standards (CCRS)
Cross Disciplinary Standards II. Foundational Skills
A. Reading across the curriculum
1. Use effective prereading strategies.
2. Use a variety of strategies to understand the meanings of new words.
3. Identify the intended purpose and audience of the text.
4. Identify the key information and supporting details.
5. Analyze textual information critically.
6. Annotate, summarize, paraphrase, and outline texts when appropriate.
7. Adapt reading strategies according to structure of texts.
8. Connect reading to historical and current events and personal interest.
Academic Vocabulary
* Literary Texts (category)
* Literary Fiction
* Literary Non-fiction
* Poetry
* Drama * Informational Text (category) * Expository * Persuasive * Procedural * Analyze *
Genre * Point of View * Literary Device * Simile * Denotation * Connotation
Assessment Connections
* Student Response
* Reflection
DIFFERENTIATION (I-3)
Scaffold: Struggling readers may read the selection by choral reading, by echo reading, or by
paired reading, stopping to clarify difficult words or concepts.
Accelerate: Stronger readers may read the selection together or independently, answer
comprehension questions, and generate additional questions about the selection.
Group: Use flexible grouping and provide targeted instruction based on the individual needs of
the students.
LESSON CYCLE (I-1, I-2, I-3, I-4, I-5, I-6, I-8)
Lesson 1: Introduction to Reading Elective (Class Period 1) Checks for Understanding
1 Independent Reading (15 min.) Reading is a skill. Like other skills we get better at reading
when we practice. Each day, you will practice your reading skills independently. During
independent reading you will read texts silently. You will get to choose some of the texts you are
reading. To help in the process of determining what texts will be most beneficial for you, each of
you will complete some surveys during the next few lessons. A survey asks questions, but there
are no right or wrong answers to these questions. When completing a survey it is best to be
honest. Today you will complete a survey about your interests, Distribute a general interest
survey to the students. A suggested source http://secondaryela.jppss.k12.la.us/secondaryela-
msreading/ Students complete survey. Compile data. Use the results as a guide for selecting text
for independent reading.
2 Engage and Connect (5 min.) Welcome students to the Reading Elective class. Discuss
classroom rules and procedures.
3 Introduce New Learning (10 min.) Vocabulary Activity Introduce literary terms – Literary,
fiction, non-fiction, poetry, drama, informational, non-fiction, expository, persuasive, procedural,
genre; relate terms to their roots/origins. www.dictionary.com Provide examples of Literary
Texts: literary fiction, literary non-fiction, poetry, drama. www.amazon.com. Provide examples
of Informational Text: expository, persuasive, procedural. www.amazon.com, Search books, the
site sorts texts by categories and previews titles of many literary and informational texts.
4 Guided and Independent Practice (12 min. total) Guided Practice (12 min.) Listening
Comprehension Activity Complete DMS Lesson 1: “Elements of Fiction” pp. 3-4 (omit Naming
and Describing). Introduce point of view and relate to Passage 2. Listen for evidence of
understanding
5 Close the Lesson and Assess Mastery (3 min.) Ask students to reflect on pieces of literature
they have read and then respond to the question, “Do you prefer to read literary text or
informational text? Support your answer with the title of at least one book you have read in that
category and describe why you liked the book.” Reflection
Lesson 1: Introduction to Reading Elective (Class Period 2) Checks for Understanding
1 Independent Reading (15 min.) Reading is a skill that can be challenging. Like other skills we
get better at reading when we practice and persevere. Each day in this class, you will practice
your reading skills independently. You will have to work at this. You will have to persevere as
you build your reading skills so that you learn new information and ideas. During independent
reading you will read texts silently. You will get to choose some of the texts you are reading. To
help in the process of determining what texts will be most beneficial for you, each of you will
complete some surveys during the next few lessons. A survey asks questions, but there are no
right or wrong answers to these questions. When completing a survey be honest. Today you will
complete a survey about your reading habits, Distribute a reading habit survey to the students. A
suggested source Students complete survey. Compile data. Use the results as a guide for
selecting text for independent reading.
http://secondaryela.jppss.k12.la.us/secondaryela-msreading/
2 Engage and Connect (5 min.) Review classroom rules and procedures. Discuss the purpose of
the Reading Elective class.
3 Guided and Independent Practice (20 min. total) Guided Practice (5 min.) Guide students to set
up a notebook or interactive journal for class use. Categories to include in the Table of
Contents/Sections may consist of Comprehension, Word Study/Fluency, Vocabulary,
Spelling/Writing, Reflections, Assessments, and/or any other categories that will pertain to the
class. Independent Practice (15 min.) Students set up notebooks or interactive journals. Check for
evidence of understanding
4 Close the Lesson and Assess Mastery (5 min.) Ask students to reflect on the reasons they are in
the Reading Elective class and then respond to the question, “What are three improvement goals
you want to set for yourself for the semester? Reflection
Lesson 1: Introduction to Reading Elective (Class Period 3) Checks for Understanding
1 Independent Reading (15 min.) Reading is a skill. Like other skills we get better at reading
when we practice. Each day, you will practice your reading skills independently. During
independent reading you will read texts silently. You will get to choose some of the texts you are
reading. To help in the process of determining what texts will be most beneficial for you, each of
you will complete some surveys during the next few lessons. A survey asks questions, but there
are no right or wrong answers to these questions. When completing a survey it is best to be
honest. Today you will complete a survey about your talents, Distribute a talent survey to the
students. A suggested source http://secondaryela.jppss.k12.la.us/secondaryela-msreading/
Students complete survey. Compile data. Use the results as a guide for selecting text for
independent reading.
2 Engage and Connect (5 min.) Review classroom rules and procedures. Review the purpose of
the Reading Elective class. Ask students to share their reflections from the previous lesson.
3 Introduce New Learning (10 min.) Vocabulary Activity Introduce the terms literary device and
simile.
http://www.ode.state.or.us/teachlearn/subjects/elarts/reading/resources/readingglossary.pdf
Check for evidence of understanding
Provide examples of and explain how to construct a simile. Provide pictures of luxurious items
that people often desire (e.g., leather purse, sports car, gold chain, diamond stud or ring, designer
shoes, fur coat) Using the Describing Hierarchy (refer to DMS p.1), ask students to identify the
distinctive attributes of one or more luxury item. http://neuhaus.org/consumables/
4 Guided and Independent Practice (10 min. total) Guided Practice (10 min.) Guide students
through the process of constructing similes to describe the luxury items.
5 Close the Lesson and Assess Mastery (5 min.) Ask students to reflect on the literary terms and
the literary device discussed in previous lessons and then respond to the question, “How will
being able to understand various literary terms and recognize various literary devices help
improve my reading?” Reflection
Lesson 1: Introduction to Reading Elective (Class Period 4) Checks for Understanding
1 Independent Reading (15 min.) When we build our skills in any area we want to practice at a
level that isn’t too easy, that isn’t too hard, but that is just right. One way to make sure what we
are reading independently is just right is to assess our spelling skills. Our understanding of
spelling demonstrates our understanding of how to recognize words. Today we will complete a
spelling assessment. I will dictate 35 words for you to spell. The words will progress from easy
to difficult. Even if you don’t know how to spell the complete word, record what you do know
how to spell. Write legibly. Dictate the words: still, native, block, swimmer, stitch, stray, street,
willow, cube, referring, convoy, appoint, transgress, happiness, endowed, grudge, launder,
embrace, parade, lotion, percussion, explosion, article, nature, nitrate, opine, trombone, perfume,
postage, eject, phonograph, audible, geography, hyperlink, hemisphere Analyze students’
spellings using the rubric at http://neuhaus.org/files/1261/ Use the results as a guide for selecting
text for independent reading.
2 Engage and Connect (5 min.) Ask students to name some things they would like to have more
than anything, and then ask them if the word desire is the feeling associated with their wants.
3 Introduce New Learning (10 min.) Vocabulary Activity
Define denotation and connotation. Demonstrate difference with desire (n.).
www.dictionary.com Provide student friendly definition of desire (n), examples, non-examples,
and synonyms.
4 Guided and Independent Practice (10 min. total) Guided Practice (10 min.) Ask students to
classify the synonyms (ambition, craving, greed, lust, mania, passion, wish, urge, yearning) as
positive, negative, or neutral. Check for evidence of understanding
5 Close the Lesson and Assess Mastery (5 min.) Ask students to reflect on some of their own
desires and then respond to the question, “Which of the synonyms listed describe each of your
own desires? Discuss the difference between a passionate desire and a greedy desire.” Reflection
RESOURCES (I-6, I-10)
Adopted Instructional Materials
* Developing Metacognitive Skills
(DMS). Neuhaus, 2005.
Supporting Resources * Interactive Journals or Notebooks for written responses Online
Resources * www.dictionary.com * www.amazon.com *
http://www.ode.state.or.us/teachlearn/subjects/elarts/reading/resources/readingglossary.pdf *
http://neuhaus.org/consumables/
Note: This exemplar lesson is designed to support HISD teachers in using the HISD Curriculum
Unit Planning Guides to plan daily lessons that meet the criteria outlined in the HISD
Instructional Practice Rubric. The document is not intended as a template that teachers are
expected to complete for their lesson planning on a daily basis. Teacher teams might consider
using the exemplar lesson to support collaboration in lesson planning.