Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the Twenty-First Century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups. Twenty- Grade 7 first century readers and writers need to: • Develop proficiency with the tools of technology • Build relationships with others to pose and solve problems collaboratively and cross-culturally • Design and share information for global communities to meet a variety of purposes • Manage, analyze, and synthesize multiple streams of simultaneous information • Create, critique, analyze, and evaluate multimedia texts • Attend to the ethical responsibilities required by these complex environment Adopted by the NCTE Executive Committee, February 15, 2008 My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Updated January 2013 Page 1 Portrait of Students Who are College andCareer Ready in Reading, Writing, Speaking, Viewing, Listening, and Media Literacy and Language The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards of South Washington County. As students advance through the grades and master the standards in reading, writing, speaking, viewing, listening, and media literacy and language, they are able to exhibit these capacities of the literate individual. They demonstrate independence. Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials. They build strong content knowledge. Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking. They respond to the varying demands of audience, task, purpose, and discipline. Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science). They comprehend as well as critique. Students are engaged and open-minded—but discerning—readers, listeners and viewers. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning. They value evidence. Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence. They use technology and digital media strategically and capably. Students employ technology thoughtfully to enhance their reading, writing, speaking, viewing, listening, and media literacy and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals. They come to understand other perspectives and cultures. Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own. My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Updated January 2013 Page 2 Table of Contents Portrait of Students Who are College andCareer Ready in Reading, Writing, Speaking, Viewing, Listening, and Media Literacy and Language……………………… Page 2 These are derived from the College and Career Readiness standards and are the expectations for graduating seniors in South Washington County Schools. Language Arts Instructional Continuum/Instructional Framework……………………………………………………………………………………………………………………………………………… Page 4-5 These pages outline the instructional format for all ELA classrooms. This type of structure allows us to personalize instruction for students. What is Curriculum…………………..………………………………………………………………………………………………………………………………………………………………………………………………….. Page 6 This page outlines District 833 definition of curriculum along with notes on Lexile and NAEP reading and writing guidelines. Curricular Framework/Year Long View………………………………………………………………………………………………………………………………………………………………………………………… Page 7 This page outlines the entire curricular year. It includes the essential questions for Language Arts as well as essential questions that make connections to social studies and Science. It is organized with a narrative focus in the fall, expository focus in the winter and poetry, drama and persuasion focus in the spring. It’s important for teachers to remember that Language Arts require a spiral approach and skills should be revisited often. Learning Targets ……………………………………………………………………………………………………………………………………………………………………………………………………………………….. Page 8-14 The learning targets were created based on the State Standards and Benchmarks. Sometimes these are rewritten word for word, and other times they have a South Washington County twist. Either way, these are the learning targets that must be taught at this grade level. Common Writing Assessments………………………………………………………………………………………………………………………………………………………………………………………………….. Page 15-16 Included in this section are the common writing assessments that are expected at this grade level. District 833 Elements – Reading Fiction (narrative), Reading Nonfiction (informational), Persuasive, Speech, Writing, other ………………………………………………… Page 17-35 These sections are reference pages for teachers when teaching the different literary elements. These pages will be in continuous improvement as we continue to have discussions around alignment by grade level. Word Study…………………………………..………………………………………………………………………………………………………………………………………………………………………………………….. Page 36 Word Analysis/Vocabulary and Spelling Patterns are outlined by grade level in this section. These are exit skills required for this grade level. The Big 6 Research Model………………………………………………………………………………………………………………………………………………………………………………………………………….. Page 37 The Big6 is the inquiry based research model for students in Grades 3-12. Depth of Knowledge ……………….……………………………………………………………………………………………………………………………………………………………………………………………….. Page 38-39 Use this framework as you develop lessons. Understand that ALL students benefit from higher order questioning techniques. Marzano’s Strategies Proved to Raise Student Achievement……………………………………………………………………………………………………………………………………………………. Page 40 Richard Marzano has done extensive research on what strategies have been proven to raise student achievement. As teachers write lessons, it’s advisable to find ways to include these into your daily lessons. How to Help Your Readers…Even Your Struggling Readers………………………………………………………………………………………………………………………………………………………… Page 41 This section outlines some specific strategies teachers can use to help their struggling readers. How to Help Your Readers…Even Your Talented Readers………………………………………………………………………………………………………………………………………………………… Page 42-43 The SEM-R (School Wide Enrichment Model – Reading) was developed to increase reading challenge and enjoyment in all students, but one important goal of this approach is to challenge talented readers. This section outlines some specific strategies teachers can use to help their talented readers. Differentiation Checklist……………………………………………………………………………………………………………………………………………………………………………………………………………. Page 44 The Differentiation Checklist was included to help teachers self assess themselves on the level of Differentiation understanding. My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Updated January 2013 Page 3 In the fall of 2009, all South Washington County middle schools introduced the Reader’s and Writer’s Workshop methodology into all language arts classrooms. This approach puts every child at the center and provides an education for every child that is tailored to each child’s learning needs at any given moment. It promotes: 1. 2. 3. 4. 5. Personalized instruction Student centered instruction – encourages choice and engagement Data driven decision making based on on-going formative assessments Explicit teaching of skills, strategies and concepts Independence Language Arts Instructional Continuum Traditional Model Workshop Model Teacher decides pacing of curriculum Data driven instructional decisions – move at a personalized, rigorous pace Students practice skills and memorize facts Students actively construct concepts and meanings Content is broken down into discrete, sequential skills Content is presented as a whole (through essential questions) Products are of primary importance (answers on tests, etc.) Process is valued as a means to acceptable outcomes Avoiding mistakes is important Taking risks is a sign of learning Performance on tests is valued highly Meaningful tasks are emphasized Teachers do the evaluating and grading Students learn to assess their own progress by goal setting Learning is expected to be uniform Focuses attention on what to learn Learning is personalized and unique. Evaluation is orientated toward growth Focuses attention on how to learn Promotes genre and skill-based teaching Promotes concept-based or interdisciplinary teaching My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Updated January 2013 Page 4 South Washington County E-8 Literacy Instructional Framework: Read aloud Read aloud Teacher reads aloud from multiple texts for a variety of purposes to support learning. Read aloud provides students with a model of how fluent readers sound and proficient readers think, exposes students to a variety of different genre, builds vocabulary, and helps support curriculum in a whole group setting. Mini lesson/Shared Reading/Focus Lesson Teacher provides interactive, whole group, explicit instruction at grade level. These lessons present essential grade level reading and writing skills to all learners. Guided Practice (Reading and Writing): Reading: The teacher uses a Gradual Release model to guide students’ use of appropriate reading strategies and skills. The teacher uses a variety of grouping strategies and/or one-on-one conferencing to provide support as students develop critical thinking skills. Students are reading books at their instructional level and learning strategies to navigate through challenging text. Writing: The teacher uses a Gradual Release model to guide students through the writing process while asking students to write for a variety of audiences and purposes. Independent Practice (Reading and Writing): Reading: Students read a variety of different genres for a variety of different purposes. Students read on their own or with partners and read for pleasure or practice the skills learned. Students read books at their independent level and are offered selfselected and/or teacher-guided choice. Writing: Students write a variety of different genres for a variety of different purposes. Students write on their own or with partners and write for pleasure or practice the skills learned. Students are offered self-selected and/or teacher-guided choice. My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Updated January 2013 Page 5 What is Curriculum? Curriculum is defined in the South Washington County School District as an instructional framework guided by the Minnesota state standards and benchmarks while creating critical readers, writers, speakers, listeners and thinkers. Curriculum is everything that impacts learning - stated or unstated, within our school community. You can find the MN State Standards document here: http://education.state.mn.us/MDE/Academic_Excellence/Academic_Standards/Language_Arts/index.html Lexile levels Consideration Curriculum in the South Washington County School District includes: Students in the first year(s) of a given band are expected by the end of the year to read and comprehend proficiently within the band, with scaffolding as needed at the high end of the range. Students in the last year of a band are expected by the end of the year to read and comprehend independently and proficiently within the band. (Taken from Standards and District 833 Essential Questions and Outcomes Content/ Instructional resources that support the instructional agenda of the school community Classroom and school environment Life experiences Inclusive relationships between families, teachers, students and community that respect all individuals Instructional strategies proven to raise student achievement Common Core standards, appendix A, p. 8) Notes: The reading benchmarks that are assessed using the MCA lll test are highlighted, bolded and underlined in the following pages. You can find more details for each of the assessed standards in the MCA lll Test Specifications located at http://education.state.mn.us/mdeprod/groups/Assessment/documents/Report/021517.pdf To measure students’ growth toward college and career readiness, assessments aligned with the standard should adhere to the distribution of texts across grades as cited in the NAEP framework: Distribution of Literary and Informational Passages by Grade (NAEP Guidelines) Grade Literary Informational 4 50% 50% 8 45% 55% 12 30% 70% K-1 N/A 2-3 450-790 4-5 780-980 6-8 955-1155 9-10 1080-1305 11-12 1215-1355 Distribution of Communicative Purposes by Grade (NAEP Guidelines) Grade To Persuade To Explain To Convey Experience 4 30% 35% 35% 8 35% 35% 30% 12 40% 40% 20% My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Updated January 2013 Page 6 Curricular Framework: In an effort to ensure all learners’ proficiency in the language arts, a Curriculum Framework was created to align curriculum, instruction and assessment and provide a comprehensive structure for Language Arts. This framework serves as a guide; individual schools should align these standards based on the needs of their community of learners. This Framework includes a connection among interdisciplinary concepts and provides a means for all content areas to make connections to student learning across each grade level. While teaching all learning targets, teachers should structure their classroom to include at least two literature circles and three Inquiry-based lessons from our Junior Great Books collection in conjunction with weekly independent reading. EU Literacies are deepened when we make connections to our own lives and can lead to a discovery of what constitutes personal culture. US History Interdisciplinary Concept Social Studies Connection Language Arts Content Questions Possible Resources Discovery Movement/Immigration Essential Questions How do historical events, movements, and significant people influence different cultures? What motivates change? What is the value of exploring the unknown? Unit Questions What historical events motivate change? What is your personal responsibility as a citizen in a democracy? What factors can lead to expansion of a country? Reading and Literature What distinguishes an effective reader from an ineffective reader? How does an author develop characters, setting and plot? How do elements of fiction contribute to understanding? Writing and Language What process can one use to improve writing? How can one use character and setting development to enhance narrative writing? How can one use language to convey meaning? 21st Century Literacies How can one communicate ideas and deepen understanding? First Crossings: Stories of Teen Immigrants (820L) Call Me Maria (970L) Bread and Roses, Too (810L) Red Midnight (690L) Tangled Threads (630L) Ask Me No Questions (790L) JGB – The Secret Lion – Series 7 - Page 154 Choices and Consequences Conflict and Resolution Essential Questions How can your choices affect others? How can others decisions affect you? How do groups affect an individual’s view on differences? Unit Questions How does the economy affect global relationships? What are the effects of racism and Segregation on the American society? In what ways has the US been involved in global conflicts? Reading and Literature How are informative essays different than persuasive essays? What are the elements of historical fiction and how do they contribute to understanding of text? Writing and Language How does one write an effective informative essay? What constitutes effective supporting evidence? How can knowledge of grammar and usage improve one’s writing? 21st Century Literacies What consequences can come from poor communication? Why is it necessary to do research and be able to communicate to others? What are the effects of different media on communication? Communication Right vs. Wrong Reading and Literature Essential Questions How do we communicate in a diverse world? How has communication evolved over the years? Unit Questions How can economic collapse change a country? In what ways can people contribute to our global economy? How does scarcity impact peoples’ actions? How is poetry similar/different than other types of writing? How might oral interpretation increase appreciation of poetry? How is drama different from other literary forms? What do I need to do to become a better reader? Writing and Language How can one plan an effective informational oral presentation? What makes an oral presentation effective? 21st Century Literacy How can one critically analyze persuasive arguments? How does one critically evaluate different media? What are different ways of communicating information? What determines the accuracy, validity and reliability of information? Coolies – Picture Book September Roses – Picture Book Color of Home – Picture Book My Name is Yoon – Picture Book Possible Resources Smoke and Ashes: the Story of the Holocaust (970L) The Book Thief (730L) Maus: A Survival’s Tale (NP) Boy at War (530L) Number the Stars (670L) Kiplings Choice (820L) Soldier Boys (790L) The Book Thief (730) Run Boy Run (570) Smoke and Ashes The Story of the Holocaust (970L) Night (590L) The Diary of Anne Frank (1080L) The Devil’s Arithmetic (730L) Look for poetry that fits right vs wrong JGB – End of the Game – Series 7 Page 62 JGB Anthology We The People Old Turtle and the Broken Truth – Picture Book Smoky Night – Picture Book Declaration of Independence Preamble Home of the Brave (3.5) Sunrise over Fallujah (780) How the other Half Lives Dark Days Voices of the Holocaust Form There to Here This I Believe 12 Angry Men JGB Anthologies Free At Last Individual Rights A House Divided The Three Branches of Govt. We the People Dust to Eat – Drought and Depression in the 1930’s (1120L) No Promises in the Wind (930L) The Gawgon and the Boy(720L) Nothing is for Free (380L) Al Capone Does My Shirts (600L) JGB – The Destructors (Ser. 8) P.38 December Stillness (860L) Fallen Angels (650L) Park’s Quest (710L) House on Mango Street (970L) Breaking Through (750L) Maggie’s Door(720L) Home of the Brave (3.5) The Circuit (880L) Twelve Angry Men (NP) My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Updated January 2013 Page 7 Learning Targets by Trimester Below are the learning targets separated by trimester (or by Fall, Winter, Spring) that align with the essential questions. As teachers consider creating formative assessments, they should be created based off of learning targets. The pacing that is expected each trimester consists of Narrative elements in the Fall, Informative elements in the Winter and Persuasion, Poetry and Drama elements in the Spring. However, as always, a good ELA is spiraled. Essential Question Reading and Literature Fall – Tri 1 What distinguishes an effective reader from an ineffective reader? Learning Target Benchmark Students will work toward reading 20 or more books by the end of the school year, at the 68 text complexity band, interest level, or subject specific, across a variety of genres and from multiple perspectives and authors (This includes books used for independent reading, literature circles, content area classes, read aloud, etc.) By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range. (7.4.10.10) These will include: Fiction Nonfiction Poetry Drama Students will independently read in class, for a sustained period of time, at least 3-5 days per week, self selecting text for personal enjoyment, interest or academic tasks. Students will identify the meaning of words used in a text and analyze how certain words are used to affect the meaning of a text. a. b. Self select text for personal enjoyment and other purposes. Read widely to understand multiple perspectives and pluralistic viewpoints. How does an author develop characters, setting and plot? Students will recognize and describe how elements of a story affect one another. Students will evaluate different points of view in a story and analyze how an author contrasts the points of view of different characters. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. (7.5.4.4) See Page 49-50 of Test Specifications Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). (7.4.3.3) See Page 47-48 of Test Specifications Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. (7.4.6.6) See Page 51-52 of Test Specifications How do elements of fiction contribute to understanding? Writing and Language Fall – Tri 1 What process can one use to improve writing? Students will trace the development of a theme, and summarize, in writing, how that theme was developed throughout the text. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. (7.4.2.2) See Page 46-47 of Test Specifications Students improve their writing product, paying specific attention to audience and purpose, while using the writing process throughout the year: Planning Drafting Revising Editing Students will independently write in class, for a sustained period of time, at least 3-5 days per week, throughout the year, occasionally self selecting formats for personal enjoyment, interest or academic tasks. With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.) (7.7.5.5) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (7.7.10.10) a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks. My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Updated January 2013 Page 8 Essential Question Learning Target Benchmark How can one use character and setting development to enhance narrative writing? Students will write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well structured event sequences. Write Narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well structured event sequences. (7.7.3.3) How can one use language to convey meaning? Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Use literary and narrative techniques, such as dialogue, pacing, rhythm, theme, and description, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from on time frame or setting to another. Use precise words and phrases, relevant descriptive details, figurative and sensory language to convey experiences and events. Provide a conclusion (when appropriate to the genre) that follows from and reflects on the narrated experiences or events Students will apply information from the text to support their writing. Students will follow the District 833 district wide common rubric and demonstrate the use of the following elements when creating and enhancing pieces of writing. These include: Ideas Organization Voice Word Choice Sentence Fluency Conventions Students will use different strategies to clarify the meaning of unknown words, including using: Context clues to estimate the meaning of unknown words. Greek and Latin affixes and roots to infer the meaning of unknown words. Reference materials, print or digital (dictionaries, glossaries, thesauri) to uncover the meaning of unknown words. Guess and check While writing, students will show evidence of understanding of figurative language, word relationships, and nuances in word meanings, including: Interpreting figures of speech Relationships between words (synonym/antonym, analogies) to better understand. Distinguishing among connotations of words with similar denotations Students will learn and apply new grade appropriate, academic domain-specific words and phrases when necessary for comprehension or expression. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use literary and narrative techniques, such as dialogue, pacing, rhythm, thyme, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from on time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, figurative and sensory language to convey experiences and events. e. Provide a conclusion (when appropriate to the genre) that follows from and reflects on the narrated experiences or events Draw evidence from literary or informational texts to support analysis, reflection, and research. ( 7.7.9.9) a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal, including those in stories, poems and historical novels of Minnesota American Indians, of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). b. Apply grade 7 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”). Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. (7.11.4.4) a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (7.11.5.5) a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (7.11.6.6) My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Updated January 2013 Page 9 Essential Question Learning Target Benchmark 21st Century Literacies Fall – Tri 1 How can one communicate ideas and deepen understanding? Students will engage in collaborative discussions by: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (7.9.1.1) Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Acknowledge new information expressed by others and, when warranted, modify their own views. Cooperate, mediate, and problem solve to make decisions as appropriate for productive group discussion. a. b. c. d. e. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Acknowledge new information expressed by others and, when warranted, modify their own views. Cooperate, mediate, and problem solve to make decisions as appropriate for productive group discussion. Reading and Literature Winter - Tri 2 How are informative essays different than persuasive essays? Students will evaluate the author’s point of view and purpose and monitor how the author develops this throughout the story. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (7.5.1.1) See Page 46 of Test Specifications Students will self select and read nonfiction books throughout the school year for independent reading time. How do the elements and structure of nonfiction help shape meaning? Students will read and comprehend at least three pieces of nonfiction text at the 6-8 text complexity band. Students will identify multiple themes and trace how they were developed and summarize the text objectively. Students will analyze how individuals, events, and ideas affect one another in a text. Students will examine how an author’s use of text structure develops ideas. What are the elements of historical fiction and how do they contribute to understanding of text? Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. (7.5.6.6) See Page 51-52 of Test Specifications Students will explore how multiple authors present the same topics and key information (including Minnesota American Indians) by emphasizing different evidence or interpretations Students will compare how events are presented in historical fiction and nonfiction including text from Minnesota American Indians, and how authors use fiction to alter history. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range. (7.5.10.10) a. Self-select texts for personal enjoyment, interest and academic tasks. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. (7.5.2.2) See Page 46-47of Test Specifications Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). (7.5.3.3) See Page 47-48 of Test Specifications Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. (7.5.5.5) See Page 50-51 of Test Specifications Analyze how two or more authors writing about the same topic, including topics about Minnesota American Indians, shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. (7.5.9.9) Compare and contrast a fictional portrayal, including those in stories, poems, and historical novels of Minnesota American Indians, or a time, place, or character and historical account of the same period as a means of understanding how authors of fiction use or alter history. (7.4.9.9) My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Updated January 2013 Page 10 Essential Question Writing and Language Winter – Tri 2 How does one write an effective informative essay? Learning Target Benchmark Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (7.7.2.2) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (7.7.2.2) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g. headings graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the information or explanation presented. Students will write clearly and appropriately for specific tasks, purposes and audiences. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g. headings graphics(e.g. charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Students will follow the District 833 district wide common rubric and demonstrate the use of the following elements when creating and enhancing pieces of writing. These include: What constitutes effective supporting evidence? How can knowledge of grammar and usage improve one’s writing? Ideas Organization Voice Word Choice Sentence Fluency Conventions Students will cite examples from the text to support their facts, ideas and opinions. While writing, students will: Explain the function of phrases and clauses and their function in specific sentences. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.) (7.7.4.4) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (7.4.1.1) See Page 46 of Test Specifications Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (7.11.1.1) a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Updated January 2013 Page 11 Essential Question Learning Target Benchmark While writing, students will: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.(7.11.2.2) Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore a old green shirt). Spell correctly. a. b. Students will recognize and address wordiness and redundancy in writing. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (7.11.3.3) a. 21st Century Literacies Winter – Tri 2 What consequences can come from poor communication? As an individual or in collaboration, students will create an artistic or entertaining multimedia work or a piece of digital communication or contribute to an online collaboration for a specific purpose. They will: Demonstrate a developmentally appropriate understanding of copyright, attribution, principles of Fair Use, Creative Commons licenses and the effect of genre on conventions of attribution and citation. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore a old green shirt). Spell correctly. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* As an individual or in collaboration, create an artistic or entertaining multimedia work or a piece of digital communication or contribute to an online collaboration for a specific purpose. a. Demonstrate a developmentally appropriate understanding of copyright, attribution, principles of Fair Use, Creative Commons licenses and the effect of genre on conventions of attribution and citation. b. Publish the work and share with an audience. Publish the work and share with an audience. Why is it necessary to do research and be able to communicate to others? What are the effects of different media on communication? Students will use the “The Big 6” Research and Problem Solving Model to conduct short research that: Draws on several sources and refocuses on inquiry when appropriate. (Work collaboratively with your Media Specialist on research questions). Students will collect, evaluate, and organize information from a variety of sources, assess the credibility and accuracy of each source, and will quote and paraphrase without plagiarizing, while following a standard format for citation. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. (7.7.7.7) Students will evaluate mass media by analyzing: Understand, analyze, and use different types of print, digital, and multimodal media. (7.9.7.7) Quality of production, accuracy of information, bias, stereotype, purpose, message and target audience (e.g. film television, radio, video games, and advertisements.) Messages and points of views employed in different media (e.g. advertising, news programs, websites, video games, blogs, and documentaries). Ethical standards and safe practices in social and personal media communications. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (7.7.8.8) a. Evaluate mass media with regard to quality of production, accuracy of information, bias, stereotype, purpose, message and target audience (e.g. film television, radio, video games, and advertisements.) b. Analyze the messages and points of view employed in different media (e.g. advertising, news programs, websites, video games, blogs, and documentaries). c. Recognize ethical standards and safe practices in social and personal media communications. My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Updated January 2013 Page 12 Essential Question Learning Target Benchmark Reading and Literature Spring – Tri 3 How is poetry similar/different than other types of writing? Students will examine how form or structure affects meaning. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (7.4.5.5) See Page 50 of Test Specifications Students will analyze how certain words and phrases (including figurative language) are used to affect the meaning in a text and critique the impact of patterns of words. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (7.4.4.4) See Page 49-50 of Test Specifications Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). (7.4.7.7) How might oral interpretation increase appreciation of poetry? How is drama different from other literary forms? What do I need to do to become a better reader? Writing and Language Spring – Tri 3 How can one plan an effective informational oral presentation? Students will compare reading a written text with experiencing a performance of the same text by examining the techniques used by each (e.g., lighting, sound, color, or camera focus and angles in a film). Students will meet with teacher to discuss plan for summer reading. Discussion items include: Number of books to read independently Time spent reading Specific genre/title/or choice By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range. (7.4.10.10) a. b. Self select text for personal enjoyment and other purposes. Read widely to understand multiple perspectives and pluralistic viewpoints. Students will participate in an oral presentation in which they present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. (7.9.4.4) Write arguments to support claims with clear reasons and relevant evidence. (7.7.1.1) Write arguments to support claims with clear reasons and relevant evidence. (7.7.1.1) Introduce claim (s) and acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Support claim (s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to create cohesion and clarify the relationships among claims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. Students will follow the District 833 district wide common rubric and demonstrate the use of the following elements when creating and enhancing pieces of writing. These include: a. Introduce claim (s) and acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim (s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. Ideas Organization Voice Word Choice Sentence Fluency Conventions My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Updated January 2013 Page 13 Essential Question Learning Target Benchmark What makes an oral presentation effective? Students will compare reading a written text with another medium’s version of the text, analyzing the techniques used by each. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). (7.5.7.7) Adapt speech to a variety of contexts, audience, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.) (7.9.6.6) Students will prepare an oral presentation in which they consider the context, audience, and purpose for communicating, and adjust their speech, language, and other forms of expression appropriately. 21st Century Literacies Spring – Tri 3 How can one critically analyze persuasive arguments? Students will examine and evaluate the arguments presented in a text for sound reasoning, relevance, and sufficiency. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (7.5.8.8) See Page 52-53 of Test Specifications How does one critically evaluate different media? Students will analyze how information presented in alternative forms of media contributes to understanding. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. (7.9.2.2) What are different ways of communicating information? Students will discern the most effective media outlet to share information and opinions with others, and link and cite sources when using technological media to share information. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. (7.7.6.6) What determines the accuracy, validity and reliability of information? Students will integrate media to enhance or clarify written information and to clarify and emphasize salient points. Students will examine and evaluate the arguments presented in a speech or other media for sound reasoning, relevance, and sufficiency. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (7.9.5.5) Delineate a speaker’s argument, specific claims, and intended audience, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. (7.9.3.3) My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Updated January 2013 Page 14 District -Wide Common Writing Assessments with Digital Enhancements Grade 7 students will write: Narrative -3rd person See “District Wide Common Assessment Rubric” on Sharepoint Informational/Compare and Contrast Description Possible Digital format Benchmark After final paper is completed, student may present this paper in a digital format. PowerPoint that includes multimedia video clips, sounds and design tools. After final paper is completed, students may present this paper in a digital format. Students might create a documentary outlining and sequencing events Write Narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well structured event sequences. (7.7.3.3) a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. B. Use literary and narrative techniques, such as dialogue, pacing, rhythm, thyme, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from on time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, figurative and sensory language to convey experiences and events. e. Provide a conclusion (when appropriate to the genre) that follows from and reflects on the narrated experiences or events. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (7.7.2.2) a. See “District Wide Common Assessment Rubric” on Sharepoint b. c. d. e. f. Persuasive See “District Wide Common Assessment Rubric” on Sharepoint After final paper is completed, student may present this letter in a digital format. Podcast exchanges between an author or other students about book read Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies sucy as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g. headings graphics(e.g. charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the information or explanation presented. Write arguments to support claims with clear reasons and relevant evidence. (7.7.1.1) a. b. c. d. e. Introduce claim (s) and acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Support claim (s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to create cohesion and clarify the relationships among claims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Updated January 2013 Page 15 On Demand – writing to a prompt – 40 minutes Students write a response to prompt and then may present this writing in a digital format. Students make web pages of the writing, hyperlinking key words in the paper to photographs, illustrations, explanations, or other texts that enhance or explain the meaning. Students select three of their classmates’ websites to link to on their site. Each link has a brief review of the page explaining why it was linked to. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (7.7.10.10) Possible 21st Century Tools Webpage Films Ipods E-Books Webcasts from live sites www.bigskylearning. com Email exchanges Moodle Wordle Webquest Online Courses Web simulators E-games Online journals Other… E-Interviews Web-design tools Electronic Field trips Documentaries Video podcasts Photoshop Blogs Email accounts Digital musical compositions Laptops Webcams Wikipedia Podcasts Screenplays Flip cameras Skype Digital cameras Video Conferencing Twitter My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Updated January 2013 Page 16 Reading Fiction: Narrative Elements th 5th 6 th Character Major characters Minor characters Character Characterization Analyze Character Traits Compare/contrast characters Interactions between characters Characterization Plot Plot Rising action Climax Problem Falling action Resolution 7 8th 9th Character Character Character Protagonist Antagonist Major characters Minor characters Characterization Author Description Plot Point of View Setting Where? When? How is setting important to the story? Setting st 1 person rd 3 person o Omniscient Inciting Incident Turning point Subplot Point of View st 1 person rd 3 person o limited Character revelation How the character matches and perceives the setting My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Foil Nemesis Archetype Caricature Characterization Other character’s actions, thoughts and deeds o Direct o Indirect o Anthropomorphis m o Persona Plot Setting Descriptive revelation/narration use sensory details show vs tell Characterization Characters actions, thoughts and deeds Stereotype Rising action Climax Falling action Resolution Point of View st 1 person rd 3 person * Omniscient Round character Flat character Dynamic character Static character Indirect characterization methods Narrator description Character’s words/thoughts Character’s actions Other characters’ words, thoughts, and actions Plot Identify conflict in texts independently Resolution (Denouement) Climax Suspense Point of View nd 2 person rd 3 person Limited Objective Omniscient Omniscient narrator Setting As developed in drama’s elements Context Explain relationship between conflict and other plot elements Point of View ---- Setting Introduction of culture as an element of setting Page 17 Reading Fiction: Narrative Elements th 5th 6 7 8th 9th Symbol Symbol Symbol Symbol th Symbol Object, mark, action or sign that stands for another object or an idea Object, mark, action or sign that stands for another object or an idea Conventional (i.e. heart, colors, weather, etc) Personal (student-identified symbols) ---- Literary Lenses Literary Lenses Literary Lenses Literary Lenses Literary Lenses --- --- ----- ----- Application of historical and biographical lenses Conflict Conflict Conflict person vs person person vs nature person vs society person vs him/ herself Theme Conflict External Internal Message/theme Conflict Character vs. self Character vs. nature Character vs. character Theme/Central Message Character vs. society Character vs. supernatural Theme Theme Moral Moral Tone Tone Tone Definition of… Examples of… Mood Feeling/Mood Definition of… Examples of… Author’s purpose Inform Persuade Entertain Perception Definition of… Examples of… Author’s purpose Explain Inform Persuade Entertain Stated Implied Universal Tone Playful-Humorous Sincere Serious Mood/Atmosphere Definition of… Examples of… Author’s Purpose Character portrayal Creative license My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Analyze common themes in works Develop thematic statements Tone Ironic Sarcastic Mood Identify in texts independently Mood Sensory detail Application to literature and writing Author’s purpose Explain Inform Persuade Entertain Identify in texts independently Explain relationship between tone and mood Author’s purpose Identify author’s purpose in writing Page 18 Reading Fiction: Narrative Elements th 5th 6 7 8th 9th Foreshadowing Foreshadowing Foreshadowing Foreshadowing th Foreshadowing --- Definition of… Making predictions In read-aloud Flashback --- Flashback Flashback Definition of… Making predictions In read-aloud Elements of Narrative Building the paragraph Develops the character Develops the setting Show vs. Tell Dialogue Writes with voice Creates mood Figurative language Multiple events leading to problem and/or resolution Interesting lead Adjectives Vigorous verbs Simile Metaphor Personification Conclusion (5-6 paragraphs) In short story In novel In short story In drama In novel Flashback In short story In novel ---- Flashback Used for exposition and theme development In short story In drama In novel ---- Elements of Narrative Elements of Narrative Elements of Narrative Elements of Narrative Represents a 3 on the District wide common rubric: Represents a 4 on the District wide common rubric: Represents a 5 on the District wide common rubric: --- Point of view: Is clear and consistent throughout the story. Point of view: Is well-suited to the plotline; is clear and consistent throughout the story. Setting: Engages and orients the reader; effective. Point of view: Is seamlessly crafted in the story; is clear and consistent throughout the story. Setting: Adequately situates the reader in time and place. Setting: Engages and orients the reader; fascinating. Plot: Develops and resolves a conflict Plot: Conflict is carefully developed and while following a plot line. Plot: Plotline and conflict are riveting engages reader in plotline and and emotionally engaging to reader. resolution. Characterization: Main characters are developed but need complexity. Characterization: Main characters are Characterization: Main characters are dynamic, complex and well-developed. well-developed. Dialogue: Develops story events. Dialogue: Advances the plot and Dialogue: Develops depth in both Theme: Has a clear message. enriches characterization. character and story events. Theme: Has an insightful message. My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Theme: Has one or more compelling messages. Page 19 Reading Fiction: Narrative Elements th 5th 6 7 8th 9th Elements of Poetry Elements of Poetry Elements of Poetry Elements of Poetry th Elements of Poetry Rhythm Rhyme Stanza Repetition Rhythm Rhyme Stanza Repetition Styles of Poetry Styles of Poetry Free verse Cinquain Limericks Diamante Figurative Language Haiku Cinquain Quatrain Narrative poem Figurative Language Alliteration Metaphor Simile Onomatopoeia Personification Hyperbole Oxymoron Idioms Style ---- Alliteration Metaphor Simile Onomatopoeia Style ---- Free Verse Rhyme scheme Voice Symbol Styles of Poetry Iamb Iambic pentameter Blank verse Meter Style Styles of Poetry Tanka Ballad Narrative poem Figurative Language Styles of Poetry Lyric Ode Figurative Language Hyperbole Understatement Paradox Oxymoron Style ---- Identify sound devices (e.g. alliteration) Epic Sonnet Figurative Language Irony Pun Style ---- Verbal, situational, and dramatic irony Style Identify different styles of writing My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Page 20 Reading Fiction: Narrative Elements th 5th 6 7 8th 9th Play/Drama Play/Drama Drama Drama Devices th Play/Drama Narrator Act Scene Dialogue Tone/Mood Stage Directions Act Scene Dialogue Shakespeare Shakespeare --- --- Diction Monologue Identification of (teacher-driven): tragedy comedy monologue dialogue soliloquy aside characterization stage directions symbolism theme conflict rhyme comic relief tone Shakespeare Shakespeare Shakespeare Introduce Shakespeare elements of a Shakespearean tragedy biography importance allusions My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Page 21 Reading Nonfiction – Informational/Expository Elements th 5th 6 Describe Overall Text Structure Organizational Structures in two texts Chronology Cause/Effect Comparison Problem/Solution th 7 8th 9th Organizational Structures Organizational Structures Organizational Structures ---- Main Idea/Details Central Ideas – 2 or more Explain which reasons and evidence support which point Summarize text Fact/opinion (provide evidence to support conclusions) Problem/solution Cause/effect Main Idea/Details Central Ideas – analyze Explain which reasons and evidence support which point Summarize text Research Research Research Sequence Description Cause/effect Compare/contrast (from multiple sources Main Idea/Details Main Idea – 2 or more Key Details Explain which reasons and evidence support which point Summarize text Research Main Idea/Details Central Idea Key Details Explain which reasons and evidence support which point Summarize text Research American History People, places, events, landmarks Biographies American History Inventors Media/Digital Media Paraphrase Topic Bibliography Viewpoint Main Idea Source Media/Digital Media Media/Digital Media Media/Digital Media Make informed judgments about messages: Film TV Radio Magazines Advertisements Newspapers Digital sources: Make informed judgments about messages: Film TV Radio Magazines Advertisements Newspapers Digital sources: Evaluate Accuracy of digital sources Evaluate Credibility of digital sources Make informed judgments about messages: Film TV Radio Magazines Advertisements Newspapers Digital sources: Evaluate Accuracy of digital sources Evaluate Credibility of digital sources Make informed judgments about messages: Film TV Radio Magazines Advertisements Newspapers Digital sources: Evaluate Accuracy of digital sources Evaluate Credibility of digital sources Evaluate Accuracy of digital sources Evaluate Credibility of digital sources Thesis Footnote Assertion Outline Lead My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Main Idea/Details ---- Thesis/Antithesis Internal citation Parallel Structure Rhetorical devices Inversion Media / Digital Media Credibility of evidence Research located and cited Digital sources: Page 22 Reading Nonfiction – Informational/Expository Elements th 5th 6 Online Safety: Online Safety: Recognize ethical standards and safe practices in social and personal media communications Informative Sticks to topic Uses multiple sources Uses topic sentences Groups related information logically; include formatting (e.g. headings), illustrations, and multimedia when useful to aiding comprehension Provide a concluding paragraph Sounds like the student Appropriate for audience Factual information (no opinion) Uses rich and interesting language Vocabulary appropriate to content Develop the topic with facts, definitions, details, quotations, or other information related to the topic Uses transitions and links ideas correctly Provides a list of sources (bibliography) th 7 8th 9th Online Safety: Online Safety: Online Safety: Recognize ethical standards and safe practices in social and personal media communications Informative Recognize ethical standards and safe practices in social and personal media communications Informative Informative Represents a 3 on the District Wide Common Rubric: Represents a 4 on the District-Wide Common Assessment Represents a 5 on the District-Wide Common Assessment Text Structure: Student clearly demonstrates knowledge of the assigned text structure. Text Structure: Student clearly demonstrates proficiency and experiments with sophisticated use of assigned text structure. Text Structure: Student adopts and employs a sophisticated version of the assigned text structure as his/her own. My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Recognize ethical standards and safe practices in social and personal media communications Informative --- Page 23 Persuasion 5th 6 7 8th 9th Persuasion Persuasion Persuasion Persuasion Persuasion/Rhetorical Appeals 5 paragraph letter Audience Neutral statement Position statement Strong/weak argument Fact/opinion Transitions Strong language Bandwagon Restatement of position in the conclusion Emotional plea Opposing view and answer th th Bias Loaded words Fact/opinion Objectivity Persuasion techniques o Bandwagon o Name Calling o Glittering Generalities Refute Rebuttal Inductive Reasoning Deductive Reasoning Persuasion techniques o Appeal to ignorance o Testimonials o Plain Folks o Card Stacking Refute Rebuttal Represents a 3 on the District Wide Common Assessment: Represents a 4 on the District Wide Common Assessment: Persuasive technique: Student effectively employs one persuasive technique. Persuasive technique: Student effectively employs one persuasive technique to create an engaging argument. Opposing view: Acknowledges and refutes opposing view. Support: uses clear reasons and relevant evidence Sources: uses source(s) that are accurate and credible. Opposing view: Demonstrates proficiency while acknowledging more than one opposing position and skillfully refutes them. Support: uses logical reasoning and relevant evidence to create cohesion and clarify relationships Sources: uses source(s) that are accurate, credible and timely. My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Persuasion techniques o Transfer o Circular Thinking Ethos Logos (Fallacies) Pathos Refute Rebuttal Understand authors use appeals to make arguments Understand that authors use evidence to strengthen argument Introduce the impact of personal bias when writing and reading Represents a 5 on the District Wide Common Assessment: Persuasive technique: Student successfully chooses an effective persuasive technique for an engaging argument. Opposing view: Demonstrates proficiency while acknowledging multiple opposing positions and skillfully refutes them all. Support: Engages the reader with logical reasoning and relevant evidence to create cohesion and clarify relationships. Sources: uses source(s) that are accurate, credible, timely and unbiased. Page 24 Speech Elements 5th 6th 7th 8th 9th Speech/Audience Awareness Speech/Audience Awareness Speech/Audience Awareness Speech/Audience Awareness Speech/Audience Awareness Speech/Interpersonal Comm.. Target Audience Introduction Speech/Interpersonal Comm. Speech/Interpersonal Comm. Speech/Interpersonal Comm.. Speech/Interpersonal Comm.. Group Social Roles Effective Listening Skills: Introduction Speech/Intrapersonal Comm. Speech/Nonverbal Comm. Formal Speeches Speech/Intrapersonal Comm. Speech/Nonverbal Comm. Formal Speeches Speech/Intrapersonal Comm. Speech/Nonverbal Comm. Formal Speeches Speech/Intrapersonal Comm. Speech/Intrapersonal Comm. Speech/Nonverbal Comm. Introduce behavior selfreflection Speech/Nonverbal Comm. Formal Speeches Introduction to good formal speech nonverbal communication Formal Speeches Oral Interpretation (e.g. Children’s Literature or Mythology) Impromptu My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Page 25 Writing Elements 5th 6 7 8th 9th Citation Citation Citation Citation Citation th th Differentiate between paraphrasing and direct quotations MLA Use of Sources Organization Uses pre-write effectively Develops a B/M/E Uses logical sequence Uses transitions correctly 5+ paragraphs with two events, problems and resolution (conclusion) developed Voice Writes with voice (writer’s personality is evident) Uses effective dialogue to develop characters traits and describe events Creates mood (is it humorous, scary, serious, light, lively, etc.) Sentence Fluency Uses a variety of sentence structures Varies sentence beginnings MLA Use of Sources Organization Organization - routine introduction and conclusion; logical sequencing; adequate flow Voice Voice – sounds like the student; pleasing yet safe; occasionally engaging; appropriate for audience Sentence Fluency Sentence Fluency - attempts compound and complex sentences; adequate transitions ; some sentence variety MLA Use of Sources Organization Organization - routine introduction and conclusion; logical sequencing; adequate flow Voice Voice – sounds like the student; pleasing yet safe; occasionally engaging; appropriate for audience Sentence Fluency Sentence Fluency - attempts compound and complex sentences; adequate transitions ; some sentence variety My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th MLA MLA Use of Sources Introduce purpose of works cited page Use of Sources Organization Understand source credibility Organization Organization - routine introduction and conclusion; logical sequencing; adequate flow Voice Voice – sounds like the student; pleasing yet safe; occasionally engaging; appropriate for audience Sentence Fluency Sentence Fluency - attempts compound and complex sentences; adequate transitions ; some sentence variety 5 Paragraph Essay introduction body conclusion thesis statements Voice Introduce writers to various perspectives, styles, formalness, etc. Sentence Fluency Sentence correctness Page 26 Writing Elements 5th 6th 7th 8th 9th Word Choice Word Choice Word Choice Word Choice Word Choice Uses synonyms for word variety Uses rich adjectives Uses strong verbs Uses other words for said Maintains consistent point of view Describes actions, thoughts and feelings to develop experiences and events Uses figurative language Creates sensory imagery Writing Process Writing Process Writing Process Writing Process Writing Process Prewriting: utilize given outline; draft, revise, proofread, and pub Grammar/Usage Prewriting: utilize given outline; draft, revise, proofread, and publish Grammar/Usage Prewriting: utilize given outline; draft, revise, proofread, and publish Grammar/Usage Prewriting: utilize given outline; draft, revise, proofread, and publish Grammar/Usage Prewriting: utilize given outline; draft, revise, proofread, and publish Grammar/Usage Explain function of: Conjunctions Prepositions Interjections Pronouns: Phrases and Clauses: Verbs: Mastery of Parts of Speech Form and use: The perfect verb tense (I had walked, I have walked, I will have walked) Verb tense to convey various times, sequences, states, and conditions and recognize and correct inappropriate shifts in verb tense. Correlative conjunctions (either./or, neither/nor) Word Choice – some lively, figurative language; experiments with meaningful words; uses vocabulary appropriate to content Ensure that pronouns are in the proper case (subjective, objective, possessive). Use intensive pronouns (e.g., myself, ourselves). Recognize and correct inappropriate shifts in pronoun number and person.* Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language. Word Choice – some lively, figurative language; experiments with meaningful words; uses vocabulary appropriate to content Explain the function of phrases and clauses in general and their function in specific sentences. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Word Choice – some lively, figurative language; experiments with meaningful words; uses vocabulary appropriate to content Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. Form and use verbs in the active and passive voice. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. Recognize and correct inappropriate shifts in verb voice and mood.* Build vocabulary Connotative meaning Denotative meaning Sentence Parts and Patterns, including: subject predicate verbs (linking, helping, action) complements (direct object, indirect object, predicate adjective, predicate nominative) Page 27 Writing Elements 5th 6th 7th 8th Grammar/Usage (continued) Grammar/Usage (continued) Grammar/Usage (continued) Use conjunctive adverbs or phrases to show time relationships in simple narrative essays (e.g. then, this time). Grammar/Usage (continued) Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Use conjunctions or punctuation to join simple clauses Grammar/Usage (continued) Vary sentence patterns for meaning, reader/listener interest, and style.* Use conjunctive adverbs or phrases to express straightforward logical relationships Solve basic grammatical problems as how to form the past and past participle of irregular but commonly used verbs and how to form comparative and superlative adjectives Grammar/Usage (continued) Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* Maintain consistency in style and tone.* My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th 9th Identify the basic purpose or role of a specified phrase or sentence (adverbial, etc.) Determine the clearest and most logical conjunction to link clauses Grammar/Usage (continued) Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). Grammar/Usage (continued) Common usage errors Page 28 Writing Elements 5th 6th 7th 8th Grammar/Usage (continued) Grammar/Usage (continued) Grammar/Usage (continued) Revise sentences to correct awkward and confusing arrangements of sentence elements Revise shifts in verb tense between simple clauses in a sentence or between simple adjoining sentences Add a sentence that introduces a simple paragraph Ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or sentences Recognize and use the appropriate word in frequently confused pairs such as there and their, past and passed, and led and lead. Identify the central idea or main topic of a straightforward piece of writing Delete redundant material when information is repeated in different parts of speech (e.g. “alarmingly startled”) Ensure that a verb agrees with its subject when there is some text between the two Ensure that a verb agrees with its subject when a phrase or clause between the two suggests a different number for the verb. Add a sentence to accomplish a fairly straightforward purpose such as illustrating a given statement Delete material primarily because it disturbs the flow and development of the paragraph Delete obviously synonymous and wordy material in a sentence Correctly use reflexive pronouns, the possessive pronouns its and your, and the relative pronouns who and whom My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th 9th Delete redundant material that involved subtle concepts or that is redundant in terms of the paragraph as a whole Ensure that a verb agrees with its subject in unusual situations (e.g. when the subject-verb order is inverted or when the subject is an indefinite pronoun). Maintain consistent verb tense and pronoun person on the basis of the preceding clause or sentence Add a sentence to introduce or conclude the essay or to provide a transition between paragraphs when the essay is fairly straightforward. Identify and correct ambiguous pronoun references Delete a clause or sentence because it is obviously irrelevant to the essay Use the word or phrase most appropriate in terms of the content of the sentence and tone of the essay (loaded words) Revise vague nouns and pronouns that create obvious logic problems Page 29 Writing Elements 5th Mechanics Use punctuation to separate items in a series. Use commas to separate an introductory element from the rest of the sentence. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). Spell grade-appropriate words correctly, consulting references as needed. Use underlining, quotation marks, or italics to indicate titles of works. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems 6th Mechanics Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/ parenthetical elements.* Spell correctly. 7th 8th 9th Mechanics Mechanics Mechanics Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old (green shirt). Spell correctly. My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Use punctuation (comma, ellipsis, dash) to indicate a pause or break. Use an ellipsis to indicate an omission Spell correctly. capitalization commas dialogue Spell correctly. Page 30 Other 5th th Genre Exposure Realistic Fiction Historical fiction Science Fiction Graphic Novel Nonfiction Fantasy Fables Folktales Mythology Legends Biography Periodicals Poetry Genre Study Historical Fiction Reading Strategies Visualizing Summarizing Questioning (literal, inferential, interpretive, evaluative, Inferring/Draw Conclusions Connections Determining Importance Monitor comprehension Compare and contrast stories in the same genre (e.g. mysteries and adventure stories) on their approach to similar themes and topics th 6 7 8th Genre Genre Genre Definition of… Perception that there are different genres Fiction review Biography/ Autobiography Photography Travel Writing Identifying elements of a genre Documentaries Histories Journalism Poetry Prose 9th Genre Evaluating elements of a genre Essays Scientific papers Technical Documents ---- Genre Study/Theme Genre Study/Theme Genre Study/Theme Genre Study/Theme Tri 1 – Survival Tri 2 – Bravery Tri 3 – Exploring Differences Tri 1 – Discovery Tri 2 – Choices and Consequences Tri 3 - Communication Tri 1 – Responsibility to Self Tri 2 – Responsibility to Community Tri 3 – Responsibility to Society ---- Reading Strategies Reading Strategies Reading Strategies Reading Strategies Use strategies to deepen understanding of text. Compare and contrast stories in different forms or genres including those by and about Minnesota American Indians in terms of their approaches to similar themes and topics. Use strategies to deepen understanding of text. Compare and contrast a fictional portrayal, including those in stories, poems, and historical novels of Minnesota American Indians, of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Use strategies to deepen understanding of text. Analyze how a modern work of fiction draws on themes, patterns of events or character types from myths, traditional stories, including stories, poems and historical novels of Minnesota American Indians, or religious works such as the Bible, including describing how the material is rendered new. Use strategies to deepen understanding of text. Analyze how an author draws on and transforms source material in a specific work (i.e. Minnesota American Indian author uses oral tradition to create works of literature). Page 31 District 833 Reading and Literature – Reference Page Use the following general processing strategies when comprehending text: Set a purpose for reading Recognizing attributes Determining reality and fantasy Make Predictions Identifying Characteristics Judging essential and incidental evidence Questioning – generate and answer Judging the accuracy of information Make Connections Discriminating between similarities and differences Seeing relationships Making analogies Monitor Comprehension Ranking, prioritizing, and sequencing Identifying missing information Main Idea Supporting Details Visualizing Making Observations Inferencing Drawing conclusions Identifying exaggeration Recognizing assumptions Determining Importance Identifying fact and opinion Determining the strength of an argument Determining bias Trace the development of an argument Synthesizing/Summarizing Information Problem solving Generalizing Finding patterns Paraphrasing Categorizing and Classifying Identify the following Patterns of Organization (text structures) and summarize content area texts Within the INFORMATIVE pattern, there are an additional SIX patterns that authors tend to use: Cause/Effect Compare and Contrast Topical Chronological Technical Sequence With the PERSUASIVE pattern, there are an additional three patterns: Problem/Solution Thesis/Proof Opinion/Reason My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 7th Page 32 District 833 Writing and Language – Reference Page Create informative, expressive and persuasive writing. Engage in the writing process - attention to context, organization, focus, quality of ideas and purpose Apply standard English conventions when writing Write legibly and demonstrate effective keyboarding skills. The learner will: Create pieces, while considering audience, in the following forms: expressive, informative and persuasive (II.A.1), including: poetry, stories, essays, editorials, letters, directions and research reports. Conduct peer conferences for editing and reactionary purposes. Share original writings with others Demonstrate the ability to communicate in writing in ways inclusive to all groups and cultures. Understand the importance attached to writing skills and understand its importance in preparing for societal and career demands and obligations. Understand the difference between revising and editing Use word processing programs and present information in a readable format, integrating graphics, bullets, illustrations, diagrams, and definition of terms Understand that writing is a process - thinking, planning, and becoming ready to write are part of the process and in order to generate writing topics good writers write about topics with which they are familiar. Descriptive writing Narrative writing On Demand writing Persuasive writing Expository writing Summary writing Poetry Learn process writing through application of the writing process Prewriting/Gathering information Writing/Drafting Responding Revising Editing Publishing My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Page 33 Write selections (using legible handwriting) that demonstrate the following effective uses of: Idea Development Focus and development of theme Point of view Clear ideas Conflict development Character development Setting Word Choice Precise and rich vocabulary with a focus on verb, adjectives and adverbs suited to the audience and purpose Nominative/reflexive/objective/possessive pronouns Adjectives and adverbs Provide definition of terms Conventions Capitalization of proper nouns Punctuation – (apostrophes, semicolon, commas, quotation marks (dialogue) quotes, abbreviations) Use of dialogue Correct spelling Complete sentences Subjunctive mood Sentence Fluency Sentence construction Subject/verb agreement with simple and compound subjects Subject/ verb agreement interrupted by a phrase Pronoun/antecedent agreement Variation in sentence structure and length Voice Consistent voice Active/passive voice Organization Consistent verb tense Paragraph construction Appropriate shifts in time and place Transitional words and phrases Introductions/Engaging Openings Conclusions/Satisfying Endings Details and descriptions Use of diagrams The right amount of detail Paragraph and multi-paragraph formation My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Page 34 District 833 Speaking and Listening – Reference Page The learner will: Listen for a speaker’s verifiable facts and opinions, comprehend messages and analyze credibility of presentation Perform expressive oral readings using correct pronunciation and inflection Work in groups and practice conversations in small group and large group discussions using agreed upon pronunciation and inflection Participate in and follow agreed-upon rules for conversation and formal discussions in large and small groups Apply self-assessment criteria to prepare and give oral presentations Participate effectively in group meetings Follow a speaker’s presentation and represent it in notes Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose Write one formal speech per year Perform an oral presentation and be instructed to pay attention to: Articulation Word Choice Eye Contact Body Movement Presence My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Page 35 District 833 Word Study Exit Skills 7th Grade Words Their Way Calendar - updated Each Unit is allocated two weeks. It’s up to teachers to decide when that instruction will take place within that two week period. Dates Unit Sort Lesson September 9 Suffixes –ary, -ery, -ory September 11 Suffixes –al, -ial, -ic October 14 Adding –ion to base words, no spelling change October 17 Adding –ation, -cation, -ition November 20 Vowel Alternation: Long to Short or Schwa November 23 Adding –ion: Vowel Alternation, spelling change December 24 Multiple Alternations January 27 Greek and Latin Elements: Size, micro-, mega-, super-, hyper- January 30 Latin Roots: spect, port, form February 33 Latin Roots: fract, flect/flex, ject, mis/mit February 36 Latin Roots: bene, mal and Prefixes ante-, post- March 41 Latin Roots: ven/vent, junct, spir, sec/sect April 45 Prefixes: intra-, inter-, intro-, circum- April 47 Latin Roots: pos, loc, sist, sta/stat/stit May 53 Adding –able, -ible (e-drop and y to i) May 56 Prefix Assimilation (in-) My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Page 36 The Big6™ Skills (Grades 3-12 Reference Page) The Big6 is a process model of how people of all ages solve an information problem. 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed (to solve the information problem) What is my current task? What are some topics or questions I need to answer? What information will I need? 2. Information Seeking Strategies 2.1 Determine all possible sources (brainstorm) 2.2 Select the best sources What are all the possible sources to check? What are the best sources of information for this task? 3. Location and Access 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources Where can I find these sources? Where can I find the information in the source? 4. Use of Information 4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information What information do I expect to find in this source? What information from the source is useful? 5. Synthesis 5.1 Organize from multiple sources 5.2 Present the information How will I organize my information How should I present my information? 6. Evaluation The "Big6™" is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com Handout created by: Barbara J. Shoemaker, School Media Specialist, Mill Road Elementary, K-2 Red Hook Central School District, Red Hook, NY 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency) Did I do what was required? Did I complete each of the Big6 Stages efficiently? My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Page 37 What is DOK or Depth of Knowledge? Depth of Knowledge is the degree of depth or complexity of knowledge standards and assessments require; this criterion is met if the assessment is as demanding cognitively as the expectations standards are set for students. DOK is NOT..... about verbs Verbs are not always used appropriately. about "difficulty" - It is not about the student or level of difficulty for the student - it requires looking at the assessment item not student work in order to determine the level. DOK is about the item/standard - not the student. DOK is.... about what FOLLOWS the verb. What comes after the verb is more important than the verb itself. about the complexity of mental processing that must occur to answer a question. There are four levels of DOK... DOK 1: (recall) Recall - Recall or recognition of a fact, information, concept, or procedure.. Identify : Who , What, When, Where, Why Use a variety of tools Describe Measure Identify : Who , What, When, Where, Why Recall facts, terms, concepts, trends, generalizations and theories Recognize or identify specific information contained in graphics Identify purposes Illustrate Recall facts, terms, concepts, trends, generalizations and theories Recall elements and details of story structure such as sequence of events, character, plot and setting Define Label Repeat, quote, recite, name, tell, match, state, use Recall elements and details of story structure such as sequence of events, character, plot and setting DOK 2: (skill/concept) Basic application of Skills and Concepts - Use of information, conceptual knowledge, following or selecting appropriate procedures, two or more steps with decision points along the way, routine problems, organizing/displaying data. Graph Cause/Effect Observe, Show Use Context Clues Classify, Organize, Categorize, Construct Estimate Interpret Infer Describe how or why Separate Compare Distinguish Relate Give an example My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Page 38 DOK 3: (strategic thinking) Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach a problem; requires some decision making and justification; abstract and complex; often having more than one possible answer. Revise, critique, formulate, draw conclusions Cite Evidence Recognize and explain misconceptions Revise, critique, formulate, draw conclusions Cite Evidence Investigate, construct Assess Investigate, construct Assess Hypothesize, Make and support decisions DOK 4: (extended thinking) Extended Thinking - An investigation or application to real work; requires time to research, think, and process multiple conditions of the problem or task non-routine manipulations, across disciplines/content areas/multiple sources, requires complex reasoning, planning, developing most usually over an extended period of time. Design Analyze Apply and adapt information to real-world situations Design Complex reasoning with planning, investigating or developing a product that will most likely require an extended period of timemust require applying significant conceptual understanding and higher-order thinking Synthesize Create Prove Synthesize Create Critique Prove Analyze Critique Why is DOK important? Teachers can no longer rely solely on "tell-me-what-I told-you" assessments; new assessments must be created requiring students to demonstrate and apply what they have learned. Should DOK change the way I teach? Instruction, assignments, and classroom assessment must incorporate the same expectations. DOK levels for a targeted objective must mirror the DOK level for the assessment. Teachers need to examine if their required student work and activities are keeping students engaged in activity or engaged in learning. Not all activities help students learn. My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Page 39 Researched Based Instructional Strategies – Reference Based on the book, Classroom Instruction that Works by Robert J. Marzano, Debra J. Pickering, Jane E. Pollock, and decades of research, the following strategies have been proven to raise student achievement and should be considered when developing lessons. Identifying Similarities and Differences - This strategy focuses on the mental processes that students can use to restructure and understand information. Classroom activities that ask students to identify similarities and differences include comparison tasks, classifying tasks, and the use of metaphors and analogies. These strategies result in understanding content at a deeper level (proven to raise student achievement by 45%). Summarizing and Note taking - Summarizing is restating the essence of text or an experience in as few words as possible in a new, yet concise form. Summarizing and note taking requires the ability to synthesize information. Students must be able to analyze information and organize it in a way that captures the main ideas and supporting details that is stated in their own words. Students can summarize information in different ways, including deleting information that isn't important to the overall meaning of the text, substituting some information, and keeping some information. As students practice these strategies, it enhances their ability to understand specific content for learning (proven to raise student achievement by 34%). Reinforcing Effort and providing recognition - These strategies address students' attitudes and beliefs. Most students are not aware of the importance of believing that their level of effort is related to their achievement. When students are rewarded or praised for achieving specific goals, their level of achievement is higher (proven to raise student achievement by 29%). Homework and practice - Homework and practice both provide opportunities for students practice, review, and apply knowledge. It also enhances a student's ability to reach a level of expected proficiency for a skill or concept. Research referenced in Marzano, Pickering, and Pollock's book indicated students need to practice a skill 24 times to reach 80% competency, with the first four practices yielding the greatest effect (proven to raise student achievement by 28%). Cooperative Learning - When students are provided with opportunities to interact with each other in a variety of ways their learning is enhanced. These activities support the ideas that there should be a variety of criteria to group students; that there should be formal, informal and base groups and that the size of learning groups should be continually monitored (proven to raise student achievement by 27%). Nonlinguistic representations - This strategy can enhance a student's ability to represent and elaborate on knowledge using mental images. When students elaborate on knowledge, they are able to understand it in greater depth and be more successful at recalling it. Nonlinguistic representations can include graphic representations, mental pictures, physical models, drawings, and kinesthetic activities. New knowledge is usually presented in a linguistic form. When students are also able to use imagery, the effects on achievement can be significant (proven to raise student achievement by 27%). Setting Objectives and Providing Feedback- Setting objectives establishes a direction for learning. Once students understand the parameters of an objective, they should brainstorm to determine what they know and what they want to learn. Specific, timely, and regular feedback to students enhances their learning. Also, feedback should include an explanation of why an item is correct or incorrect and be criterion referenced. In other words, students should understand where they stand relative to a specific target of knowledge or skill (proven to raise student achievement by 23%). Generating and Testing Hypotheses - The strategy of generating and testing hypotheses includes several processes including systems analysis, invention, experimental inquiry, decision making, and problem solving. Students should be asked "what if?" as they plan and conduct simple investigations (e.g., formulate a testable question, make systematic observations, and develop logical conclusions (proven to raise student achievement by 23%). Cues, Questions and Advanced Organizers - Giving students a preview of what they are about to learn or experience helps them activate prior knowledge. This strategy gives students the opportunity to connect what they already know to what they need to know. Questions should focus on what is central and most important. Advance organizers are most useful for information that is not easily presented in a well-organized manner. For example, creating an advance organizer for a field trip can provide students with information about what they are about to see and do (proven to raise student achievement by 22%) My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Page 40 Helping Struggling Readers be Successful Are your students learning what you are asking them to learn? Teachers should be following the SWC Framework provided by the district for Core Instruction. This includes a structure where students move between read aloud, whole group, small group and independent reading and writing. How do you know they’re learning it? Formative assessments will help answer this question and is done continuously throughout the lesson. What will you do if they aren’t learning it? Regular Progress Monitoring is required for students who are not making adequate progress. Interventions include, but are not limited to: More time spent reading, more explicit instruction on targeted skills, different teaching approach, small group instruction, etc. In addition, Analyze your teaching. Are you providing consistent daily small group instruction? Have you emphasized one aspect of reading more than others? Consult with your Literacy Coach. Analyze your student assessments. As you analyze the data, describe on paper what your student does well, and the skills the student ignores. Ask a colleague (another teacher or the Literacy Coach) to observe the student in the classroom and record observations. (See Next Steps in Guided Reading, by Jan Richardson, chapter 7, for specific behaviors to observe with struggling readers.) What will you do if they exceed your expectations? See next page Monitoring Flowchart Benchmark Assessment Outcome Assessment Progress Monitoring At Risk Diagnose and provide intensive Intervention based on need Benchmark screening At or Above Continue high quality differentiated instruction asplanned NO Is this student making the progress you expect? If student is progressing, continue with intervention, if not, re-diagnose, and change intervention. On Target! YES Continue high quality differentiated instruction My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Page 41 Helping Talented Readers Be Successful Current research indicates that many talented readers have already mastered the majority of comprehension skills but are often required to study them again as part of the regular curriculum. The SEM-R (School Wide Enrichment Model – Reading) was developed to increase reading challenge and enjoyment in all students, but one important goal of this approach is to challenge talented readers. For more information, go to http://www.gifted.uconn.edu/SEMR/about/talented-readers.html Characteristics of Talented Readers As a group, talented readers are characterized by reading earlier than their peers, spending more time reading, reading a greater variety of literature, even into adulthood (Collins & Kortner, 1995; Halsted, 1990). reading at least two grade levels above their chronological grade placement, demonstrating advanced understanding of language, having an expansive vocabulary, perceiving relationships between and among characters, grasping complex ideas (Catron & Wingenbach, 1986; Dooley, 1993; Levande, 1999) having skills are advanced in relation to their peers, possibly not profiting from conventional instruction in reading (Levande, 1999) benefiting from diagnostically based instruction to ensure that their skills continually improve. Needs of Talented Readers Researchers who have examined practices for talented readers agree that regular reading instruction is often too easy for talented readers (Collins & Aiex, 1995; Dole & Adams, 1983; Reis & Renzulli, 1989; Shrenker, 1997) and that talented readers need different reading instruction. The appropriate match between a learner's abilities and the difficulty of the instructional work must be sought, and the optimal match should be instruction that is slightly above the learner's current level of functioning. As Chall and Conrad (1991) state, when the match is optimal, learning is enhanced; however, "if the match is not optimal [i.e., the match is below or above the child's level of understanding and knowledge], learning is less efficient and development may be halted" (p. 19). Talented readers have responded well to high interest literature geared toward the students' reading levels rather than age (Renzulli, 1977), instruction geared toward the students' strengths (Renzulli & Reis, 1985; 1997) focus on developing higher level comprehension skills (Collins & Kortner, 1995) use of higher level questioning and opportunities to incorporate prior knowledge in reading experiences book discussions can also provide talented readers with the opportunity to interact with intellectual peers and to discuss their ideas in greater depth reading conferences facilitated by a teacher and focused on themes and ideas rather than on facts and plot summaries (Halsted, 1990). My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Page 42 Unfortunately, using textbooks, basal readers, or even self-selected reading material that may be several years below students' reading level may create both halted development as well as motivational problems for talented readers. Some of your most talented readers may have learned to be lazy readers and may not react well to your attempts to challenge them to read at higher levels. The emphasis in school, however, must be on finding books that challenge and help talented readers to make continuous progress. The following strategies can be used to challenge talented readers in your reading classroom and are an integral part of SEM-R: Modification of the regular curriculum to eliminate skills and work that talented readers have already mastered Acceleration of content Substitution of regular reading material with more advanced trade books Use of technology and the web More complex assigned reading and writing Challenging group novels assigned for discussion to two or more talented readers Independent reading and writing choices Reading on-line from some of the advanced choices provided in the SEM-R intervention Independent study opportunities in an area of interest My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Page 43 Differentiation Practices and Strategies - Reference 1= never/almost Consider where you are on this checklist of Differentiation Practices. Continue to grow along with your students. 2 = seldom 3=sometimes 4= frequently/consistently Differentiation Practices Curriculum 1. I review my state’s academic standards before I determine a curriculum unit’s goals or goals for a lesson. 2. I determine the assessments that I will use before I plan my unit activities so that there is alignment between curriculum, assessment, and instruction. 3. I ensure that all student tasks and products focus on clearly stated learning goals. Instructional Planning 4. I pre-assess students to determine their readiness for each new unit or series of lessons. 5. I use ongoing (formative) assessment to adjust my instructional plans to respond to differing learning needs. 6. I use assessment data provided by my state or school to inform my instructional planning. 7. I gather information about my students’ interests in curriculum topics. 8. I know my students’ learning preferences (Multiple Intelligences) Flexible Instruction 9. I use a variety of instructional strategies in my teaching. 10. I engage all my students in challenging learning experiences based on their specific needs. 11. I adjust the pace of instruction to students’ learning needs, not everyone is doing the same thing on the same day, every day. 12. I provide additional time, instructions, and support (e.g. scaffolding) to students based on their specific needs. 13. I adjust curricular topics and learning tasks to best meet my students’ needs and ensure a challenging learning experience. 14. I match resources to my students’ reading-readiness levels (e.g. Lexile scores). 15. I match resources to my students’ level of knowledge about a curricular topic. 16. I use choice in topics, processes, or products to motivate my students. 17. I use a variety of formats with my students including such activities as tic-tac-toe boards/menus, cubing, and RAFTS (Role/Audience/Format/Topics) 18. I use tiered assignments to match students with “just right, right now” tasks based on their learning needs. 19. I offer tasks reflecting my students’ interests. 20. I design tasks based on student readiness; some students need more time, instruction, practice; others are “there” early. 21. I design tasks reflecting different learning preferences (Multiple Intelligences) 22. If I use centers or stations, I either assign particular students to particular centers or match students with particular activities in each center based on their learning needs. 26. I plan and use flexible groupings in my classroom to organize students by their instructional needs. 27. I use a variety of ways to group my students (e.g. by interest, readiness, learning preference). 1 1 2 2 3 3 4 4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 1 1 2 2 3 3 4 4 My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Page 44 Notes: Draft three ready by August of 2011 – New Standards and new curriculum to be in place by August of 2012 Need to create an “easy friendly parent guide” for the skills taught at each level Embed ELL Standards and differentiation Continue to Align – once work is completed K-12, Framework committee will realign. Ultimate goal is to show evidence of student work for each of the essential questions/learning targets. Common wide assessments are in place for writing. Reading to come next. o Formative writing assessments should be done along the way (using parts of the rubric). Entire Rubric should be used for summative assessment Suggestions for Refinement Suggestions will be reviewed by the Framework committee throughout the year. Be sure to share with your literacy coach. My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Page 45
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