SYRACUSE CITY SCHOOL DISTRICT
Grade 11 Habits Unit – Reading Habits
Special Education and Consultant Teacher Resource Guide
Big Ideas
We read to construct knowledge.
We read to develop new ideas.
We read to analyze, evaluate and synthesize information.
Essential Questions
What are the habits of highly effective readers?
How does an effective reader communicate their ideas through writing?
Teaching Points:
Interact with text / discuss
1.1
Readers ask a variety of questions by using
textual clues.
Write about text
1.3
Readers demonstrate their cognition by annotating a
text while reading.
1.4
Readers are able to participate in group
discussions by listening, formulating their own
opinions, making oral claims, and substantiating
their claims with supporting evidence (textual
when applicable).
1.8
Readers evaluate a work by providing a written
analysis that contains original thinking, stipulates a
claim supported by textual evidence and contains
some literary language (theme, imagery,
characterization).
1.7
Readers are able to format information from a text
for internal citations by using MLA documentation.
Interact with text / write and discuss
1.2
Readers identify and evaluate the primary focus, style
(use of literary devices), and structure of a text, as
well as the genre (fiction/non-fiction) and its features
(audience, purpose, time period, and subject matter).
1.6
Readers learn to synthesize information by
summarizing, concluding, inferring, and generalizing.
1.5
Readers make inferences by using prior knowledge,
and making connections between prior knowledge
and textual clues in order to make meaning of a text.
** 1.9 - Reading at Home: Readers identify essential requirements for completing a reader’s log and evaluate their own reading goals/achievements by
accurately and consistently maintaining their reading log.
Habits:
1. Activate schema – prior knowledge /
connection making
2. Questioning
3. Visualizing - images
4. Infer – connect / prediction / hypothesize
5. Determine importance – evaluate / claim /
evidence
6. Synthesize – summarize / clarify / conclude
/ generalize
7. Monitor comprehension – reflect
(bookmarks)
Short Stories:
“The Pit and the Pendulum”
by Edgar Allan Poe (Lexile
690)
“The Devil and Tom Walker”
by Washington Irving (Lexile
1220
Text specific instruction:
1. Style - literary devices
Theme
Point of View
Mood
Tone
Setting
Symbolism
Figurative Language
Poetic Devices
Characterization
Conflict (Internal, External)
2. Features
Genre
Structure
Time period
Audience
Poems:
“To My Dear and Loving Husband” by Anne
Bradstreet
“We Wear the Mask” by Paul Laurence Dunbar
“Mending Wall” by Robert Frost
“The Negro Speaks of Rivers” by Langston Hughes
“Night Funeral in Harlem” by Langston Hughes
Purpose
Subject matter
Informational Texts:
The Path of a Pandemic
by Laurie Garrett
Writing instruction / activity:
 Annotate text
 Argument – claim / evidence
 Reading log – HW assignment
 Six word memoir
Supplemental Writing:
 Double entry journal
 Charts / organizers
 KWL / KWN
 One page memoir
Supplemental texts:
Harriet Tubman by Eloise Greenfield – poem
Student writing samples – “tough stuff”
Memoirs - - Fleischman excerpts
Monday
WRITING On Demand
How to use my writers
notebook
Intro FRAYER model for
Class vocab as a strategy:
Definition Synonym
In my own Meaningful
words
sentence
What it’s
Picture
not
Genre - short story
Tuesday
PREDICT / INFER
“I think…”
“Maybe it means…”
“I’m guessing that…”
“I predict…”
“Based on what I see, I
think…”
Possible Pacing Calendar – 9/9 – 9/27
Wednesday
Thursday
PRIOR KNOWELDEGE / QUESTIONING
“I wonder…”
ACTIVATE SCHEMA
“How come…”
“That reminds me of…”
“Why…”
“I have a connection…”
“I’m confused…”
“Remember when…”
Writing for reading –
double entry journal:
Predict /
Evidence
Claim
Substantiate
Ways to RESPOND to a
Lit term: characterization
writing prompt that
demonstrates comprehension
Text: Devil and Tom Walker
Lit term – time period
Text: Devil and Tom Walker
*Introduce reading log
assignment
CLARIFY / SYNTHESIZE / VISUALIZE /
SUMMARIZE
CREATE AN IMAGE
“I get it…”
“I get a picture in my mind…”
“Aha…”
“I can see it…”
“Yes, that’s it…”
“It’s like a movie in my
head…” “I visualize…”
Writing for reading Concept map
Writing for reading Sketch to Stretch
Claim
Evidence
How do mind pictures effect
“I don’t get it…”
Friday
MAKE CONNECTIONS
I can connect this to other
things in my life, in
something else I read, to the
world around me…”
T-T / T-W / T-S
Writing for reading KWL/ KNW
Writing for reading QAR: Question – Answer Genre – non-fiction memoir Relationships
Right there On my own
Author and Think and
me
search
Model - ANNOTATION
strategy
Questions around Point of
Writing for reading –
3 column chart
Text Evidence
Text
World Self
*Controlling idea – 2 works
View and its effect on my
Write to learn / synthesize: understanding
introduction to Regents task
6 word “memoir” (summary)
– content specific
Text: The Path of a Pandemic Introduce Conflict – internal /
external
by Laurie Garrett
Text: 9/11 articles
*Annotate
Text: student writing:
Teen Ink – tough stuff
ANALYZE / INTERPRET
“What are the main ideas?”
“What are the themes or
messages?”
“What are the details that
support my thesis?”
EVALUATE /DETERMINE
IMPORTANCE
“This is really important…”
“The evidence that tells me
that this is important is…”
Writing for reading -
Writing for reading Claim
Claim
Evidence
Evidence
Comparison Chart
ANNOTATE / MONITOR /
SELF-ADJUST
“I can mark up the reading to
help me better understand.”
“When I don’t get something
I realize I need to do
something else.”
 Repeat reading
 Read aloud
Understanding Audience
Possible Pacing Calendar – 9/9 – 9/27
Wednesday
Thursday
Friday
Text specific instruction:
Lit device: Theme –
Purpose, structure, style,
Theme, Tone, symbolism - Writing for reading subject matter
connects to importance
Bookmarks / Noticings
Paragraph writing with
How do imagery, figurative
MLA citations – use chart to language, and poetic devices Text: Harriet Tubman Poem Text: “To My Dear and
Text: Sample memoirs
inform
effect Visualization?
*Annotate
Loving Husband” by Anne (Fleishman text, teen ink)
Bradstreet
Text: Poe – Pit and Pen
Genre – poetry
“We Wear the Mask” by Paul * Annotate
Laurence Dunbar
Text: Langston Hughes:
“The Negro Speaks of Rivers”
*Annotate
Reading Logs due!
“Night Funeral in Harlem”
*Annotate
24.
25.
26.
27.
28.
REVIEW:
UNIT ASSESSMENT 1
UNIT ASSESMENT 2
My own memoir – one pager Sponge day for overflow, rePOWER VERBS / HABITS BOOK MARKS – can I use Given an on demand writing WRITING – drafting /
teaching, and extended time
OF GOOD READERS
the strategy in an unfamiliar prompt, can I use these
teacher and peer conference for testing mods for SWDs
independent reading?
strategies to improve
and review
Notes /Flash Cards/
comprehension when reading
“Jabberwocky” – Can I self- independently and
Models
select these strategies to
communicate my
Practice For PV Quiz
increase my comprehension? understandings in writing?
(Revisit Baseline)
------------------My own 6 word memoir
My own 6 word memoir
My own memoir – one pager
Both memoirs due!
WRITING – topic
WRITING - final drafting / WRITING – topic generation
generation / draft
teacher conferences
/ outline
Monday
Tuesday
Literary Devices: Setting,
Mood, Fig Language,