ENGLISH/LANGUAGE ARTS
GRADES 6-8
EWING PUBLIC SCHOOLS
2099 Pennington Road
Ewing, NJ 08618
Board Approval Date:
Produced by:
July 25, 2016
Kelly Kawalek, District Supervisor
Michael Nitti
Superintendent
In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been
reviewed and found to be in compliance with all policies and all affirmative action criteria.
Table of Contents
Page
Grades 6-8 Literacy Program Description and Pacing Guide
1
Section 1: Launching the Reading and Writing Workshop
2
Section 2: Reading Literary Fiction
7
Section 3: Reading Information Texts
15
Section 4: Narrative Writing
22
Section 5: Argumentative Essay Writing
29
Section 6: Informational/Explanatory Essay Writing
36
Section 7: Research Simulation Tasks, Literary Analysis Tasks and
Writing across Multiple Sources
43
Section 8: Vocabulary Development
49
Glossary of Key Terms
58
1
Grade 6-8 Literacy Program Description
The students enrolled in the Ewing Township Public Schools participate in a balanced literacy
program that is “grounded in scientifically based reading research which supports the essential
elements and practices that enable all students to achieve literacy” (National Reading Panel,
2000). There are three goals of our literacy program: 1) to help students read and comprehend
grade level texts independently, 2) to assist students with text-based thinking and writing and 3)
to empower students with a love of reading.
Balanced literacy can be seen in a classroom with teachers reading aloud and with students
participating in: 1) shared reading, 2) guided reading, 3) independent reading, 4) modeled and
shared writing and 5) independent writing. Ongoing formative assessment within a balanced
literacy classroom provides data that allow teachers to make sound educational decisions about
each individual student in a classroom.
Scope and Sequence for Units of Study in English Language Arts and Humanities*
Classes:
th
6 Grade
Overarching
Theme: The
Power of Loved
Ones
th
7 Grade
Overarching
Theme:
Humanity
th
8 Grade
Overarching
Theme: Stand
Up, Speak Up
Marking Period 1
• Launching
Reading and
Writing
Workshop
• Literary Genre
Study and the
Signposts
• Narrative Writing
• Launching
Reading and
Writing
Workshop
• Genre Study
• Literary Reading
and Narrative
Writing
Marking Period 2
• Informational Genre
Study and the
Nonfiction Signposts
• Research Simulation
Task
• Literary Analysis
Task and the study of
Historical Fiction
• Informational Writing
• Narrative Nonfiction:
A Thematic Study
focused on Culture,
Time, Place and
Identity Development
• Writing across
Sources: RSTs and
LATs
• Launching the
Reading and
Writing
Workshop
• Informational
Writing
• Literary Genre Study
and the Signposts
• Literary Analysis
Task
• Literary Thematic
Study focused on
Justice and Equality
• Narrative Writing
Marking Period 3
• Argument Writing
• Merging Fiction and
Nonfiction: Reading
Content-Based
Literature
• Writing across
Sources: RSTs and
LATs
• Informational
Reading and the
Nonfiction
Signposts: A
Thematic Study
focused on Jim
Crow and Inequality
• Literary Analysis
Task and the study
of Historical Fiction
• Informational Genre
Study and the
Signposts
• Research
Simulation Task
• Thematic Study
focused on
Overcoming
Adversity
• Argument Writing
Marking Period 4
• Informational
Writing
• Return to SelfSelected
Reading
Workshop
• Socratic Seminar
• Argument
Writing
• Return to SelfSelected
Reading
Workshop
• Informational
Reading and a
Thematic Study
focused on
Bystanders
versus
Upstanders
• Socratic Seminar
*Humanities is a program for students with exceptional ability in reading and writing. The class
is designed to meet the needs of learners who require instruction at a depth not achieved in the
English Language Arts classroom. The curriculum for ELA and Humanities classes are the
same, but the depth to which students analyze and discuss literature, the number of books read
and the amount and depth of writing differs.
2
Section 1: Launching the Reading and Writing Workshop
Why Is This Unit Important?
Reading workshop is an instructional framework where a teacher provides a focused minilesson on a specific skill or strategy, allots time for students to apply that skill or strategy
independently to a student-selected or teacher-assigned text, confers with students to identify
areas of strength and need, provides individualized feedback to help each student develop in
additional areas of need and closes the lesson with a review of the skill or strategy of focus and
whole group debriefing. The framework for writing workshop is similar with students applying the
mini-lesson’s learning objective to their own personal writing. Much of the workshop model is
student directed, so processes and procedures must be outlined and practiced to ensure that
students work in a focused, productive and engaged way.
The Big Ideas embedded into this unit of study are:
•
•
•
•
•
•
The structure of the reading and writing workshop is the same across grade levels (minilesson, independent practice and direct application, teacher and peer conferences,
closure). Routines must be introduced and practiced to ensure student focus throughout
the workshop.
The goal of the daily mini-lesson during the launching units is to introduce and reinforce
processes and practices and establish expectations. As this unit progresses, the goal of
the mini-lesson will shift to teaching comprehension skills and strategies which students
will apply to all units throughout the year.
“To progress as readers, [students] must have ample time to read a lot and they must
have texts they can read independently” (Reading and Writing Project). One purpose of
the reading workshop is to embed this time for supported independent application into
the class period.
Writing workshop aims to “turn students into writers through an emphasis on a high
volume of writing and daily protected writing time in which to engage in the writing
process” (Reading and Writing Project).
Time is provided daily for students to work independent and apply the mini-lesson to a
self-selected book at their independent reading level; as the year progresses, texts may
be assigned as teachers work with students to build comprehension skills when
presented a text within their grade-band.
Research indicates the positive impact that timely and targeted feedback has on student
achievement (Marzano). As students work independently to apply the reading or writing
skill of focus from the mini-lesson, teachers confer with individual students or with small
groups (e.g., strategy groups) to provide such feedback and next steps for students.
Enduring Understandings:
•
•
•
The purpose of the launching units is to establish routines and procedures within the
workshop framework, positively reinforce those routines so they continue throughout the
school year and empower students with an enjoyment of self-selected independent
reading and writing.
Within a workshop classroom, students must be actively engaged in reading and writing
on a daily basis.
Formative assessment occurs daily; student reading and writing strengths and needs are
assessed through desk-side or small group conferences, targeted feedback and
3
•
instruction are provided and next steps are established. Research indicates this as a
best practice to improve individual student achievement.
The goal for the mini-lessons presented during the reading and writing workshop launch
is to establish routines and expectations. The only reading and writing 'skills' or
'strategies' introduced during the launching unit are those that will apply to most or all
units of study throughout the school year.
Essential Questions:
•
•
•
•
•
•
•
•
What are the benefits of the reading-writing workshop model?
What should a student do when he/she is not sure what to do, especially if the teacher is
already working with a student or student group?
What is the expectation related to independent reading or writing time?
What is 'fake reading'? How can a teacher tell if a student is fake reading?
What is 'reading stamina' and how can one develop his/her reading stamina?
What is the purpose of a reading log?
What should a student do if he/she can’t think of anything to write during independent
writing time?
What are the reoccurring literary terms or concepts that will apply to most of our units
this year? Why is each term so important?
Acquired Knowledge:
•
•
•
There are three parts to a workshop lesson: the mini-lesson, independent practice and
closure/review.
The purpose of independent practice is for each student to apply the day’s mini-lesson,
which connects to the day’s learning objective, to his/her independent text. Student work
produced during independent practice is used as formative assessment to ensure
student learning and plan next steps.
The purpose of the launching unit is to establish routines and procedures and to
reinforce expectations within a workshop classroom that will allow students to work
actively and productively without teacher direction. The only reading and writing skills
and strategies to be taught during this unit of study are those applicable to all units
throughout the year. Those skills and strategies are specified below:
•
Routines, Procedures and Expectations:
o
The structure of the workshop
o
Self-selecting an independent book from the classroom library or FMS
media center
o
Fake reading vs. real reading
o
Building independent reading stamina
o
Reading log expectations, accountability and grading
o
Reading response journals (text-based writing), expectations and grading
o
Active reading and thinking
•
Related to Reading:
o
Author’s purpose (to entertain, express, inform, argue or persuade)
o
Point of view
o
Text-based writing and expectations for citing evidence at each grade
level (e.g., annotating a text)
•
Related to Writing:
o
The writing process (emphasis on the revising and editing stages in
Grades 7-8)
4
o
o
Genres of writing (narrative, informational, argumentative)
Genre focus for the launching unit: 6th and 7th grades-narrative; 8th gradeexpository)
Acquired Skills:
•
•
•
•
•
•
•
•
•
•
•
Participate in the reading and writing workshop, applying the knowledge of each part of
the workshop (mini-lesson, independent practice, closure).
Confer with the teacher, collaboratively identify areas of strength and areas of need in
independent reading and writing and establish next steps to be taken by the student and
monitored by the teacher
Apply the rules of the reading and writing workshop as introduced and reinforced by the
teacher
Apply the day’s mini-lesson, whether it be a procedural or instructional lesson, to
independent reading or writing
Maintain focus for thirty minutes during independent reading and independent writing;
read actively and write productively the entire time
Respond to text-based questions citing textual evidence in a reading log, reading
response journal, or written response to an open-ended question
Identify the author’s purpose for a given text and explain how the author supports that as
he/she writes
Identify the point of view from which a story is told and explain the limitations in the
story’s narration given that point of view
Engage in all stages of the writing process
Identify the three main genres of academic writing and explore each genre in a writer’s
notebook
Explain the difference between revising and editing and apply mini-lessons focused on
each to a draft
Benchmark or Major Assessments (Benchmark Assessment):
•
•
•
•
Reading and Writing Workshop Participation Rubric (benchmark)
Writer’s notebook
Reader’s notebook, reading response journals and reading logs
Teacher conferences, anecdotal notes and next steps
Instructional Materials:
•
•
•
Whole class read-aloud and mentor texts, including but not limited to, Freak the Mighty
by Rodman Philbrick (6th grade); Out of my Mind by Sharon Draper (7th grade); The
Outsiders by S.E. Hinton (8th grade)
Launching the Reading Workshop (Schoolwide, Inc.)
How Writers Work (Schoolwide, Inc.)
Interdisciplinary Connections:
•
Text-based writing is a focus not only in English classes, but also in science, social
studies and the humanities. The skills of focus and vocabulary used during this
launching unit will be shared with teachers in other disciplines to create a common
academic vocabulary and shared expectation across classes.
5
Technology Connections:
•
•
A login for supporting materials for the Schoolwide, Inc. units of study is provided for
each teacher.
Online resources to support the reading and writing workshop include the following:
o
Columbia University Teachers College Reading and Writing Project:
http://readingandwritingproject.org/
o
Teachers College training videos available online: https://vimeo.com/tcrwp
o
Researcher and Educator Penny Kittle provides handouts, resources and
materials to explain and support the workshop model:
http://pennykittle.net/index.php?page=workshop-handouts
o
New York City Schools Unit of Study: Launching the Reader’s and Writer’s
Workshop: What Do Readers and Writers Do?
http://schools.nyc.gov/documents/d75/literacy/uos/middle/MS_Unit_1.pdf
Accommodations or Modifications for Special Education, ESL or Gifted Learners:
•
•
•
•
Differentiation for students who struggle and for those who need acceleration is built into
the workshop model
Independent reading books are selected at each student’s reading level
Writing topics are student-selected during the launching unit, thus capitalizing on student
interests
One purpose of this unit of study is for teachers to become familiar with each student’s
strengths and needs through deskside conferences, small group meetings and
anecdotal notes with next steps and follow-up plans.
List of Applicable 2010 Common Core State Standards:
th
th
th
6 Grade
Reading Standards for Literature
RL.6.1; RL.6.2; RL.6.6
7 Grade
Reading Standards for Literature
RL.7.1; RL.7.2; RL.7.6
8 Grade
Reading Standards for Literature
RL.8.1; RL.8.2; RL.8.6
Writing Standards
W.6.3a-e; W.6.4; W.6.5; W.6.9a;
W.6.10
Writing Standards
W.7.3a-e; W.7.4; W.7.5; W.7.9a;
W.7.10
Writing Standards
W.8.2a-e; W.8.4; W.8.5; W.8.9a;
W.8.10
Standards for Speaking and
Listening
SL.6.1a-d; SL.6.6
Standards for Speaking and
Listening
SL.7.1a-d; SL.7.6
Standards for Speaking and
Listening
SL.8.1a-d; SL.8.6
Language Standards
L.6.1; L.6.3
Language Standards
L.7.1; L.7.3
Language Standards
L.8.1; L.8.3
6
Benchmark Assessment: Reading and Writing Workshop Participation:
Works
Independently
and
Cooperatively
Follows
Classroom
Routines and
Expectations
Produces Work
that Reflects
Personal Best
4 – Exceeds
Student is
consistently
focused and ontask while working
independently and
with others without
reminders.
3 – Meets
Student is usually
focused and ontask while working
independently and
with others, but
occasional
reminders may be
necessary.
2 – Approaching
Student is
sometimes
focused and ontask while working
independently
and/or with others,
but he/she needs
reminders.
Student
consistently
follows the
workshop rules
and procedures.
He/She
participates in the
mini-lesson and
works to apply the
mini-lesson to
his/her
independent
practice. No
reminders are
required.
Student usually
follows the
workshop rules
and procedures,
but he/she may
need a few
reminders. The
student usually
volunteers to
participate in the
mini-lesson and
works to apply the
mini-lesson to
his/her
independent work,
but he/she may
require a few
reminders to
follow the
workshop
routines.
Student usually
produces high
quality work that
reflects his/her
best effort. He/She
sometimes works
to apply the minilesson objective to
his/her
independent
reading or writing.
Student
sometimes follows
the workshop
rules and
procedures, but
he/she requires
reminders. He/She
may or may not
volunteer to
participate in the
mini-lesson and
he/she may work
productively
during
independent
practice but only
after reminders
from the teacher.
Student
consistently
produces high
quality work that
reflects his/her
best effort. He/She
consistently works
to apply the day’s
mini-lesson
objective during
independent
reading or writing
time.
Student
sometimes
produces high
quality work that
reflects his/her
best effort. He/She
has been
reminded that
his/her best efforts
are required every
day.
1 - Emerging
Student struggles
to focus when
working
independently
and/or when
working with
others. Reminders
are provided but
the student
continues to
struggle focusing.
Student struggles
to follow the
workshop rules
and procedures.
Several reminders
are provided, but
the student still
struggles to work
in a productive
manner. He/She
may or may not
participate in the
mini-lesson.
He/She struggles
to apply the minilesson during
independent
practice.
Student struggles
to produce high
quality work that
reflects his/her
best effort. Little
work has been
produced or the
work that has
been produced is
not an example of
the student’s best
effort.
7
Section 2: Reading Literary Fiction
Why Is This Unit Important?
Fiction is defined as “something invented by the imagination or feigned, specifically an invented
story; fictitious literature such as novels or short stories” (Merriam-Webster). Literary works are
those that fall within the overarching genre of fiction.
The Big Ideas included in this unit of study are:
•
•
•
•
•
There are many genres of fiction, each with its own identifiable features.
Fictional stories, short or long, include common literary elements.
Short stories share common elements with chapter books, but they share differences as
well; a reader must attend to these literary elements as well as a story’s structure when
reading closely and analyzing a text for deeper meaning.
A reader must consider the point of view from which a story is told to recognize possible
biases or limitations in the storytelling itself.
Authors use literary devices and figurative language thoughtfully to convey a particular
message in a very specific way. It is important that readers pay careful attention to such
wording.
Enduring Understandings:
•
•
•
•
•
•
Works of literature can be categorized into genres and subgenres.
All works of fiction include character, setting, conflict and resolution and these elements
interact and influence one another, leading to the development of central idea or theme.
While short stories and chapter books include common elements, a short story is more
focused and may be read in only one sitting.
Understanding the structure of fictional works enables a reader to comprehend 'the gist'
of a story that may be above his or her independent reading level.
A story told from first person point of view has built-in bias because only the subject’s
perception is considered; a story from third person point of view lacks the emotional
insight available through a first-person story.
Literary device and figurative language are intentionally used by a writer to allow a
reader to more clearly visualize or become emotionally attached to a story. A story or
novel written using such language reads very differently than one without such writing.
Essential Questions:
•
•
•
•
•
Why must fiction be approached differently than nonfiction reading? What makes each
different?
Must all fictional pieces follow the same exact format (i.e., the plot pyramid)?
How can a writer manipulate information (i.e., the presence or absence of a literary
element at any given time in a story) to create emotion or tension in a story?
How does a shift in point of view change a story?
How do literary devices and figurative language in storytelling change the way the story
is read and received?
8
Acquired Knowledge:
th
6 Grade
There are differences between
informational texts (nonfiction,
true or factual works) and literary
fiction. Both novels and short
stories follow a similar structure
(i.e., plot pyramid).
The literary elements included in
a plot pyramid are: exposition,
character, setting, conflict, rising
action, climax, falling action/
denouement, resolution and
theme.
A story’s resolution must be
directly related to the conflict
introduced in its exposition and
the events that take a reader
from exposition to resolution
must progress toward a theme.
Characters develop and evolve
as the plot unfolds, due in part to
the events that occur in the story.
th
th
7 Grade
Historical fiction is a subgenre of
fiction where historically accurate
facts and fictional characters and
events merge to create a story
set in a historically-accurate time
and place.
Novels and short stories follow a
pyramid in theory, but in reality,
the plot rises and falls before the
climax (i.e., EKG-type plot
graph).
8 Grade
Fictional characters, settings and
events are often created to
convey real-life themes including
overcoming adversity and
speaking up for injustice.
A story’s resolution must be
directly related to the conflict
introduced in its exposition and
the events that take a reader
from exposition to resolution
must progress toward a theme.
As events progress, characters
are revealed through their words,
actions, thoughts and what
others say about them. These
changes or observations often
help a reader to infer theme.
Words can have figurative or
connotative meanings that
extend beyond literal
interpretations.
A story’s resolution must be
directly related to the conflict
introduced in its exposition and
the events that take a reader
from exposition to resolution
must progress toward a theme.
As events progress, characters
are revealed through their words,
actions, thoughts and what
others say about them. Changes
in or observations related to
characters lead a reader to the
development of theme.
'Point of view' refers not only to
the narration of the story (i.e.,
first or third person), but also to
the various points of view (i.e.,
perspective of characters) within
a story or work of drama.
In addition to flashback and
foreshadowing, an author can
provide repeated words,
phrases, symbols, or episodes in
the chronology of the story that
leads a reader to the story’s
theme.
An author’s use of precise
language and specific wording
influences the meaning and tone
of a story.
There are six signposts of fiction
that, if attended to, will help a
reader consider an author’s
intent and how it leads to theme:
contrasts and contradictions, aha
moment, tough questions, words
of the wiser, again and again and
memory moment.
There are six signposts of fiction
that, if attended to, will help a
reader consider an author’s
intent and how it leads to theme:
contrasts and contradictions, aha
moment, tough questions, words
of the wiser, again and again and
memory moment.
st
Stories or books told from the 1
person point of view limit a
reader’s understanding of events
beyond the narrator’s
explanation.
An author can play with time and
sequence by including
flashbacks and foreshadowing.
Literary elements interact and
change throughout the course of
a work, building to a central idea
or theme.
Characters’ points of view can
impact the mood of a story (i.e.,
humor or suspense).
Oftentimes, stories have circular
endings, where the end of the
story echoes the beginning.
Writers often use metaphors,
analogies and allusions in a work
to contribute to meaning (i.e.,
“It’s a sin to kill a mockingbird” as
a metaphor for the persecution of
innocence, specifically referring
to Boo Radley, Tom Robinson or
Atticus Finch).
There are six signposts of fiction
that, if attended to, will help a
reader consider an author’s
intent and how it leads to theme:
contrasts and contradictions, aha
moment, tough questions, words
of the wiser, again and again and
memory moment.
9
th
6 Grade
Highlighting a text or chunking
and annotating it will help a
reader to remain active when
reading and comprehend a story,
even one above his/her
independent reading level.
Identifying such key details allow
a reader to record an objective
summary.
Text-based evidence (e.g.,
details, specific examples and
quotes) must be used to support
one’s thoughts when responding
to a question related to a
reading.
th
7 Grade
Highlighting a text or chunking
and annotating it will help a
reader to remain active when
reading and comprehend a story,
even one above his/her
independent reading level.
Identifying such key details allow
a reader to record an objective
summary.
Text-based evidence (e.g.,
details, specific examples and
quotes) must be used to support
one’s thoughts when responding
to a question related to a
reading.
th
8 Grade
Highlighting a text or chunking
and annotating it will help a
reader to remain active when
reading and comprehend a story,
even one above his/her
independent reading level.
Identifying such key details allow
a reader to record an objective
summary.
Text-based evidence (e.g.,
details, specific examples and
quotes) must be used to support
one’s thoughts when responding
to a question related to a
reading.
Acquired Skills:
th
6 Grade
Explain the differences between
literary and informational texts,
categorize works as either
literary or informational and
consider author’s purpose when
discussing the genre of a work.
Extrapolate literary elements
presented in a short story or
novel including the most
important key details in the plot,
complete a plot pyramid or story
map identifying each element
and write an objective summary.
Explain the connection between
the conflict presented in the
beginning of the story and the
resolution at its end and connect
the move toward a resolution to
the story’s theme.
Explain the changes that occur
to characters in the story or
novel as a result of the events
that take place in the work and
how those changes lead readers
to theme.
th
7 Grade
Explain the differences between
literary and informational texts,
categorize works as either
literary or informational and
consider author’s purpose when
discussing the genre of a work.
Extrapolate literary elements
presented in a short story or
novel including the most
important key details in the plot
as well as the story’s climax or
turning point, complete a plot
pyramid or story map identifying
each element and write an
objective summary.
Explain the connection between
the conflict presented in the
beginning of the story and the
resolution at its end, in light of
the 'rises and falls' of action in
the story’s middle. Connect
these elements to the story’s
theme.
Explain the internal and external
changes that occur to characters
in the novel as evidenced
through the character’s words,
actions and thoughts as well as
what others say about them and
explain how those changes lead
readers to theme.
th
8 Grade
Explain the differences between
literary and informational texts,
categorize works as either
literary or informational and
consider author’s purpose when
discussing the genre of a work.
Extrapolate literary elements
from a work of literature, plot key
pieces of information on a plot
pyramid or story map specifically
focusing on the impact that a
story’s characters and setting
have on the plot and theme and
draft an objective summary.
Explain the connection between
the conflict presented in the
beginning of the story and the
resolution at its end, in light of
the 'rises and falls' of action in
the story’s middle. Connect
these elements to the story’s
theme.
Explain the changes that occur
to characters in the novel as
evidenced through the
character’s words, actions and
thoughts as well as what others
say about them and explain how
those changes lead readers to
theme.
10
th
6 Grade
Identify a story’s point of view as
st
rd
1 or 3 person and explain how
that POV limits the information
the writer chooses to make
available to the reader.
Identify flashback and
foreshadowing in a novel,
providing textual evidence to
support the shift and explain why
the author chose to 'play with
time and sequence' in such a
way.
Examine new words in context,
using clues provided in the text
to arrive at meaning, use word
parts to arrive at meaning and
use outside resources (i.e.,
reference materials) to discuss
differences between denotative
meaning (dictionary) and
connotative meaning (ideas and
feelings associated with the
word).
Examine a writer’s use of
language and explain how
his/her use of precise or vivid
language influences the meaning
and tone of a story.
Identify the six signposts in
context and explain not only why
the author may have chosen to
include that signpost at that time
in the story, but also how that
understanding may lead to a
deeper understanding of the text.
Read a grade level text, identify
the topic and general main idea
or 'gist' of the story and identify
key details that scaffold to that
main idea (i.e., highlighting key
details). Use these details to
draft an objective summary and
to respond to text-dependent
questions.
Use details, specific examples
and quotes from the text to
support one’s thoughts when
responding to a question related
to a reading.
Use details from multiple texts to
respond to a text-dependent
question.
th
7 Grade
th
In addition to the 6 grade skill,
students will examine works
where the narrator’s point of
view or perspective changes as
the plot progresses and explain
how and why that change in
POV occurs.
In addition to flashback and
foreshadowing, the learner will
examine a writer’s use of
repeated words, phrases,
symbols, or episodes in a story
and explain how such repetition
helps a reader to identify the
central message or theme.
Examine new words in context,
using clues provided in the text
to arrive at meaning, use word
parts to arrive at meaning and
use outside resources (i.e.,
reference materials) to discuss
differences between denotative
meaning (dictionary) and
connotative meaning (ideas and
feelings associated with the
word).
Examine a writer’s use of
language and explain how
his/her use of precise or vivid
language influences the meaning
and tone of a story.
Identify the six signposts in
context and explain not only why
the author may have chosen to
include that signpost at that time
in the story, but also how that
understanding may lead to a
deeper understanding of the text.
Read a grade level text, identify
the topic and general main idea
or 'gist' of the story and identify
key details that scaffold to that
main idea (i.e., highlighting key
details). Use these details to
draft an objective summary and
to respond to text-dependent
questions.
Use details, specific examples
and quotes from the text to
support one’s thoughts when
responding to a question related
to a reading.
Synthesize information from
multiple texts when writing a
coherent response to a textdependent question.
th
8 Grade
th
th
In addition to the 6 and 7
grade skills, students will explain
how a character’s point of view
or perspective impacts the mood
of a novel or story.
th
th
In addition to 6 and 7 grade
skills, the learner will examine
circular endings and explain why
a writer may choose to write in
such a way.
Examine new words in context,
using clues provided in the text
to arrive at meaning, use word
parts to arrive at meaning and
use outside resources (i.e.,
reference materials) to discuss
differences between denotative
meaning (dictionary) and
connotative meaning (ideas and
feelings associated with the
word).
Identify metaphors, analogies
and allusions presented in a
work of literature and explain the
messages communicated by
such word choice and imagery.
Identify the six signposts in
context and explain not only why
the author may have chosen to
include that signpost at that time
in the story, but also how that
understanding may lead to a
deeper understanding of the text.
Read a grade level text, identify
the topic and general main idea
or 'gist' of the story and identify
key details that scaffold to that
main idea (i.e., highlighting key
details). Use these details to
draft an objective summary and
to respond to text-dependent
questions.
Use details, specific examples
and quotes from the text to
support one’s thoughts when
responding to a question related
to a reading.
Synthesize information from
multiple texts when writing a
coherent response to a textdependent question.
11
Benchmark or Major Assessments (Benchmark Assessment):
•
•
•
•
•
Close Reading and Text-Based Writing Rubric for Grades 6-8 (benchmark)
Teacher-created assessments (i.e., write an additional chapter for the story or book,
write a diary entry from a different character’s point of view, etc.)
'Check for Understanding Quizzes' to be administered periodically to make sure students
are reading and are comprehending what they read:
o
NOTE: The intervention for students who are not reading must be different from
the intervention for students who are reading but who do not understand or do
not recall what they read.
Reading logs, reading response journals, graphic organizers for close reading and
annotating, etc.
Teacher observation, conference and anecdotal notes
Instructional Materials:
th
6 Grade
Texts for Close Reading
*Miracles’ Boys by Jacqueline
Woodson
*Inside Out in the Middle of
Nowhere by Julie T. Lamana
Night of the Twisters by Ivy
Ruckman
Freak the Mighty by Rodman
Philbrick
Flush by Carl Hiaasen
The Olympian Series by Rick
Riordan
Language of Literature, Grade 6
(McDougall Littell, 2002)
“Damon and Pythias” Retold by
Fan Kissen
“The All-American Slurp” by
Lesley Namioka
“The Circuit” by Francisco
Jimenez
“President Cleveland, Where Are
You?” by Robert Cormier
th
th
7 Grade
Texts for Close Reading
*Roll of Thunder, Hear My Cry
by Mildred D. Taylor
The Giver by Lois Lowery
Where the Red Fern Grows by
Wilson Rawls
Tangerine by Edward Bloor
Hatchet by Gary Paulson
8 Grade
Texts for Close Reading
*To Kill a Mockingbird by Harper
Lee
The Outsiders by S.E. Hinton
Out of My Mind by Sharon
Draper
Language of Literature, Grade 7
(McDougall Littell, 2002)
“A Christmas Carol” by Charles
Dickens
“Thank You, Ma’am” by
Langston Hughes
“The White Umbrella” Gish Jen
“An Hour with Abuelo” by Judith
Ortiz Cofer
“The Scholarship Jacket” by
Marta Salinas
Language of Literature, Grade 8
(McDougall Littell, 2002)
“Charles” by Shirley Jackson
“Checkouts” by Cynthia Rylant
“The Million-Pound Bank Note”
by Mark Twain
“Raymond’s Run” by Toni Cade
Bambara
“The Third Wish” by Joan Aiken
Language Network, Grade 8
(McDougall Littell, 2001)
Chapter 22 – Analyzing a Story
*Starred books indicate a required grade-level book to be read by all general education and
special education students.
Professional Resources:
•
•
•
•
•
District-provided and collaboratively created units of study
Reading Fundamentals: Fiction (Schoolwide, Inc.)
Writing Fundamentals: Fiction (Schoolwide, Inc.)
Independent reading books
Core novels for grade level close reading and text-based writing
12
•
•
•
Mentor texts (e.g., picture books, excerpts from chapter books, etc.)
Notice and Note: Strategies for Close Reading by Kylene Beers and Robert E. Probst
When Kids Can’t Read What Teachers Can Do by Kylene Beers
Interdisciplinary Connections:
•
•
Many of the stories or novels connect to American history, civics, or physical survival
against environmental or natural sources. For students to fully understand the
characters, setting, events and themes of these novels, background knowledge must be
provided. This is the perfect opportunity for cross-content instruction and co-teaching.
o
Books such as Inside Out In the Middle of Nowhere (6th grade), Roll of Thunder,
Hear My Cry (7th grade), or To Kill a Mockingbird (8th grade) must be connected
to American history.
o
The Lightning Thief and the entire Olympian Series (6th grade) connects to
ancient mythology.
o
Hatchet (7th grade) and Where the Red Fern Grows (7th grade) can be connected
to studies of nature and survival.
Connecting these novels to history or science provides opportunities to incorporate
additional nonfiction reading in and among your planned lessons in a unit of study
focusing on fiction.
Technology Connections:
•
•
•
•
•
Most of the novels in the FMS Book Rooms are available on CD in the FMS Professional
Library or on YouTube.
Video clips can be shown to support or supplement the fictional texts read. This would
provide an opportunity for students to think and write across sources as required by
College and Career Readiness Anchor Standard RL.7.
All Language of Literature anthologies included a teacher resource kit, in which teachers
received a Power Presentations CD-ROM and an assessment CD-ROM. Audio CDs are
also available for purchase through McDougal Littell.
Many of the novels and short stories listed as Instructional Materials have lesson plans,
vocabulary lists and interactive activities available online. Simply entering the book title
as a Google search would provide an endless supply of support for teachers and for
students.
Plot summaries, character analyses and discussion forums are available online at
www.sparknotes.com. These resources are wonderful for teachers, but it is important to
note that students have access to their resources as well. Using an assessment from
this website is not recommended; a more authentic assessment is suggested.
Accommodations or Modifications for Special Education, ESL or Gifted Learners:
•
•
•
•
Audio recordings of the novels or short stories provide support for struggling readers or
for auditory learners. It is important to note that an audio recording is not intended to
replace reading the work, rather as an additional support for students.
Videos or DVDs are available to help build background knowledge for students or to help
them visualize information presented in a novel. Again, showing a video should never
replace reading a novel, but should instead support the reading of a work of fiction.
Reading due dates can be adjusted and differentiated to meet the needs of all learners.
Small meeting groups can meet to discuss key events or episodes from the book to
provide support to students who read but who struggle with recall.
13
•
•
Chunking a text into smaller parts and supporting students as they record notes for close
reading and text-based writing is an accommodation for students who struggle with
retention or recall. Graphic organizers for note-taking while reading are available online.
Gifted readers can be provided with a list of additional texts that share common themes
with the stories or books being read in class. They can be asked to synthesize
information from multiple sources easily if the texts share a common theme.
List of Applicable 2010 Common Core State Standards:
th
6 Grade
Reading Standards for Literature
RL.6.1; RL.6.3; RL.6.4; RL.6.5c;
RL.6.6; RL.6.10
th
7 Grade
Reading Standards for Literature
RL.7.1; RL.7.2; RL.7.3; RL.7.4;
RL.7.6; RL.7.10
th
8 Grade
Reading Standards for Literature
RL.8.1; RL.8.2; RL.8.3; RL.8.4;
RL.8.6; RL.8.10
Benchmark Assessment: Close Reading and Text-Based Writing for Literary Fiction*:
Accuracy of the
Response
Elaboration and
Evidence
4 – Exceeds
The answer is
completely
accurate. It is
clearly based on
events from the
story and the
student formulates
reasonable
inferences based
upon the text.
3 – Meets
The answer is
completely
accurate. While
inferences are
attempted and are
likely correct,
additional detail or
explanation would
have been helpful
to meet the
expectation for
exceeding the
Standard.
2 – Approaching
The answer is
partially accurate.
It shows possible
confusion about
events or
information
described in the
text and
inferences may be
'farfetched' or not
tied directly to the
content of the
reading.
Text-evidence is
specific and
directly quotes the
text or accurately
paraphrases a
specific aspect of
the text to support
the response. The
text-evidence
provided is the
best possible
support for the
answer and details
show a close,
careful reading of
the text.
Text-evidence is
provided. An
acceptable quote
or accurate
paraphrase is
provided, but it
may not be 'the
best' support or
may lack
specificity. Too
much or not
enough
information may
have been
provided, but it is
clear that the
student is focused
on the correct part
of the story to
support the
response.
There is reference
to the text, but the
answer is more
general than
specific. The
student may have
missed or
neglected to
include enough
evidence from the
text to sufficiently
support a general
statement or main
idea, or he/she
highlighted too
much information
making his/her
focus uncertain.
1 - Emerging
The answer is
clearly incorrect
based upon the
information
provided in the
story. It does not
indicate that the
student has
constructed basic
meaning from the
text, either as
explicitly-stated
information or as
inferred
relationships
among ideas.
The text-evidence
provided is vague,
irrelevant, or
incorrect. It may
be so general,
farfetched, or
loosely tied to the
text that it is hard
to tell whether the
student fully
understands or
has even read the
text.
14
Insight and
Reasoning
Organization
Knowledge of
Language and
Conventions
4 – Exceeds
The student
supplies
thoughtful,
insightful analyses
of the reasoning
behind a response
(an explanation as
to why or how the
response is
correct).
The answer is
thoughtfully
organized. It
follows the steps
specified in the
response criteria
or uses another
sequential
structure that
makes sense to
the reader. This
organization is
seamless and
easy to follow.
The answer flows
smoothly. It
demonstrates
grade-level
competence with
grammar, usage,
writing
conventions,
vocabulary and
language
structure.
3 – Meets
There is an
attempt to analyze
the reasoning
behind the
response. The
information and
thinking is correct
and demonstrates
comprehension of
the text, but the
explanation may
be incomplete or
lack clarity.
There is an
attempt to
organize the
response. It
follows the steps
specified in the
prompt or
directions, or the
writer uses
another sequential
structure that
makes sense to
the reader. This
organization can
be followed.
There may be
some errors with
grammar, usage,
conventions,
vocabulary and
language
structure, but
errors do not
impact
understanding
when reading the
response.
2 – Approaching
The student
attempts to reflect
on the reasoning
behind the
response, though
the insight may be
limited or
incorrect. The
student struggles
to explain the
response or
his/her thinking.
1 - Emerging
The student does
not attempt to
reflect on the
reasoning behind
a response, or the
analysis does not
make sense.
The answer is
marginally
organized. It may
begin in a logical
fashion but may
lose its focus, or
the parts may all
be present but are
not well
sequenced.
The answer has
no organizational
framework. It may
be too sparse to
provide a sense of
organization; very
long and
repetitive, saying
the same thing
over and over in a
variety of ways; or
largely incoherent
with no sense of
direction.
The answer
sounds somewhat
'choppy.' There
are patterns errors
with grammar,
usage,
conventions,
vocabulary and
language
structure, which
impact
understanding
when reading the
response.
The answer is
nearly
incomprehensible
because of written
language deficits.
*Adapted from That’s a Great Answer! Teaching Literature-Response Strategies to Elementary,
ELL and Struggling Readers and Lessons & Units for Closer Reading by Nancy N. Boyles and
the PARCC Scoring Rubric for Prose Constructed Response Items-Literary Analysis Task.
15
Section 3: Reading Informational Texts
Why Is This Unit Important?
•
•
•
•
Informational texts include, but are not limited to: textbooks, history/science/economic
works, essays, speeches, biographies, autobiographies, memoirs, journals, opinion
pieces (i.e., editorials) that are written based in fact.
The organizational structure of an informational text provides needed information and is
helpful to a reader.
The skills required to read a nonfiction text differ from those required to read fiction.
Nonfiction texts or narrative nonfiction set in a specific historical time period or focusing
on specific scientific content require additional reading and research of that time period
or content so the reader fully understands the subject, events and themes of the text.
Enduring Understandings:
•
•
•
•
Each genre of nonfiction is organized differently, serves a different purpose and is
intended for a specific audience.
Utilizing the organizational structure of an informational text will help a reader to more
fully understand the text and will provide opportunities for the reader to navigate the text
more easily.
Reading an informational text or passage requires a different skill-set than reading a
literary work. True comprehension of information requires a reader to understand the
text beyond factual recall. “True understanding happens when readers merge their
thinking with the text, ask questions, draw inferences, think about what’s important and
summarize and synthesize” (Harvey and Goudvis, The Comprehension Toolkit).
It is often necessary to conduct research or read supplemental materials to fully
understand an informational text or a work of narrative nonfiction. The more one reads
about a subject, the more he/she will understand that subject. Informational materials
include, but are not limited to, magazines, newspapers or feature articles, posters,
picture books, poetry, nonfiction trade books, reference materials and reliable Internet
sources.
Essential Questions:
•
•
•
•
What skills are required to read an informational text? How do those skills differ from
genre to genre?
How do the skills required to read information differ from those required to read a literary
work? Why are they different?
How does the organizational structure of an informational text as well as an
understanding of embedded text features help a reader to more thoroughly comprehend
an informational text?
How does an extensive knowledge of an historical time period or specific scientific
content help a reader to more fully understand the events that take place in an
informational text?
Acquired Knowledge:
•
Informational book features (i.e., heading, subhead, bold words, visuals, glossary, index,
table of contents, etc.) help a reader to understand a text.
16
•
•
•
•
•
Text features that are embedded into a text are purposefully placed to support the
information provided in the text.
News articles follow a specific structure (i.e., inverted pyramid) and include factual,
unbiased information. Opinion pieces (i.e., editorials, columns, letters to the editor)
present a biased point of view but are also considered nonfiction.
Biographies, autobiographies, memoirs and works of narrative nonfiction provide a
personal or individual interpretation of historical events.
Nonfiction essays and works of history/science/economics are structured and factual
works that support research and investigation.
Speeches provide a personal account or reflection of an historical or memorable event;
speeches are intended to be read aloud.
th
th
6 Grade
Readers need to distinguish
between fact and opinion when
reading nonfiction text.
7 Grade
Readers need to recognize bias
in nonfiction writing.
Nonfiction texts are organized in a
specific way (i.e., chapters,
sections, etc.) and text features
are provided (i.e., table of
contents, headings, subheads,
bold words, visuals, glossary,
index) to help readers understand
the organizational structure.
Information available from different
mediums (i.e., print, video, or
multimedia) focusing on a
particular topic may emphasize
different aspects or events.
Information obtained through
nonfiction reading can be applied
to further reading and research
(e.g., geography of New Orleans;
Hurricane Katrina; Upside Down in
the Middle of Nowhere by Julie T.
Lamana).
Each subsection of a text serves
a specific purpose and
contributes to the understanding
of the whole text itself.
There are five signposts of
nonfiction that, if attended to, will
help a reader consider an author’s
purpose and how it leads to main
or central idea: contrasts and
contradictions, extreme or absolute
language, numbers and statistics,
quoted words and word gaps.
Highlighting a text and chunking
and annotating it will help a reader
to remain active when reading and
comprehend an informational text,
even one above his/her
independent reading level.
Identifying such key details allow a
reader to record an objective
summary.
th
8 Grade
Evaluate a nonfiction text for
bias and make judgments
about the validity of the
argument’s claim.
Specific paragraphs within a
text address key concepts;
particular sentences within that
paragraph help to develop and
refine those key concepts.
Evaluate the similarities and
differences in information from
different mediums focusing on
the same topic.
Evaluate the advantages and
disadvantages of using
different mediums to research
a particular topic or idea.
Information obtained through
nonfiction reading helps the
reader to evaluate the
authenticity of another text (e.g.,
the Lost Boys of the Sudan;
waterborne illnesses; A Long
Walk to Water by Linda Sue
Park).
There are five signposts of
nonfiction that, if attended to, will
help a reader consider an
author’s purpose and how it
leads to main or central idea:
contrasts and contradictions,
extreme or absolute language,
numbers and statistics, quoted
words and word gaps.
Highlighting a text and chunking
and annotating it will help a
reader to remain active when
reading and comprehend an
informational text, even one
above his/her independent
reading level. Identifying such
key details allow a reader to
record an objective summary.
Information provided by two or
more authors focusing on the
same topic may emphasize
different points or may provide
a different interpretation of the
facts (i.e., historical information
connected to the Civil Rights
Movement or the Holocaust).
There are five signposts of
nonfiction that, if attended to,
will help a reader consider an
author’s purpose and how it
leads to main or central idea:
contrasts and contradictions,
extreme or absolute language,
numbers and statistics, quoted
words and word gaps.
Highlighting a text and
chunking and annotating it will
help a reader to remain active
when reading and comprehend
an informational text, even one
above his/her independent
reading level. Identifying such
key details allow a reader to
record an objective summary.
17
th
6 Grade
A reader must consider the
information provided in an
informational text and the
information provided in embedded
text features in cooperation; the
facts are intended to support each
other and lead to greater
understanding for a reader.
Text-based evidence (e.g., details,
specific examples and quotes)
must be used to support one’s
thoughts when responding to a
question related to a reading.
th
8 Grade
A reader must consider the
information provided in an
informational text and the
information provided in
embedded text features in
cooperation; the facts are
intended to support each other
and lead to greater
understanding for a reader.
Text-based evidence (e.g.,
details, specific examples and
quotes) must be used to
support one’s thoughts when
responding to a question
related to a reading.
th
8 Grade
Determine the validity of a
source based upon potential
bias presented in a work of
nonfiction
7 Grade
A reader must consider the
information provided in an
informational text and the
information provided in
embedded text features in
cooperation; the facts are
intended to support each other
and lead to greater
understanding for a reader.
Text-based evidence (e.g.,
details, specific examples and
quotes) must be used to support
one’s thoughts when responding
to a question related to a
reading.
th
Acquired Skills:
th
6 Grade
Discriminate between facts and
opinions when reading a nonfiction
text (i.e., editorial, letter to the
editor, bias in an article, etc.)
Utilize the organization of a text as
well as its text features to aid with
comprehension, complete graphic
organizers and respond to openended questions to demonstrate
such understanding
7 Grade
Identify bias when reading a
nonfiction text such as a
newspaper, magazine or online
article and will provide a possible
explanation for such biases
Explain why a writer chose to
organize a text in such a fashion
and respond to questions about
the text using such
organizational structures
Highlight and annotate a text to
promote active reading, utilize
notes to analyze and evaluate the
text and write an objective
summary of the text including
information from all subsections
Highlight and annotate a text to
promote active reading, utilize
notes to analyze and evaluate
the text and write an objective
summary of the text including
information from all subsections
Compare different mediums (i.e.,
print, video, or multimedia)
focusing on the same topic and
discuss similarities and differences
in information provided and
effectiveness of communication
Compare and contrast different
mediums (i.e., print, video, or
multimedia) focusing on the
same topic and evaluate
similarities and differences in
information provided and
effectiveness of communication
Apply the information obtained
when reading a nonfiction text
when reading additional texts (i.e.,
building background knowledge,
aiding in research, etc.)
Utilize the information obtained
when reading a nonfiction text to
determine the accuracy of
information presented in another
work
th
Evaluate paragraphs and
specific sentences within
sections of a nonfiction text
and explain how the paragraph
or sentence supports the key
concepts developed in the
section
Highlight and annotate a text to
promote active reading, utilize
notes to analyze and evaluate
the text and write an objective
summary of the text including
information from all
subsections
Review different mediums (i.e.,
print, video, or multimedia)
focusing on the same topic and
evaluate the advantages and
disadvantages of each (i.e.,
bias, effectiveness of
presentation, reliability of
information, etc.)
Synthesize the information
obtained through multiple
sources to build background
knowledge and to evaluate the
accuracy of information
presented in another work
18
th
th
6 Grade
Identify nonfiction signposts as
they are presented in informational
texts and explain not only why the
writer may have chosen to include
that signpost, but also how that
information supports the central
idea of the informational work
7 Grade
Identify nonfiction signposts as
they are presented in
informational texts and explain
not only why the writer may have
chosen to include that signpost,
but also how that information
supports the central idea of the
informational work
Read a variety of informational
th
texts at 6 grade text-complexity,
identify the topic and central idea
or 'gist' of the text and identify key
details from each subsection that
scaffold to that main idea (i.e.,
highlighting key details). Use these
details to draft an objective
summary and to respond to textdependent questions.
Read a variety of informational
th
texts at 7 grade text-complexity,
identify the topic and central idea
or 'gist' of the text and identify
key details from each subsection
that scaffold to that main idea
(i.e., highlighting key details).
Use these details to draft an
objective summary and to
respond to text-dependent
questions.
Cite details, specific examples and
quotes from the text to support
one’s thoughts when responding to
a question related to a reading.
Cite several details, specific
examples and quotes from the
text to support one’s thoughts
when responding to a question
related to a reading.
th
8 Grade
Identify nonfiction signposts as
they are presented in
informational texts and explain
not only why the writer may
have chosen to include that
signpost, but also how that
information supports the
central idea of the
informational work
Read a variety of informational
th
texts at 8 grade textcomplexity, identify the topic
and central idea or 'gist' of the
text and identify key details
from each subsection that
scaffold to that main idea (i.e.,
highlighting key details). Use
these details to draft an
objective summary and to
respond to text-dependent
questions.
Cite the most relevant details,
specific examples and quotes
from the text to support one’s
thoughts when responding to a
question related to a reading.
Benchmark or Major Assessments (Benchmark Assessment):
•
•
•
•
•
Cornell Note-Taking Organizer (benchmark)
Graphic organizers, highlights and margin notes
Objective summaries of texts
Student notes during note-taking while reading
Teacher conferences, small group meetings, large group discussions and anecdotal
records
Instructional Materials:
th
6 Grade
Language of Literature, Grade 6
(McDougall Little, 2002)
“The Jacket” by Gary Soto
“Matthew Henson at the Top of
the World” by Jim Haskins
“My First Dive with Dolphins” by
Don C. Reed
“Tutankhamen from Lost
Worlds” by Anne Terry White
th
7 Grade
Language of Literature, Grade 7
(McDougall Little, 2002)
“from The Autobiography of
Eleanor Roosevelt”
“from The Autobiography of
Malcolm X”
“from Barrio Boy” by Ernesto
Galarza
th
8 Grade
Language of Literature, Grade 8
(McDougall Little, 2002)
“from Still Me…” by Christopher
Reeve
“I Have a Dream” by Dr. Martin
Luther King, Jr.
“The Diary of Anne Frank: A
Play” by Frances Goodrich and
Albert Hackett
“from The Last Seven Months of
Anne Frank” by Hannah
Elisabeth Pick-Goslar,
interviewed by Willy Lindwer
19
th
6 Grade
Other nonfiction texts
Science textbook
Social Studies textbook
Newspaper articles
Magazine articles
Informational articles related to
New Orleans and Hurricane
Katrina to be connected to the
literary work *Inside Out in the
Middle of Nowhere
th
7 Grade
Other nonfiction texts
“Give Me Liberty or Give Me
Death”
“Gettysburg Address”
“Narrative of the Life of Frederick
Douglass, An American Slave”
Science textbook
Social Studies textbook
Newspaper articles
Magazine articles
Books:
*A Long Walk to Water by Linda
Sue Park
th
8 Grade
Other nonfiction texts
“Letter from a Birmingham Jail”
by Dr. Martin Luther King, Jr.
Science textbook
Social Studies textbook
Newspaper articles
Magazine articles
Books:
*Warriors Don’t Cry by Melba
Patillo Beals
*Holocaust memoirs including
The Diary of Anne Frank, The
Cage by Ruth Minsky Sender
and I Will Plant You a Lilac Tree
by Laura Hillman
*Starred books indicate a required grade-level book to be read by all general education and
special education students.
Professional Resources:
•
•
•
•
Reading Nonfiction: Notice & Note Stances, Signposts and Strategies by Kylene Beers
and Robert E. Probst
When Kids Can’t Read What Teachers Can Do by Kylene Beers
I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Readers by Cris
Tovani
Building Reading Comprehension Habits in Grades 6-12: A Toolkit of Classroom
Activities by Jeff Zwiers
Interdisciplinary Connections:
•
•
Reading teachers can co-teach with Science or Social Studies teachers to help students
utilize text features to more effectively read a nonfiction text. Such co-planning and coteaching is at the heart of a true team model.
Incorporating nonfiction reading to build background knowledge preceding a fiction novel
or before reading a nonfiction memoir or biography helps students to grasp the concepts
and issues presented in the book in a more global view.
Technology Connections:
•
•
•
•
Various newspapers available on-line (i.e., www.nj.com)
NewsELA is an online website that provides unlimited access to hundreds of leveled
news articles with Common Core aligned quizzes : https://newsela.com/
Teacher and researcher Kelly Gallagher provides an Article of the Week, which is
selected for its relevance to the lives of today’s young adults:
http://www.kellygallagher.org/article-of-the-week/
District databases (passwords available from the Fisher Middle School Media Specialist)
20
•
•
•
Videos can be used to support and supplement the reading of a nonfiction text;
information presented visually helps to support visual learners and can provide
background information for struggling readers
Interviews or presentations are often available online (audio or video)
Websites:
o
American Library Association Nonfiction Book Awards for Young Adults at
http://www.ala.org/yalsa/nonfiction-award
o
Interactive Organizers by Read, Write Think at
http://www.readwritethink.org/classroom-resources/student-interactives/
o
Graphic Organizers by Teacher Files at
http://www.teacherfiles.com/resources_organizers.htm
Accommodations or Modifications for Special Education, ESL or Gifted Learners:
•
•
•
•
•
•
Different texts on the same topic can be provided for students; they can be assigned by
reading level to embed differentiation into the lesson
Grade-level texts can be chunked and student annotations can be scaffolded to support
their independence as they read a text within the appropriate grade band
Audio or video support can be provided for students who learn best orally or visually
Repeated readings of informational texts: read aloud, read along, listen to a tape,
student tracks words with finger or pointer, student reads orally, student reads
independently
Allow students to self-select texts (topic and/or reading level), again, providing many
different options in topic or reading level
Students can be provided graphic organizers to take notes while they read a nonfiction
text. Doing so will help them to identify main ideas and key details and will help them to
recall information. To differentiate for student strengths and needs, graphic organizers
can be differentiated.
List of Applicable Common Core State Standards for English Language Arts:
th
6 Grade
Reading Standards for
Informational Texts
RI.6.1; RI.6.5; RI.6.7; RI.6.8;
RI.6.9
th
7 Grade
Reading Standards for
Informational Texts
RI.7.1; RI.7.5; RI.7.7; RI.7.8;
RI.7.9
th
8 Grade
Reading Standards for
Informational Texts
RI.8.1; RI.8.5; RI.8.7; RI.8.8;
RI.8.9
21
Benchmark Assessment - Cornell Notes:
Cornell Notes
Topics or Subtopics,
Keywords, Questions,
Main Ideas:
Summary:
Title, Text, or Topic:
Name: _____________________
___________________
___________________
___________________
Date: ______________________
Notes:
•
•
•
•
•
Class Period: _______________
Key information, ideas and thoughts
Important dates, people and places
Repeated or emphasized information
Outlines of structure or organization of the text
Information from charts, graphs, diagrams, pictures or other text
features
22
Section 4: Narrative Writing
Why Is This Unit Important?
This unit will focus on the creation of stories, either real or imagined. The Big Ideas imbedded
throughout this unit are:
•
•
•
•
The goal of narrative writing is to teach students to retell a sequence of events with
precise detail and to write in such a way that a reader can easily follow events, even
when the events are not presented in a linear fashion.
It is essential that a student writes in great detail, including sensory images, with a voice
and tone that is appropriate to purpose, task and audience, regardless of whether or not
he or she actually experienced the events in the story.
Dialogue is a powerful element to narrative writing when it is used to establish or resolve
the conflict or to move a story forward.
Narratives should be focused stories or, what Lucy Calkins calls, “small moments…very
focused vignettes.”
Enduring Understandings:
•
•
•
•
•
•
Narrative stories contain common literary elements: character, setting, conflict,
resolution and theme.
Chronology or sequencing is essential when storytelling; it is important for a reader to
attend to the chronology of a story, even when an author chooses to experiment with
time (e.g., flashback, flash-forward).
One goal of powerful writing is to include such vivid detail that the writer can visualize
the events as they occur. This can occur when one writes from experience or from
his/her background knowledge (i.e., writes a work inspired by a familiar fictional story).
Dialogue should be included in a story only when it is used carefully and moves the story
forward; dialogue should not be written as a conversation, without narration, within a
story.
When writing a work of fiction, a writer must also focus on a small moment and must
ensure that each event in the plot leads the characters from a conflict to a resolution; the
events must be focused.
Focusing one’s story writing onto a small moment enables a writer to focus the story’s
emotion and to build tension in a narrative, a tension that is relieved through the
resolution of the conflict.
Essential Questions:
•
•
•
•
•
•
•
How does narrative writing differ from expository or argumentative writing?
What is the author’s purpose within narrative writing?
What is the benefit of writing from one’s knowledge or experience rather than from one’s
imagination? What is limited when writing only from experience?
What is sensory detail? What does it add to a story?
Does a conflict always have to be resolved?
Can too much dialogue hurt a story’s narration?
Why is sequencing important? What can an author do when he/she does not want to
write in a chronologically linear fashion? What does he/she have to provide so the
reader easily follows shifts in time and place?
23
Acquired Knowledge:
th
th
6 Grade
A story must engage a reader
and must orient him or her by
establishing a clear context and
point of view at the outset of the
story.
Narratives include character,
setting, conflict, a plot that
unfolds naturally, resolution and
theme, all of which are described
and explained using relevant
sensory details.
7 Grade
A story must engage a reader
and must orient him or her by
establishing a clear context and
point of view at the outset of the
story.
Narratives include complex
characters, setting, conflict, a
plot that unfolds naturally,
resolution and theme, all of
which are described and
explained using specific sensory
details.
The conflict introduced in the
exposition must flow from the
ideas presented in the story and
must be satisfactorily resolved in
the story’s resolution or must
strategically end without a
resolution (e.g., intentional
cliffhanger). The conflict and
resolution must lead the reader
to theme.
Transition words, phrases and
clauses are used to convey
sequence, shift from one time
frame to another, shift from one
setting to another, and/or to
show relationships among
events and experiences.
The conflict introduced in the
exposition must flow from the
ideas presented in the story and
must be satisfactorily resolved in
the story’s resolution or must
strategically end without a
resolution (e.g., intentional
cliffhanger). The conflict and
resolution must lead the reader
to theme.
In addition to transition words, a
writer can use a variety of
techniques to convey sequence,
shift from one time frame to
another (i.e., flashback), shift
from one setting to another and
show relationships among
events or experiences.
Word choice is an essential
element of story writing, not only
to convey a powerful story and
message, but also to create
mood within a story.
The conflict may be resolved or
the writer may choose to leave
the reader thinking; either way,
the conclusion of a story must be
satisfying.
A theme may be specifically
stated or it can be implied; it is
clearly conveyed as events
unfold.
After reading a fictional work,
one can continue narrating the
story, applying the information
learned in this unit of study and
writing the next chapter or
retelling the story from a different
perspective.
Word choice is an essential
element of story writing; precise
words must be used to develop
the events, experiences and
ideas.
The conflict may be resolved or
the writer may choose to leave
the reader thinking; either way,
the conclusion of a story must be
satisfying.
A theme may be specifically
stated or it can be implied.
After reading a fictional work,
one can continue narrating the
story, applying the information
learned in this unit of study and
writing the next chapter or
retelling the story from a different
perspective.
th
8 Grade
A story must engage a reader
and must orient him or her by
establishing a clear context and
point of view at the outset of the
story.
Narratives include complex
characters, setting, conflict, a
plot that unfolds naturally,
resolution and theme, all of
which are described and
explained using well-chosen,
relevant and specific sensory
details.
The conflict introduced in the
exposition must flow from the
ideas presented in the story and
must be satisfactorily resolved in
the story’s resolution or must
strategically end without a
resolution (e.g., intentional
cliffhanger). The conflict and
resolution must lead the reader
to theme.
A writer can use transitions and
additional writing techniques to
convey sequence in multiple
storylines, shift from one time
frame or setting to another and
show the relationships among
events or experiences.
Word choice is an essential
element of story writing, not only
to convey a powerful story and
message, but also to create
mood within a story.
The conflict may be resolved or
the writer may choose to leave
the reader thinking; either way,
the conclusion of a story must be
satisfying.
A theme is often implied rather
than specifically stated, but the
lesson is evident as events
unfold in the story.
After reading a fictional work,
one can continue narrating the
story, applying the information
learned in this unit of study and
writing the next chapter or
retelling the story from a different
perspective.
24
Acquired Skills:
th
th
th
6 Grade
7 Grade
8 Grade
Establish a clear context and
point of view in the exposition
of a story by including
narrative elements in the
introduction and applying lead
strategies for narrative writing.
Create narrative pieces that
include key literary elements
(character, setting, conflict,
plot, resolution and theme),
where conflict and resolution
are connected and where the
progression of the plot leads a
reader to a clearly stated
theme.
Include sensory detail when
describing characters, setting,
or events in the narrative
piece.
Establish a clear context and
point of view in the exposition of
a story by including narrative
elements in the introduction and
applying lead strategies for
narrative writing.
Create narrative pieces that
include key literary elements
(character, setting, conflict, plot,
resolution and theme), where
conflict and resolution are
connected and where the
progression of the plot leads a
reader to a clearly stated or
implied theme.
Include sensory detail and vivid
imagery when describing
characters, setting, or events in
a narrative work.
Establish a clear context and point
of view in the exposition of a story
by including narrative elements in
the introduction and applying lead
strategies for narrative writing.
Apply the concepts of external
and/or internal conflict when
drafting a narrative work and
include a resolution to such
conflicts by the end of a piece.
Apply the concepts of external
and/or internal conflict when
drafting a narrative work and
include a satisfactory resolution
to such conflicts by the end of
the piece.
Apply transition words,
phrases and clauses to assist
the reader with changes in
time, place, or event,
transitions that flow naturally
from the writing itself.
Use transition words to assist
the reader with changes in time,
place, or event and apply his/her
understanding of additional
techniques to help a reader shift
time/place/event (i.e., flashback,
flash-forward, etc.).
Use powerful words, including
those learned through
vocabulary instruction, to
create powerful images and
emotion in the story.
Use powerful words, including
those learned through
vocabulary instruction, to create
powerful images, emotion and
mood in the story.
Organize the story around a
central message or theme,
which can be specifically
stated or implied and reveals
itself as the story’s events
unfold.
Utilize information provided in
a narrative text and draft
another chapter or retell the
story from a different
character’s point of view.
Organize the story around a
central message or theme,
which can be specifically stated
or implied and reveals itself as
the story’s events unfold.
Organize the story around a
central message or theme, which
is revealed as the story’s events
unfold.
Utilize information provided in a
narrative text and draft another
chapter or retell the story from a
different character’s point of
view.
Utilize information provided in a
narrative text and draft another
chapter or retell the story from a
different character’s point of view.
Create narrative pieces that
include key literary elements
(character, setting, conflict, plot,
resolution and theme), where
conflict and resolution are
connected and where the
progression of the plot leads a
reader to a well-developed,
possibly implied, theme.
Include powerful sensory detail
and vivid imagery when describing
characters, setting, or events, such
that a reader can visualize the
story as events unfold.
Apply the concepts of external
and/or internal conflict when
drafting a narrative work, create a
satisfactory ending to the work
such that the conflict is resolved
and include a theme that is
connected to the resolution of the
conflict.
In addition to transition words, the
writer will use writing techniques to
assist the reader with changes in
time, place, or event and he/she
will thoughtfully apply such
techniques to help a reader follow
along when multiple storylines are
presented.
Use powerful words, including
those learned through vocabulary
instruction, to create powerful
images, emotion and mood in the
story.
25
NOTE: Grammar skills are highlighted in the 6th-8th grade Grammar Scope and Sequence
included in the curriculum.
Benchmark or Major Assessments (Benchmark Assessment):
•
•
•
•
Six Traits of Writing for Narrative Writing Rubric (benchmark)
Teacher conference, observations and anecdotal records
Writer’s notebook
Self-editing, peer-editing, or teacher-editing checklists
Instructional Materials:
•
•
•
Language Network and Teacher Resource Kit (McDougall Littell, 2001)
Graphic organizers and revising/editing checklists
Writers notebook materials provided through district professional development;
additional copies available through the Language Arts Supervisor
Professional Resources:
•
•
•
•
•
•
Traits of Writing: The Complete Guide for Middle School by Ruth Culham
Mechanically Inclined: Building Grammar, Usage and Style into Writer’s Workshop by
Jeff Anderson
Lessons That Change Writers by Nancie Atwell
Notebook Know-How: Strategies for the Writer’s Notebook by Aimee Buckner
What a Writer Needs by Ralph Fletcher
Teaching Adolescent Writers by Kelley Gallagher
Interdisciplinary Connections:
•
•
•
Students can be encouraged to write narrative pieces that connect to topics of interest
from their studies in other classes
Students can be encouraged to write historical fiction or science fiction stories and
embed factual information into their narrative piece
Multicultural picture books can be used as mentor texts and to help inspire students to
write about their own cultures and traditions. The International Digital Children’s Library
(http://en.childrenslibrary.org/) provides 5,000 different books, including both text and
illustrations, representing hundreds of different cultures in hundreds of different
languages.
Technology Connections:
•
•
•
Professional websites such as Edutopia (http://www.edutopia.org/blog/common-core-inaction-narrative-writing-heather-wolpert-gawron) and Read Write Think
(www.readwritethink.org) provide a plethora of lesson plan ideas focusing on narrative
writing in the middle grades. A simple Google search will generate thousands of hits as
well.
Released narrative prompts and student responses from the PARCC assessment online
at https://prc.parcconline.org/assessments/parcc-released-items
Middle school students can draft, revise, edit and publish within Google Drive
26
Accommodations or Modifications for Special Education, ESL or Gifted Learners:
•
•
•
•
In the writing workshop, mini-lessons provide guidance for students to improve their
writing. Such mini-lessons are planned based upon the needs of the students, thus
incorporating differentiation into planning and instruction.
Individual conferences are held, at which time teachers model good writing and provide
individual instruction and/or feedback to students to meet each child’s individual needs.
Such a format supports the struggling writer while challenging the gifted writer.
Models and mentor texts must be provided so that students struggling with a concept or
struggling writers have exemplars surrounding them; individual or small group
conferences provide time for a teacher to help students make connections between a
mentor text or texts and his/her own writing.
Gifted writers can always be challenged to add more detail or elaboration (i.e., sensory
imagery, show…don’t tell, expand) and to incorporate compositional risks into their
writing.
List of Applicable Common Core State Standards for English Language Arts:
6th Grade
W.6.3a; W.6.3b; W.6.3c;
W.6.3d; W.6.3e
7th Grade
W.7.3a; W.7.3b; W.7.3c;
W.7.3d; W.7.3e
8th Grade
W.8.3a; W.8.3b; W.8.3c;
W.8.3d; W.8.3e
Six Traits of Writing for Narrative Writing:
Idea
Development
Organization
4 – Exceeds
The story is
thoughtfully
developed and
includes
appropriate and
vivid details related
to character
development,
setting, series of
events to develop
the plot, conflict,
resolution and
theme.
The story is
thoughtfully
organized, following
the correct story
structure
(beginning-middleend-theme), with a
conflict, resolution
and theme that are
connected.
3 – Meets
The story includes
details related to
most literary
elements, but
additional details
may have been
helpful or too many
unnecessary details
may have been
provided.
2 – Developing
There is a basic
story idea, but there
is a lack of
development or
detail that leaves
the reader unclear
about the
progression of the
story.
1 - Emerging
The story is too
long (too many
unnecessary
details) or too short
(not enough details
to build a strong
story).
The story is
organized with a
beginning-middleend-theme. The
conflict, resolution
and theme may be
loosely connected,
or there may have
been unnecessary
conflicts introduced
within the story.
There is an attempt
at organization, but
the ending may be
abrupt, the theme
may be missing, or
a lack of
organization may
make the story a bit
difficult to follow at
times.
There is no
recognizable
organization to this
story, the writer’s
thoughts seem to
ramble on, or a
missing resolution
to the conflict
makes the story
seem unfinished.
27
Voice
Word Choice
4 – Exceeds
The writer’s voice is
clearly evident
throughout the
story. There is a
sophisticated voice
and emotion
present throughout
the story which
matches its
purpose and
theme.
There is rich,
sophisticated and
varied word choice
throughout this
piece, with powerful
sensory details that
show, rather than
tell, the story.
Sentence
Fluency
There is a variety of
sentence lengths
and structures, with
few, if any,
fragments or runons. There is a
smooth fluency and
rhythm when
reading this story.
Conventions:
Spelling,
Grammar,
Punctuation
Most spelling,
grammar and
punctuation are
correct.
Punctuation is used
purposefully (i.e.,
exclamations,
ellipses, pauses for
effect) and spelling
is mostly correct,
even on harder
words.
3 – Meets
The author’s voice
is evident at various
times throughout
the story and effort
was clearly put into
infusing voice
making it enjoyable
to read.
2 – Developing
The author
attempted to infuse
his/her voice into
the work, but at
times, the story
lacks feeling or
emotion.
1 - Emerging
The author’s voice
is not evident; there
is little or no
emotion or feeling
in this piece.
The writer uses
good word choice
with some varied
wording. There are
some strong
sensory details,
making the paper
enjoyable to read.
There was an
attempt to show,
rather than tell.
There may be a few
errors in sentence
construction (e.g.,
fragments, runons), but they do
not impact the
readability of the
story.
The writer uses
simplistic word
choice and some
words are repetitive
at times. There may
be too few or too
many sensory
details causing the
reader to possibly
lose interest.
The writer uses
simplistic,
conversational
word choice, is far
too repetitive,
and/or tells the
story rather than
'showing' it through
sensory detail.
There are quite a
few errors in
sentence
construction,
making the story
difficult to follow at
times. The reader
may have had to
reread a part of the
story to make sure
he/she understood.
Patterns of errors
are evident.
Capitals are correct
at the beginning of
sentences and
names, but not in
trickier places.
Some errors in
punctuation and
spelling are
evident.
There are
numerous errors in
sentence
constructing or the
sentence structure
used is too
repetitive, making
the story difficult to
read.
There may be a few
errors, but they do
not impact the
readability of the
story. Punctuation
is basically correct
and spelling is
correct on common
words.
There are
numerous errors
which are
distracting as the
reader tries to
understand the
story.
28
Criteria Specific to Narrative Writing:
Lead
4 – Exceeds
Strong lead that
makes the reader
want to find out
more
3 – Meets
Good lead; the
reader still wants to
continue, but it
could be improved
(e.g., more detail,
voice, emotion)
The ending is good
but does not fully
'clinch' the story,
possibly leaving the
reader wanting
more.
Closing
The final paragraph
or closing
sentences 'clinch'
the story well,
leaving the reader
completely
satisfied.
Use of
Dialogue
Spoken dialogue
and possibly
internal dialogue
(inner thoughts of
characters) is/are
used not only to
develop the
characters, but also
to move the plot
forward. Dialogue
is punctuated and
paragraphed
correctly.
There was an
attempt at the use
of dialogue in the
story. The dialogue
included does
develop some
characters and
does make sense
within the plot of
the story, but
additional time
could have been
spent editing
punctuation and
paragraphing.
Point of View
The story is written
st
rd
in either 1 or 3
person pint of view
which is consistent
throughout the
entire story. At no
time does the writer
shift from I/me to
she/they in the
narration.
The story is written
st
rd
in 1 or 3 person
point of view, but
there are a few
times when the
writer shifts to the
other POV
unintentionally.
2 – Developing
There is a lead but
it needs
development or
added detail
1 - Emerging
The lead does not
leave the reader
wanting to continue
reading; it needs to
be revised
The ending is too
simplistic—it
doesn’t fit the flow
of the story or it
contains weak
language leaving
the reader
unsatisfied.
Too little or too
much dialogue is
used or patterns of
errors in
punctuation and/or
paragraphing may
be evident.
There is no real
ending, leaving the
reader unsatisfied.
The writer shifts
st
rd
from 1 to 3
person point of
view several times
throughout the
story.
There is no
dialogue at all or
there is too much,
making the story
read like a
conversation rather
than a narrative.
There are
numerous errors
with punctuation
and/or
paragraphing,
making it difficult to
follow who is
saying what to
whom.
There is no
consistency in point
of view. The writer
st
shifts between 1
rd
and 3 person
point of view often.
29
Section 5: Argumentative Essay Writing
Why Is This Unit Important?
This unit will focus on the craft of argumentative essay writing and will help students to develop
the skills needed to effectively support an argument in an attempt to persuade an audience. The
Big Ideas embedded through this unit are:
•
•
•
•
•
The purpose of argument writing is for a writer to draw upon factual information (i.e.,
history, current events, information presented in literature) in order to support his/her
argument.
The ideas presented in the essay must support a clearly worded thesis (purpose).
Support must be factual, can take the form of specific examples and must be obtained
from a reliable source (i.e., historical or scientific documents or research, current events,
research from reliable sources, factual information related to literature, etc.).
Strong essays must meet certain criteria (i.e., the opening and closing are evident, main
idea is clearly expressed and is supported with specific details, word choice is powerful,
voice is clear and powerful, sentences are complete and Standard English is used
effectively) to be considered proficient.
Writers continually revise and edit their work to improve their writing, specifically
focusing on organization, development, voice, word choice, sentence structure and the
conventions of writing.
Enduring Understandings:
•
•
•
•
•
A thesis statement is the main claim that a writer is making (i.e., a position or argument)
and is supporting throughout the essay.
Support can take the form of definitions, details, or quotations, must be factual and must
be retrieved from a reliable source.
A writer’s selection of words is one of the most important factors he/she must consider
when writing; knowledge of one’s audience and precision of language are essential.
A writer’s voice must be passionate and powerful so his/her message is clearly
conveyed.
Writing is never 'done' and can always be improved. It is a recursive process, so writers
can move from stage to stage, either forward or backward.
Essential Questions:
•
•
•
•
•
•
•
What is the purpose of argumentative essay writing?
Why is it important to consider audience and purpose when organizing one’s writing?
What does the literary term voice mean? How does one include voice in his or her
writing?
Why is vivid and precise use of language so important?
What makes one source more reliable than another? How can one evaluate a source for
reliability?
How does a writer support his or her thoughts without repeating himself or herself?
What is Standard English and why is it important to use Standard English in academic
writing?
30
Acquired Knowledge:
th
th
6 Grade
An argument makes a claim
about a topic or issue and must
be supported with factual
evidence in order to be effective.
7 Grade
An effective argument not only
makes a claim about an issue,
but also acknowledges alternate
or opposing claims or points of
view.
Claims must be supported with
factual evidence and thoughtful
reasoning.
To demonstrate a
comprehensive understanding of
the topic, one must support a
claim with logical reasoning and
detailed, relevant evidence.
Claims must be connected to the
topic and must flow with
transitions from one point to the
next.
Argumentative writing sustains
an objective style and tone
based solely on fact.
The voice a writer projects in an
argumentative piece must be
passionate and convincing; the
voice must match the purpose.
A concluding paragraph or
section must flow from the
argument and end powerfully
(i.e., call to action, symbolic
ending, reconnection to the
beginning, etc.).
While organization and idea
development are important,
equally as important are
sentence structure and
conventions of language.
Ideas must all interconnect and
flow naturally.
Argumentative writing sustains
an objective style and tone
based solely on fact.
The voice a writer projects in an
argumentative piece must be
passionate and convincing; the
voice must match the purpose.
A concluding paragraph or
section must flow from the
argument and end powerfully
(i.e., call to action, symbolic
ending, reconnection to the
beginning, etc.).
While organization and idea
development are important,
equally as important are
sentence structure and
conventions of language.
th
8 Grade
An effective argument not only
acknowledges the opposing
point of view, but discredits it
using logical reasoning and
detailed evidence from credible
sources.
To demonstrate a
comprehensive understanding of
the topic, one must support a
claim with logical reasoning and
detailed, relevant evidence from
credible sources.
Ideas must interconnect and
flow, including a rebuttal to the
counterclaim.
Argumentative writing sustains
an objective style and tone
based solely on fact.
The voice a writer projects in an
argumentative piece must be
passionate and convincing; the
voice must match the purpose.
A concluding paragraph or
section must flow from the
argument and end powerfully
(i.e., call to action, symbolic
ending, reconnection to the
beginning, etc.).
While organization and idea
development are important,
equally as important are
sentence structure and
conventions of language.
Acquired Skills:
th
th
6 Grade
Provide multiple reasons
supported by factual examples to
support a position or claim when
writing am argumentative piece
7 Grade
Provide multiple reasons
supported by factual examples to
support a position and
acknowledge the opposing
position or point of view when
writing an argumentative piece
Support a position by fully
explaining the relevance of the
factual evidence presents in the
work
Support a position by fully
explaining the relevance of the
factual evidence and by
presenting a logical, detailed
explanation of his/her reasoning
th
8 Grade
Provide multiple reasons
supported by factual examples to
support a position, acknowledge
the opposing position or point of
view and rebut or refute the
opposing point of view when
writing an argumentative piece
Use credible sources when
supporting a position, fully
explain the relevance of the
evidence and present a logical,
detailed explanation of his/her
reasoning
31
th
th
6 Grade
Utilize transitions to ensure a
fluency and flow between ideas
7 Grade
Utilize transitions to create a
natural flow and interconnection
among ideas
Maintain an objective style and
tone appropriate for the purpose
and audience of the piece
Create arguments based solely
on fact
Write with a passionate and
convincing voice that is
appropriate to the purpose and
audience of the piece
Draft a conclusion paragraph
that flows naturally from the
argument and ends powerfully
(i.e., call to action, symbolic
ending, circular ending, etc.)
Maintain an objective style and
tone appropriate for the purpose
and audience of the piece
Create arguments based solely
on fact
Write with a passionate,
authentic and convincing voice
that is appropriate to the purpose
and audience of the piece
Draft a conclusion paragraph or
section that flows naturally from
the argument and ends
powerfully (i.e., call to action,
symbolic ending, circular ending,
etc.)
Apply the rules of Standard
English presented through minilessons as well as those offered
during teacher conferences
when drafting and when editing a
draft
Apply the rules of Standard
English presented through minilessons as well as those offered
during teacher conferences
when drafting and when editing a
draft
th
8 Grade
Utilize transitions to create a
natural flow among ideas,
including a flow into a rebuttal
section so the writer does not
change positions, rather clearly
refutes the opposing point of
view
Maintain an objective style and
tone appropriate for the purpose
and audience of the piece
Create arguments based solely
on fact
Write with a passionate,
authentic and convincing voice
that is appropriate to the purpose
and audience of the piece
Draft a conclusion section that
flows naturally from the
argument, ends powerfully and
attempts to leave the reader
thinking (i.e., call to action,
symbolic ending, circular ending,
etc.)
Apply the rules of Standard
English presented through minilessons as well as those offered
during teacher conferences
when drafting and when editing a
draft
NOTE: Grammar skills are highlighted in the 6th – 8th grade Grammar Scope and Sequence
included in the curriculum.
Benchmark or Major Assessments (Benchmark Assessment):
•
•
•
•
•
Six Traits of Writing for Argumentative Writing Rubric (benchmark)
Graphic organizer such as a Roman Numeral outline or PMI Chart
Teacher conference, observations and anecdotal records
Writer’s notebook
Self-editing, peer-editing, or teacher-editing checklists
Instructional Materials:
•
•
•
•
•
•
Language Network and Teacher Resource Kit (McDougall Littell, 2001)
Informational texts related to controversial issues to help build background knowledge
on a topic or issue to be debated
District databases including Facts on File: Issues and Controversies
Graphic organizers
Writers notebook materials provided through district professional development;
additional copies available through the Language Arts Supervisor
Self, peer and teacher revising and editing checklists
32
Professional Resources:
•
•
•
•
•
•
•
Traits of Writing: The Complete Guide for Middle School by Ruth Culham
Mechanically Inclined: Building Grammar, Usage and Style into Writer’s Workshop by
Jeff Anderson
Lessons That Change Writers by Nancie Atwell
Revising the Essay: How to Teach Structure without Formula by Gretchen Bernabei
Notebook Know-How: Strategies for the Writer’s Notebook by Aimee Buckner
What a Writer Needs by Ralph Fletcher
Teaching Adolescent Writers by Kelly Gallagher
Interdisciplinary Connections:
•
•
•
•
•
Argumentative essay prompts can connect to topics that are presented in other content
areas.
Environmental issues such as pollution and recycling can be addressed.
Controversial issues connect to the first amendment and freedom of speech can be
discussed in history class.
Seatbelt laws or drug testing in schools easily connect to content discussed in health
classes.
Teachers can co-plan and co-teach, especially when in a team teaching situation.
Technology Connections:
•
•
•
•
•
District databases such as Facts on File: Issues and Controversies provide pro-con
articles for topics relevant to middle school learners.
Professional websites such as Web English Teacher
(https://www.varsitytutors.com/englishteacher/argument) and Read Write Think
(www.readwritethink.org) provide a plethora of lesson plan ideas focusing on
argumentative writing in the middle grades. A simple Google search will generate
thousands of hits as well.
In Common: Effective Writing for All Students, Collection of All Argument/Opinion
Samples K-12 from Achieve the Core
(http://achievethecore.org/content/upload/ArgumentOpinion_K-12WS.pdf)
Released argumentative prompts and student responses from the PARCC assessment
online at https://prc.parcconline.org/assessments/parcc-released-items
Students can draft, revise and edit, peer review and publish within Google Drive
Accommodations or Modifications for Special Education, ESL or Gifted Learners:
•
•
•
Writing prompts can be differentiated based upon student interest, difficulty of content,
etc. Students can also be asked to self-select the topic of their argumentative essay,
especially when initially introducing form and structure; providing choice has been shown
to motivate reluctant writers.
In the writing workshop, mini-lessons provide guidance for students to improve their
writing. Such mini-lessons are planned based upon the needs of the students, thus
incorporating differentiation into planning and instruction.
Individual conferences are held, at which time teachers model good writing and provide
individual instruction and/or feedback to students to meet each child’s individual needs.
Such a format supports the struggling writer while challenging the gifted writer.
33
Models and mentor texts must be provided so that students struggling with a concept or
who are reluctant writers have exemplars surrounding them; individual or small group
conferences provide time for a teacher to help students make connections between a
mentor text(s) and their own writing.
Gifted writers and thinkers can be challenged to write about content-based persuasive or
argumentative essays. This could potentially require gifted readers and writers to
conduct research, read nonfiction texts, synthesize information, evaluate research for
bias, form his/her own opinion and then write a response in a structured way.
•
•
List of Applicable Common Core State Standards for English Language Arts:
th
6 Grade
W.6.1a; W.6.1b; W.6.1c;
W.6.1d; W.6.1e; W.6.4
th
7 Grade
W.7.1a; W.7.1b; W.7.1c; W.7.1d;
W.7.1e; W.7.4
th
8 Grade
W.8.1a; W.8.1b; W.8.1d; W.8.1e;
W.8.4
Six Traits of Writing for Argumentative Writing:
Idea
Development
Organization
Voice
4 – Exceeds
The essay or letter
is thoughtfully
developed and
includes accurate
and appropriate
details related to
the topic. The
writer’s position is
clearly stated in a
thesis statement
and is well
supported in each
body paragraph.
The essay or letter
is thoughtfully
organized.
Information is
carefully organized
into paragraphs
and transition
words are used to
connect or contrast
ideas. This writer’s
thoughts and
support are very
easy to follow.
The writer’s voice
is clearly evident
throughout the
piece. There is a
sophisticated voice
and emotion
present throughout
the essay/letter
which matches its
purpose and thesis.
3 – Meets
The writer’s
position is clear in
his/her thesis
statement. Each
body paragraph
includes details
related the topic,
but additional
details may have
been helpful for the
writer to fully
support his/her
argument.
The essay/letter is
organized into
paragraphs
effectively and
transition words are
used. The writer’s
thoughts are easy
to follow, but the
organization does
not meet the level
of sophistication
required to 'exceed'
the expectation.
The author’s voice
is evident at
various times
throughout the
essay/letter and
effort was clearly
put into infusing
voice making it
enjoyable to read.
2 – Developing
The writer’s
position is
somewhat clear,
but additional
details are needed
to fully support
his/her claim. The
thesis statement
may be awkwardly
worded or the
support provided
may be incomplete
or inaccurate.
There is an attempt
at organization but
there is confusion
at times. There
may be errors in
paragraphing, or
the information
within paragraphs
may not be focused
on the same topic.
1 - Emerging
The writer’s
argument is
unclear. The thesis
statement may be
missing or the
supporting details
may not
consistently
support one side of
the issue.
The author
attempted to infuse
his/her voice into
the work, but at
times, the essay
lacks feeling or
emotion.
The author’s voice
is not evident; there
is little or no
emotion or feeling
in this piece.
There is no
recognizable
organization to this
essay/letter. The
writer’s thoughts
seem to ramble on,
or body paragraphs
seem to list
information rather
than focus and
elaborate on
specific topics.
34
Word Choice
Sentence
Fluency
Conventions:
Spelling,
Grammar,
Punctuation
4 – Exceeds
There is rich,
sophisticated and
varied word choice
throughout this
piece. The writer
uses academic
vocabulary specific
to the topic, which
sounds authentic
and natural.
There is a variety
of sentence lengths
and structures, with
few, if any,
fragments or runons. There is a
smooth fluency and
rhythm when
reading this piece.
Most spelling,
grammar and
punctuation is
correct.
Punctuation is used
purposefully (i.e.,
exclamations,
ellipses, pauses for
effect). Spelling is
mostly correct,
even on harder
words.
3 – Meets
The writer’s word
choice is effective,
with some varied
wording. There is
an attempt to use
content-specific
vocabulary, but it
may sound 'forced'
or unnatural.
There may be a
few errors in
sentence
construction (e.g.,
fragments, runons), but they do
not impact the
readability of the
piece.
There may be a
few errors, but they
do not impact the
readability of the
essay/letter.
Punctuation is
basically correct
and spelling is
correct on common
words.
2 – Developing
The writer uses
simplistic word
choice and some
words may be
repetitive at times.
If there is an
attempt to use
content-specific
vocabulary, it may
sound inauthentic.
There are quite a
few errors in
sentence
construction,
making the piece
difficult to follow at
times. The reader
may have had to
reread a part of the
essay to make sure
he/she understood.
Patterns of errors
are evident.
Capitals are correct
at the beginning of
sentences and
names, but not in
trickier places.
Some errors in
punctuation and
spelling are
evident.
1 - Emerging
The writer uses
simplistic,
conversational
words and/or is far
too repetitive.
There is little, if
any, attempt at the
use of contentspecific vocabulary.
There are
numerous errors in
sentence
constructing or the
sentence structure
used is too
repetitive, making
the essay/letter
difficult to read.
There are
numerous errors
which are
distracting as the
reader tries to
understand the
story.
Criteria Specific to Argumentative Writing:
Introduction
4 – Exceeds
The writer
powerfully
engages the
reader with a
question, fact,
statistic, or brief
story; his/her
position is clear
and thoughtfully
stated in the
thesis; this is a
powerful
introduction.
3 – Meets
There is an attempt
to engage the
reader and the
writer’s position is
well stated in the
thesis statement;
this is a good
introduction but
does not reach the
level of
sophistication
required to
'exceed' the
expectation.
2 – Developing
There is an
introduction, but
the attempt to
engage the reader
was ineffective
and/or the writer’s
position on the
issue is not clearly
communicated in
the introduction.
1 - Emerging
There is no attempt
to engage the
reader in the
introduction and/or
the writer’s position
is missing or is
difficult to
understand.
35
Conclusion
Use of Reliable
Sources
Task, Purpose
and Audience
4 – Exceeds
There is a
thoughtfully
written conclusion
where the writer
restates the issue
and his/her
position, leaving
the reader with a
powerful thought
or question.
The writer
supports his/her
position with
evidence from
multiple sources,
each of which is
appropriate and
reliable.
The writer
effectively works
to argue his/her
position, which is
clearly stated in
the thesis.
His/Her voice and
vocabulary are
fully appropriate
to the task and to
the audience.
3 – Meets
The conclusion is
good and the writer
restates the issue
and his/her
position. Additional
development of a
powerful ending
may have been
helpful.
2 – Developing
The conclusion is
incomplete. The
issue may not be
clearly explained,
the position may
not be stated, or
the closing
thoughts may be
incomplete.
1 - Emerging
There is no real
ending, leaving the
reader unsatisfied.
The writer supports
his/her position
effectively, but
adding other
sources may have
helped his/her
argument.
The writer may not
have used enough
sources, or the
sources he/she did
use may not have
been the most
reliable.
The writer used
only one source,
used unreliable
sources, or relied
upon opinion rather
than facts.
The writer works to
argue his/her
position. The
writer’s voice and
vocabulary are
mostly appropriate
to the task and
audience but may
lack sophistication.
The writer may or
may not effectively
argue his/her
position, or his/her
voice may not be
fully appropriate to
the task and/or
audience.
The writer does not
effectively argue
his/her position,
and/or the writer’s
voice are
inappropriate given
the task and/or
audience.
36
Section 6: Informational/Explanatory Essay Writing
Why Is This Unit Important?
This unit will focus on the craft of informational or explanatory essay writing and will help
students to develop the skills needed to effectively communicate with an audience. The Big
Ideas embedded through this unit are:
•
•
•
•
•
The purpose of informational or explanatory essay writing is for the writer to synthesize
information from primary and secondary sources and craft an essay that serves one of
three purposes: 1) to increase a reader’s knowledge of a subject, 2) to help a reader
better understand a procedure or process, or 3) to provide a reader with an enhanced
comprehension of a concept.
The essay must focus on a clear topic and thoughts must be organized logically and
coherently.
A writer’s selection of words is one of the most important factors he/she must consider
when writing; precision of language is essential.
Strong essays must meet certain criteria (i.e., the opening and closing are evident, main
idea is clearly expressed and is supported with specific details, word choice is powerful
and language is skillfully used, voice is clear and powerful, sentence structure is used
correctly, a consistent verb tense is maintained throughout a piece and Standard English
is used effectively) to be considered proficient.
Writers continually revise and edit their work to improve their writing, specifically
focusing on organization, development, voice, word choice, sentence structure and the
conventions of writing.
Enduring Understandings:
•
•
•
•
A topic must be supported using relevant facts, definitions, concrete details, quotations,
or other information and examples.
When drafting an informational explanatory piece, a writer must attend to task, purpose
and audience.
A writer’s voice and word choice must be passionate and powerful so his/her message is
clearly conveyed.
Writing is never 'done' and can always be improved. It is a recursive process, so writers
can move from stage to stage, either forward or backward.
Essential Questions:
•
•
•
•
•
•
•
What is the purpose of informational/explanatory writing?
What differentiates essay writing from other forms of writing (i.e., narrative, nonfiction or
research writing, etc.)?
How does a writer support his or her thoughts without repeating himself or herself? How
does one use support to strengthen a work?
What makes a source more 'reliable' than another?
Why is it important to consider audience and purpose when organizing one’s writing?
What does the literary term voice mean? How does one include voice in his or her
writing?
Why is vivid and precise use of language so important?
37
•
What is Standard English and why is it important to use Standard English in academic
writing?
Acquired Knowledge:
th
6 Grade
The topic must be supported
with relevant facts, definitions,
concrete details, quotations, or
other information and examples.
th
Language must be
straightforward in order to create
an objective style that is
appropriate for a reader seeking
information.
7 Grade
The topic must be supported
with relevant and accurate facts,
definitions, concrete details,
quotations, or other information
and examples.
Key ideas must be connected to
the topic and must flow with
transitions from one point to the
next, creating cohesion and
clarifying ideas.
Precise language must be
straightforward in order to
sustain an objective style that is
appropriate for a reader seeking
information.
The voice a writer projects in an
explanatory piece must be
passionate and convincing; the
voice must match the audience
and writer’s purpose.
A concluding paragraph or
section must flow logically from
the information or explanation
presented.
The voice a writer projects in an
explanatory piece must be
passionate and convincing; the
voice must match the audience
and writer’s purpose.
A concluding paragraph or
section must flow logically from
the information or explanation
presented.
Key ideas must be connected to
the topic and must flow with
transitions from one point to the
next.
th
8 Grade
The topic must be supported
with well-chosen relevant and
accurate facts, definitions,
concrete details, quotations, or
other information and examples.
Key ideas must be connected to
the topic and must flow with
transitions from one point to the
next, creating cohesion and
clarifying information and ideas.
Precise language, domainspecific wording and technical
wording (where appropriate) will
help to sustain a formal objective
style that is straightforward and
appropriate for a reader seeking
information.
The voice a writer projects in an
explanatory piece must be
passionate and convincing; the
voice must match the audience
and writer’s purpose.
A concluding paragraph or
section must flow logically from
the information or explanation
presented.
Acquired Skills:
th
th
6 Grade
Support a topic with relevant
facts, definitions, concrete
details, quotations, or other
information and examples.
7 Grade
Support a topic with multiple
relevant facts, definitions,
concrete details, quotations, or
other information and examples.
Organize information into
paragraphs and connect all key
ideas to the topic utilizing
transitions
Organize information into
paragraphs and connect all key
ideas to the topic utilizing
transitions, thus creating fluency
and cohesion
Utilize precise, straightforward
language that creates an
objective style appropriate for a
written work intended to provide
information to an audience
Acknowledge the purpose of the
work (to provide information) and
utilize straightforward language
to create an objective style
appropriate for such a reading
th
8 Grade
Support a topic with the most
appropriate and relevant facts,
definitions, concrete details,
quotations, or other information
and examples.
Organize information into
paragraphs and connect all key
ideas to the topic utilizing
transitions, thus clearly creating
fluency and cohesion
Utilize precise language,
domain-specific vocabulary and
technical wording (where
appropriate) to communicate
information in a formal, objective
style
38
th
6 Grade
Include compositional risks that
create an appropriate voice in
the piece (i.e., passion, emotion,
humor, sarcasm, etc.)
Draft a conclusion paragraph or
section that flows logically from
the information or explanation
presented in the essay without
unnecessarily repeating content
Include content-specific, domainspecific, or technical terms
(when appropriate) to explain
ideas presented in the essay
Apply the rules of Standard
English presented through minilessons as well as those offered
during teacher conferences
when drafting and when editing
his/her draft
th
7 Grade
Include compositional risks (i.e.,
personal anecdote, development
of mood, etc.) that create a voice
appropriate to the audience and
purpose
Draft a conclusion paragraph or
section that flows logically from
the information or explanation
presented in the essay and
effectively concludes thoughts
presented in the work without
unnecessarily repeating content
Include content-specific, domainspecific, or technical terms
(when appropriate) to explain
ideas presented in the essay
Apply the rules of Standard
English presented through minilessons as well as those offered
during teacher conferences
when drafting and when editing
his/her draft
th
8 Grade
Include compositional risks (i.e.,
personal anecdote, development
of mood, etc.) that create a voice
appropriate to the audience and
purpose
Draft a conclusion paragraph or
section that flows logically from
the information or explanation
presented in the essay and
effectively concludes thoughts
presented in the work without
unnecessarily repeating content
Include content-specific, domainspecific, or technical terms
(when appropriate) to explain
ideas presented in the essay
Apply the rules of Standard
English presented through minilessons as well as those offered
during teacher conferences
when drafting and when editing
his/her draft
NOTE: Grammar skills are highlighted in the 6-8 Grammar Scope and Sequence included in
the curriculum.
Benchmark or Major Assessments (Benchmark Assessment):
•
•
•
•
•
Six Traits of Writing for Informational Writing Rubric (benchmark)
Graphic organizers such as Cornell Notes, Roman Numeral outlines, etc.
Teacher conference, observations and anecdotal records
Writer’s notebook
Self-editing, peer-editing, or teacher-editing checklists
Instructional Materials:
•
•
•
•
•
Language Network and Teacher Resource Kit (McDougall Littell, 2001)
Informational texts to help build background knowledge on a topic or issue
District databases for informational research
Graphic organizers
Writers notebook materials provided through district professional development;
additional copies available through the Language Arts Supervisor
Professional Resources:
•
•
•
•
•
•
Traits of Writing: The Complete Guide for Middle School by Ruth Culham
Mechanically Inclined: Building Grammar, Usage and Style into Writer’s Workshop by
Jeff Anderson
Lessons That Change Writers by Nancie Atwell
Notebook Know-How: Strategies for the Writer’s Notebook by Aimee Buckner
What a Writer Needs by Ralph Fletcher
Teaching Adolescent Writers by Kelley Gallagher
39
Interdisciplinary Connections:
One method a writer can use to support his/her argument is to use evidence from
history. Thus, including the history teacher in the discussion of informational essay
writing is key. Co-planning and co-teaching lessons on how to support one’s argument
using evidence from history would provide a wonderful co-teaching opportunity,
especially in a team teaching environment.
In addition to supporting one’s position with history, a writer can also use works of
literature to support his/her claim. Thus, using a text that connects to a time in history
would again provide another opportunity for interdisciplinary work. For example, a
passage about overcoming obstacles can be supporting using the Civil Rights
Movement and the memoir Warriors Don’t Cry (Beals) as evidence. This kind of crosscontent reading is supported by the reading curriculum as well.
•
•
Technology Connections:
District databases found on the District Discovery Page
(http://www.ewing.k12.nj.us/site/Default.aspx?PageID=71) can be used by students to
conduct research and record notes
Released informational prompts and student responses from the PARCC assessment
online at https://prc.parcconline.org/assessments/parcc-released-items
Students can draft, revise and edit, peer review and publish within Google Drive
•
•
•
Accommodations or Modifications for Special Education, ESL or Gifted Learners:
Topics can be assigned based upon student interest or topic complexity.
Texts provided for note-taking can be differentiated by reading level, even if students are
conducting research about the same topic.
In the writing workshop, mini-lessons provide guidance for students to improve their
writing. Such mini-lessons are planned based upon the needs of the students, thus
incorporating differentiation into planning and instruction.
Individual conferences are held, at which time teachers model good writing and provide
individual instruction and/or feedback to students to meet each child’s individual needs.
Such a format supports the struggling writer while challenging the gifted writer.
Models and mentor texts must be provided so that students struggling with a concept or
who are reluctant writers have exemplars surrounding them; individual or small group
conferences provide time for a teacher to help students make connections between a
mentor text(s) and their own writing.
Gifted writers and thinkers can be challenged to think beyond the literal by providing
them with insightful, powerful, somewhat challenging quotes as the focus of explanatory
essays. Students can also be given time to conduct research on the history,
interpretation and use of selected quotes.
•
•
•
•
•
•
List of Applicable Common Core State Standards for English Language Arts:
th
th
th
6 Grade
Writing Standards
W.6.2a; W.6.2b; W.6.2c; W.6.2d;
W.6.2f
7 Grade
Writing Standards
W.7.2a; W.7.2b; W.7.2c; W.7.2d;
W.7.2e; W.7.2f
8 Grade
Writing Standards
W.8.2a; W.8.2b; W.8.2c; W.8.2d;
W.8.2e; W.8.2f
Language Standards
LS.6.6
Language Standards
LS.7.6
Language Standards
LS.8.6
40
Six Traits of Writing for Informational Writing:
Idea
Development
4 – Exceeds
The topic is
thoughtfully
introduced and
explained in the
introduction and body
paragraphs include
accurate and
appropriate details to
more fully develop
the topic.
Organization
The essay is
thoughtfully
organized.
Information is
carefully organized
into paragraphs and
transition words are
used to connect or
contrast ideas. This
writer’s thoughts and
support are very easy
to follow.
Voice
The writer’s voice is
clearly evident
throughout the essay.
There is a
sophisticated voice
and emotion present
throughout the
essay/letter which
matches the topic
and task.
There is rich,
sophisticated and
varied word choice
throughout this piece.
The writer uses
academic vocabulary
specific to the topic,
which sounds
authentic and natural.
Word Choice
3 – Meets
The topic is
explained in the
introduction and
each body
paragraph includes
details related the
topic. Additional
details may have
been helpful for the
writer to fully
develop the topic.
The essay is
organized into
paragraphs
effectively and
transition words are
used. The writer’s
thoughts are easy to
follow, but the
organization does
not meet the level of
sophistication
required to 'exceed'
the expectation.
The author’s voice is
evident at various
times throughout the
essay and effort was
clearly put into
infusing voice
making it enjoyable
to read.
2 – Developing
The topic is
somewhat clear,
but additional
details are
needed for the
reader to fully
understand the
topic and its
subtopics.
1 - Emerging
There may not
be a clear or
focused
overarching
topic, or the
supporting
details provided
may not fully
develop the
topic.
There is an
attempt at
organization but
there is confusion
at times. There
may be errors in
paragraphing, or
the information
within paragraphs
may not be
focused on the
same topic.
There is no
recognizable
organization to
this essay. The
writer’s thoughts
seem to ramble
on, or body
paragraphs
seem to list
information
rather than focus
and elaborate on
specific topics.
The author’s
voice is not
evident; there is
little or no
emotion or
feeling in this
piece.
The writer’s word
choice is effective,
with some varied
wording. There is an
attempt to use
content-specific
vocabulary, but it
may sound 'forced'
or unnatural.
The writer uses
simplistic word
choice and some
words may be
repetitive at
times. If there is
an attempt to use
content-specific
vocabulary, it
may sound
inauthentic.
The author
attempted to
infuse his/her
voice into the
work, but at
times, the essay
lacks feeling or
emotion.
The writer uses
simplistic,
conversational
words and/or is
far too repetitive.
There is little, if
any, attempt at
the use of
content-specific
vocabulary.
41
Sentence
Fluency
Conventions:
Spelling,
Grammar,
Punctuation
4 – Exceeds
There is a variety of
sentence lengths and
structures, with few, if
any, fragments or
run-ons. There is a
smooth fluency and
rhythm when reading
this piece.
3 – Meets
There may be a few
errors in sentence
construction (e.g.,
fragments, run-ons),
but they do not
impact the
readability of the
piece.
Most spelling,
grammar and
punctuation is
correct. Punctuation
is used purposefully
(i.e., exclamations,
ellipses, pauses for
effect) and spelling is
mostly correct, even
on harder words.
There may be a few
errors, but they do
not impact the
readability of the
essay. Punctuation
is basically correct
and spelling is
correct on common
words.
2 – Developing
There are quite a
few errors in
sentence
construction,
making the piece
difficult to follow
at times. The
reader may have
had to reread a
part of the essay
to make sure
he/she
understood.
Patterns of errors
are evident.
Capitals are
correct at the
beginning of
sentences and
names, but not in
trickier places.
Some errors in
punctuation and
spelling are
evident.
1 - Emerging
There are
numerous errors
in sentence
constructing or
the sentence
structure used is
too repetitive,
making the
essay/letter
difficult to read.
2 – Developing
There is an
introduction, but
the attempt to
engage the
reader was
ineffective, the
overarching topic
is not clearly
communicated,
or subtopics are
not briefly
introduced.
There is a
conclusion but it
is incomplete.
The
topic/subtopics
may not be
clearly restated
or the closing
thoughts may be
incomplete.
1 - Emerging
There is no
attempt to
engage the
reader in the
introduction
and/or the
overarching
topic is difficult
to understand.
There are
numerous errors
which are
distracting as the
reader tries to
understand the
story.
Criteria Specific to Informational Writing:
Introduction
Conclusion
4 – Exceeds
The writer powerfully
engages the reader
with a question, fact,
or statistic; the
research topic is
clearly and thoughtfully
stated and some
subtopics are briefly
introduced; this is a
powerful introduction.
There is a thoughtfully
written conclusion
where the writer
restates the topic and
briefly reviews the
subtopics in a way that
is not repetitive. The
reader is left with a
powerful thought or
question.
3 – Meets
There is an attempt
to engage the
reader and the
overarching topic
and some subtopics
are included; this is
a good introduction
but does not reach
the level of
sophistication
required to 'exceed'
the expectation.
The conclusion is
good and the writer
restates the topic
and reviews
subtopics. The
conclusion is
effective, but it may
sound repetitive or
may not leave the
reader with a
powerful thought or
question.
There is no real
ending, leaving
the reader
unsatisfied.
42
Accuracy of
Information
4 – Exceeds
The facts, details,
definitions and other
information related to
the research topic
were taken from
reliable sources and
are fully accurate.
3 – Meets
The information
presented in this
research essay was
taken from reliable
sources and is
mostly accurate.
2 – Developing
There is a mix of
fact and opinion
presented in this
essay, or the
facts provided
may be
somewhat
inaccurate or
were taken from
unreliable
sources.
1 - Emerging
Much of the
information
provided is
inaccurate or
there is an
abundance of
opinion rather
than fact.
43
Section 7: Research Simulation Tasks, Literary Analysis Tasks and Writing across
Multiple Sources
Why Is This Unit Important?
Synthesizing information from a variety of different sources and supporting a thesis with details
written in one’s own words or cited from its original source is an essential skill across all content
areas. The Big Ideas included in this unit of study are:
•
•
•
•
A clearly written thesis statement will convey the main idea of an essay or research
paper.
Details extrapolated from different sources and from different kinds of sources (i.e.,
books, newspapers, videos, radio addresses, speeches, internet resources, etc.) must
be used to support a thesis statement; synthesis of information from a variety of sources
is key.
Citing quotes or newly acquired information obtained through research is necessary to
avoid the accusation of plagiarism.
Writing a narrative, argumentative, or informational essay including information
synthesized from multiple sources is a skill that will carry a student through high school
and into college.
Enduring Understandings:
•
•
•
•
•
A research simulation task (RST) requires that students synthesize information across
informational sources and respond to a text-based question using evidence from multiple
sources. A literary analysis task (LAT) requires the same cross-source writing, but it
involves works of fiction rather than works of information.
The main idea of an RST or LAT must be summarized in one sentence; this is called the
thesis statement. The remainder of the RST or LAT must provide support for this
statement.
Primary sources (i.e., speech, interview) differ from secondary sources (i.e., biography,
book, informational video) in that primary sources were created during the time under
study while secondary sources interpret or analyze primary sources. Each has value, but
each must be considered and used differently.
Plagiarism, also known as literary theft, is defined by Merriam-Webster in the following
way: to steal and pass off (the ideas or words of another) as one's own; to use
(another's production) without crediting the source.
In-text citations or parenthetical citations are used to credit an original writer for his or
her words or thoughts.
Essential Questions:
•
•
•
•
How does one summarize the thoughts presented in an entire research or literary essay
in only one sentence?
What is the benefit of a primary source over a secondary source or vice versa?
How is plagiarism of literary works similar to copyright infringement related to music
lyrics?
How can a writer synthesize information from myriad sources rather than write about
each source in isolation?
44
Acquired Knowledge:
th
6 Grade
The thesis statement is the main
idea of a research simulation
task (RST) or literary analysis
task (LAT).
The thesis statement must be
supported with relevant facts,
definitions, concrete examples,
quotations and other information
or examples.
th
7 Grade
The key ideas presented in a
research simulation task (RST)
or literary analysis task (LAT)
must clearly connect to and
support the thesis statement.
The thesis statement must be
supported with accurate facts,
definitions, concrete details,
quotations, or other information
and examples.
It is important to assess the
credibility of a source and quote
or paraphrase the data and
conclusions.
Beyond simply gathering
evidence, it is important to utilize
multiple print and digital sources
to gather data, assess the
credibility and accuracy of each
source and quote or paraphrase
the data and conclusions of
others.
Taking notes using a graphic
organizer helps a reader and
writer to organize his/her
thoughts as a prewriting strategy
and to avoid plagiarism (e.g.,
Cornell Notes, note-taking
organizer).
Straightforward language
creates an objective style
appropriate for a reader seeking
information.
Note cards and source cards
help a reader and writer to
organize notes and sources in
order to organize the paper and
avoid plagiarism.
To avoid plagiarism, one must
give credit to an original source
by providing in-text or
parenthetical citations.
The conclusion of the RST or
LAT must flow logically from the
information presented or
explanation provided.
To avoid plagiarism, one must
give credit to an original source
by providing in-text or
parenthetical citations.
The conclusion of the RST or
LAT must flow logically from the
information presented or
explanation provided.
Precise language sustains an
objective style appropriate for a
reader seeking information.
th
8 Grade
The key ideas presented in a
research simulation task (RST)
or literary analysis task (LAT)
must clearly connect to and
support the thesis statement.
The thesis statement must be
supported with well-chosen,
relevant and accurate facts,
definitions, concrete details,
quotations, or other information
and examples.
Beyond simply gathering
relevant evidence, it is important
to use evidence from multiple
print and digital sources using
advanced search features;
assess the credibility and
accuracy of each source; and
quote or paraphrase the
information.
Note cards and source
information help a reader and
writer to organize notes and
sources in order to organize the
paper and avoid plagiarism.
Precise language and topicspecific vocabulary sustains a
formal, objective style
appropriate for a reader seeking
information.
To avoid plagiarism, one must
give credit to an original source
by providing in-text or
parenthetical citations.
The conclusion of the RST or
LAT must flow logically from the
information presented or
explanation provided.
45
Acquired Skills:
th
th
6 Grade
Create a thesis statement that
highlights the main idea of the
research essay or term paper
7 Grade
Create a thesis statement that
explains the main idea of the
paper and is supported by key
ideas presented in the paper
Utilize facts, definitions, concrete
examples, quotations and other
examples to support the thesis
statement
Utilize accurate facts, definitions,
concrete details, quotations and
other examples to support the
thesis statement
Assess the reliability of sources
and gather information using
only credible sources
Assess the reliability of sources
and gather information from
multiple sources, including both
print and digital sources
Quote or paraphrase data
obtained from reliable sources
and provide explanations in
one’s own wording
Use straightforward language
that creates an objective style
appropriate for a reader seeking
information
Quote or paraphrase data and
conclusions obtained through
research and provide
explanations in one’s own
wording
Utilize a graphic organizer or
note cards when conducting
research and taking notes and
create source cards that include
bibliographic information of all
sources used
Use precise language that
sustains an objective style
appropriate for a reader seeking
information
Include in-text or parenthetical
citations to reference a source
when quoting or paraphrasing
newly acquired information
Draft a conclusion paragraph
that flows logically from the
information and explanations
presented in the RST/LAT
Apply the rules of Standard
English presented through minilessons as well as those offered
during teacher conferences
when drafting and when editing
his/her draft
Include in-text or parenthetical
citations to reference a source
when quoting or paraphrasing
newly acquired information
Draft a conclusion paragraph or
section that flows logically from
the information and explanations
presented in the RST/LAT
Apply the rules of Standard
English presented through minilessons as well as those offered
during teacher conferences
when drafting and when editing
his/her draft
Utilize a graphic organizer (i.e.,
note cards, organizer, Cornell
Notes, etc.) when conducting
research and taking notes
th
8 Grade
Craft a thesis statement that
identifies the main idea of the
paper and is supported by all
ideas and details presented in
the paper
Utilize well-chosen, relevant and
accurate facts, definitions,
concrete details, quotations and
other examples to support the
thesis statement
Assess the reliability of sources
and gather information from
multiple sources, both print and
digital, by using advanced
search features
Quote or paraphrase data and
conclusions obtained through
research and provide
explanations in one’s own
wording
Utilize a graphic organizer or
note cards when conducting
research and taking notes and
create source cards that include
bibliographic information of all
sources used
Use precise language and topicspecific vocabulary that sustains
a formal, objective style
appropriate for a reader seeking
information
Include in-text or parenthetical
citations to reference a source
when quoting or paraphrasing
newly acquired information
Draft a conclusion section that
flows logically from the
information and explanations
presented in the RST/LAT
Apply the rules of Standard
English presented through minilessons as well as those offered
during teacher conferences
when drafting and when editing
his/her draft
NOTE: Grammar skills are highlighted in the 6-8 Grammar Scope and Sequence included in
the curriculum.
46
Benchmark or Major Assessments (Benchmark Assessment):
•
•
•
•
PARCC Scoring Rubric for Prose Constructed Response Items: Research Simulation
Task and Literary Analysis Task (benchmark)
Graphic organizer such as Cornell Notes or Roman Numeral outline
Teacher conference, observations and anecdotal records
Self-editing, peer-editing, or teacher-editing checklists
Instructional Materials:
•
•
•
•
•
•
Language Network, Teacher Resource Kit and Research Report Resource Book
(McDougall Littell, 2001)
Graphic organizers such as Cornell Notes or an outline to prewrite and organize ideas
Index cards for notes and envelopes or rings to keep note cards organized
MLA reference books and citation examples
Self, peer and teacher revising and editing checklists
Research materials including online resources, district databases, books and videos
o
NOTE: It is recommended that Language Arts teachers involve the Media
Specialist during the research process.
Professional Resources:
•
•
•
•
•
•
McDougal Littell’s Research Report Resource Book
Mechanically Inclined: Building Grammar, Usage and Style into Writer’s Workshop by
Jeff Anderson
Lessons That Change Writers by Nancie Atwell
Notebook Know-How: Strategies for the Writer’s Notebook by Aimee Buckner
What a Writer Needs by Ralph Fletcher
Teaching Adolescent Writers by Kelley Gallagher
Interdisciplinary Connections:
•
•
•
The expectations specified for completion of Research Simulation Tasks (RSTs) in
English class mirror those specified for completion of Document Based Questions
(DBQs) in history or social studies. Teachers are expected to title any RST-DBQ using
both initials to help students make connections to the skills required in both classes.
RST training has been provided for teachers of the humanities, so short texts can be
provided in visual and performing arts classes and cross-source writing can be
expected.
Students should be encouraged to read informational texts and consider the information
presented in multiple texts on the same topic across content areas. These skills and
expectations apply to all classes at the middle level.
Technology Connections:
•
•
•
•
Online resources and district databases to conduct research
Videos to add research opportunities for visual learners
Released RST and LAT prompts and proficient student responses from the PARCC
assessment online at https://prc.parcconline.org/assessments/parcc-released-items
Students can draft, revise and edit, peer review and publish within Google Drive
47
Accommodations or Modifications for Special Education, ESL or Gifted Learners:
•
•
•
•
•
Differentiating research topics is a great way to meet the needs of struggling readers
and writers as well as gifted learners.
Vetting websites for accuracy and reading level is a great way for teachers to provide
appropriate resources for all students in a class. Teachers can create a list of links that
they have already vetted and they can guide students to websites they feel best meet
their needs.
In the writing workshop, mini-lessons provide guidance for students to improve their
writing. Such mini-lessons are planned based upon the needs of the students, thus
incorporating differentiation into planning and instruction.
Individual conferences are held, at which time teachers model good writing and provide
individual instruction and/or feedback to students to meet each child’s individual needs.
Such a format supports the struggling writer while challenging the gifted writer.
Models and mentor texts must be provided so that students struggling with a concept or
who are reluctant writers have exemplars surrounding them; individual or small group
conferences provide time for a teacher to help students make connections between a
mentor text(s) and their own writing.
List of Applicable Common Core State Standards for English Language Arts
th
6 Grade
W.6.2a; W.6.2b; W.6.2d; W.6.2e;
W.6.2f; W.6.7; W.6.8; W.6.9
th
7 Grade
W.7.2a; W.7.2b; W.7.2d; W.7.2e;
W.7.2f; W.7.6; W.7.7; W.7.8;
W.7.9
th
8 Grade
W.8.2a; W.8.2b; W.8.2d; W.8.2e;
W.8.2f; W.8.6; W.8.7; W.8.8;
W.8.9
48
49
Section 8: Vocabulary Development
Why Is This Unit Important?
Vocabulary development will occur in and among other lessons throughout the school year and
will focus on the skills needed for students to correctly decode unknown words, utilize 'clues' to
define unknown terms in context and use newly acquired vocabulary in one’s original writing.
Vocabulary instruction will occur in both reading and writing classes/blocks and when possible,
Science and Social Studies. The Big Ideas embedded throughout this unit, which are supported
by Put Reading First: The Research Building Blocks for Teaching Children to Read, are:
•
•
•
•
•
•
•
•
Vocabulary refers to the words used to communicate effectively and can be described as
either oral vocabulary or reading vocabulary.
“If readers can understand the words but do not understand what they are reading, they
are not really reading” (Put Reading First, 2003).
Words often consist of word parts which, themselves, have meaning. Knowing the
meanings of word parts often helps one to define new vocabulary terms.
Pronunciation of newly learned vocabulary terms requires a strong phonemic
awareness.
Writers intentionally provide clues within the context of a sentence to help readers
understand new key terms, thus helping readers to fully comprehend a text.
Research supports the fact that providing opportunities for students to participate in
'word play' (i.e., creating pictures, symbols, puns, original definitions, etc.) is the single
most powerful factor in language acquisition (Allen, Marzano).
Using dictionaries, glossaries and thesauri will help to broaden and deepen students’
knowledge of words.
True understanding of a word is evident when that word is incorporated into one’s written
or spoken vocabulary.
Enduring Understandings:
•
•
•
•
•
•
•
•
Oral vocabulary or Spoken English and reading vocabulary or Standard Written English,
are often very different, each with its own set of rules.
Readers must know what most of the words in a text mean before they can understand
what they are reading.
Knowing some common prefixes and suffixes (affixes), base words and root words can
help students learn the meanings of many new words.
There are systematic and predictable relationships between written letters and spoken
sounds; understanding those relationships helps to develop one’s phonemic awareness,
thus strengthening his/her ability to decode unknown words.
Providing time for students to explore and experiment with words (i.e., word work)
promotes language acquisition.
Because students learn many word meanings indirectly, or from context, it is important
that they learn to use context clues effectively.
It is not possible for teachers to provide specific instruction for all the words their
students need to know. Thus, students need to develop effective word-learning
strategies, such as how to use a dictionary or other reference material.
Including vocabulary words into one’s writing is a powerful tool to develop the craft of
writing.
50
Essential Questions:
•
•
•
•
•
•
Why is it considered 'unacceptable' or 'inappropriate' to write as one speaks?
Where did base words, word parts or affixes originate and how can they help a reader to
decode and/or define new words?
How important is it for a student to pronounce correctly a new vocabulary term or
correctly read the pronunciation key in a dictionary?
How can a writer artfully include context clues in his/her writing?
What can one do in order to become familiar with a new vocabulary word and make it
part of his or her permanent language, either oral or written?
Is there a difference between the skills used to 'look up' a word in a paper dictionary
versus an online dictionary?
Acquired Knowledge:
•
•
•
o
o
o
o
•
o
Standard Written English and Spoken English follow a different set of rules; each is
acceptable in the appropriate situation.
Having a strong understanding of vocabulary increases one’s reading comprehension.
Clues are often provided to help a reader understand an unknown word; it is essential
that students are taught how to find and utilize these clues.
Semantic or context clues (i.e., a definition, synonym, example, comparison or contrast)
Syntactic clues (the words position or function in a sentence)
A word’s sounds, spellings and meaningful parts
Consulting reference materials (i.e., dictionary, thesaurus, online reference material)
Knowing the origin of a word (i.e., root) and the meanings of word parts (i.e., affixes) will
help one to decode and understand an unknown term.
Words can have connotative or denotative meanings (i.e., figures of speech) which
affect the reader’s interpretation of the sentence (i.e., 6th grade – personification; 7th
grade – allegory; 8th grade – verbal irony).
Acquired Skills:
•
•
•
•
•
•
•
•
Use Standard Written English in his/her formal writing assignments and experiment with
Spoken English when appropriate (i.e., within dialogue in a narrative piece).
Add to his/her list of high frequency words by continually reading and improving his/her
oral reading fluency and reading rate.
Apply information obtained in class regarding using context clues to define key terms
and infer word meanings by utilizing the context clues provided in a text.
Apply knowledge of Greek and Latin roots through class activities and when
encountering unknown words in a text.
Experiment with affixes and explain how adding a prefix or suffix changes the meaning
of a word.
Correctly use new vocabulary terms in original writing.
Use reference materials to clarify meaning, pronunciation, or etymology of a new word.
When possible, apply a new word to a cross-content or interdisciplinary activity.
Benchmark or Major Assessments (Benchmark Assessment):
•
•
Graphic organizers such as the word square, word scroll and vocabulary tree
(benchmark)
Visual images or symbols to represent a new term
51
•
•
Word work activities (i.e., think aloud to infer meaning from a context clue)
Incorporation of vocabulary into original writing
Instructional Materials:
•
•
•
•
•
•
•
Dolch Word List
100 Words to Make You Sound Smart (Houghton Mifflin Harcourt, 2006)
100 Words Almost Everyone Confuses and Misuses (Houghton Mifflin Harcourt, 2004)
100 Words to Make you Sound Great (Houghton Mifflin Harcourt, 2008)
100 Words Every High School Freshman Should Know (Houghton Mifflin Harcourt,
2004)
100 Words Almost Everyone Mispronounces (Houghton Mifflin Harcourt, 2008)
Vocabulary Workshop (William H. Sadlier, 2008), Levels A – C
Professional Resources:
•
•
•
•
•
•
•
Tools for Teaching Content Literacy by Janet Allen
More Tools for Teaching Content Literacy by Janet Allen
Inside Words: Tools for Teaching Academic Vocabulary Grades 4-12 by Janet Allen
Words, Words, Words: Teaching Vocabulary in Grades 4-12 by Janet Allen
Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction by
Donald R. Bear, Marcia Invernizzi, Shane Templeton and Francine Johnston
Instructional Strategies for Teaching Content Vocabulary Grades 4-12 by Janis M.
Harmon, Karen D. Wood and Wanda B. Hendrick
Building Academic Vocabulary by Robert Marzano
Interdisciplinary Connections:
•
•
Cross-content vocabulary instruction helps students to build bridges across content
areas and apply the skills learned related to word play and word study beyond the
Language Arts classroom. Word parts can be studied in other classes, as can using
context clues to define an unknown term (i.e., textbooks). Language Arts – Reading and
Writing teachers should work with all teachers on their academic team in order to help
students apply word work skills across content areas.
Robert Marzano’s Building Academic Vocabulary provides cross-content vocabulary lists
by levels, all of which were generated based upon meta-analyses of state standardized
assessments. Reading and writing teachers can work with all other teachers on the team
to see if and when the words offered in Marzano’s book could be included in a lesson on
word study.
Technology Connections:
•
The following websites support the William H. Sadlier Vocabulary Workshop series:
www.vocabtest.com
o
Provides online practice exercises such as Synonym Practice and
Reverse Definitions
o
http://www.sadlier-oxford.com/vocabulary/levels_a2h.cfm?sp=student
Provides activities such as iWords Audio, Games and Puzzles for
vocabulary books A – H
52
•
•
•
•
Websites such as Learn That (www.learnthat.org/roots.html) and Education.com
(www.education.com/reference/article/list-affixes/) provide lists of roots and affixes that
can be used in class.
The website Vocabulary Can Be Fun (www.vocabulary.co.il/) has an abundance of
vocabulary building games for students in middle and high school. The games are
divided into two sections, New Vocabulary Games and Classic Vocabulary Games.
SuperKids (www.superkids.com/aweb/tools/words/junior) provides a SuperKids
Vocabulary Builder Word of the Day specifically for students in 6th – 9th grades.
A simple Google search with key words such as Greek and Latin Roots, affixes,
vocabulary games for middle school, or word work in middle school will result in
thousands of matches.
Accommodations or Modifications for Special Education, ESL or Gifted Learners:
•
•
•
•
Word lists can be differentiated to meet the varying needs of students within a
classroom; each student can have a vocabulary list specifically designed to meet his/her
needs. Doing so provides support for the struggling reader and writer while challenging
the gifted reader/writer.
Students should be encouraged to generate their own vocabulary lists based upon what
they are reading. Some students may choose words from the novel they are reading,
while other students may feel they need additional support with Science terms for the
week.
Selecting a Word of the Day or asking a student to select a Word of the Day provides the
opportunity for differentiation.
Differentiated assessments can be provided. One student can receive a graphic
organizer to analyze a word or a list of words and a second student can be asked to
write an original work including several new words. Such differentiation requires little
preparation on the part of the teacher but does meet the specific needs of students in a
heterogeneously grouped class.
List of Applicable Common Core State Standards for English Language Arts:
th
6 Grade
LS.6.1e; LS.6.3; LS.6.4a;
LS.6.4b; LS.6.4c; LS.6.4d;
LS.6.5a; LS.6.eb; LS.6.5c;
LS.6.6
th
7 Grade
LS.7.1; LS.7.3; LS.7.4a; LS.7.4b;
LS.7.4c; LS.7.4d; LS.7.5a;
LS.7.5b; LS.7.5c; LS.7.6
th
8 Grade
LS.8.1; LS.8.3; LS.8.4a; LS.8.4b;
LS.8.4c; LS.8.4d; LS.8.5a;
LS.8.5b; LS.8.5c; LS.8.6
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Benchmark Assessment from Building Academic Vocabulary by Robert J. Marzano and
Debra Pickering:
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Chronicle –
Account of
historical
events
Chronological –
putting things in
time order
Synchronize –
happening at the
same time
Chronology –
recording
events by
period and date
Chronic –
continuing for a
long time
Chron:
time
Vocabulary Tree
NOTE: A vocabulary tree organizer can be completed as a class, in groups or
pairs, or individually. The best model would be handwritten, with lines extending off
branches on which students make personal connections. For example, a line can
extend from the “synchronize” branch, listing the word swimming as the connection.
55
Grade 6 Language Skills List
Please note: Conventions in italics and marked with an asterisk (*) denote skills and
understandings that are progressive and require continued attention at higher grade levels as
the sophistication of student writing and speaking increases.
Observe conventions of grammar and usage:
Ensure that pronouns are in the proper case (subjective, objective, possessive).
*Recognize and correct inappropriate shifts in pronoun number and person.
*Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Observe conventions of capitalization, punctuation and spelling:
*Use commas, parentheses, or dashes to set off nonrestrictive/parenthetical elements.
*Spell correctly.
Make effective language choices:
*Vary sentence patterns for meaning, reader/listener interest and style.
*Choose words and phrases to add emotion and/or voice to one's writing.
Determine word meanings (based on grade 6 reading):
Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more
strategies, such as using semantic clues (e.g. definitions, examples, or restatements in text); using
syntactic clues (e.g. the word's position or function in the sentence); analyzing the word's sounds,
spelling and meaningful parts; and consulting reference materials, both print and digital.
Use a known root as a clue to the meaning of an unknown word (e.g. audience, auditory, audible).
Verify the preliminary determination of a word's meaning (e.g. by checking the inferred meaning in
context or looking up the word in a dictionary).
Interpret various figures of speech (e.g. personification) relevant to particular texts.
Understand word relationships:
Trace the network of uses and meanings that different words have and the interrelationships among
those meanings and uses.
Distinguish a word from other words with similar denotations but different connotations.
Use words that are common in conversational vocabulary as well as grade-appropriate
academic vocabulary and domain-specific words (in English language arts, history/social
studies and science), either taught directly or acquired through reading and responding to texts.
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Grade 7 Language Skills List
Please note: Conventions in italics and marked with an asterisk (*) denote skills and
understandings that are progressive and require continued attention at higher grade levels as
the sophistication of student writing and speaking increases.
Observe conventions of grammar and usage:
Explain the function of phrases and clauses in general and their functions 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, avoiding misplaced and dangling modifiers.
Observe conventions of capitalization, punctuation and spelling:
Use a comma before a coordinating conjunction in a compound sentence.
Spell correctly.
Make effective language choices:
*Choose words and phrases that express ideas concisely, eliminating wordiness and redundancy. This
is also known as precision of language.
*Choose words and phrases to add emotion and/or voice to one's writing.
Determine word meanings (based on grade 7 reading):
Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more
strategies, such as using semantic clues (e.g. definitions, examples, or restatements in text); using
syntactic clues (e.g. the word's position or function in the sentence); analyzing the word's sounds,
spelling and meaningful parts; and consulting reference materials, both print and digital.
Use a known root as a clue to the meaning of an unknown word (e.g. belligerent, bellicose, rebel).
Verify the preliminary determination of a word's meaning (e.g. by checking the inferred meaning in
context or looking up the word in a dictionary).
Interpret various figures of speech (e.g. allegory) relevant to a particular text.
Understand word relationships:
Trace the network of uses and meanings that different words have and the interrelationships among
those meanings and uses.
Distinguish a word from other words with similar denotations but different connotations.
Use words that are common in conversational vocabulary as well as grade-appropriate
academic vocabulary and domain-specific words (in English language arts, history/social
studies and science), either taught directly or acquired through reading and responding to texts.
57
Grade 8 Language Skills List
Please note: Conventions in italics and marked with an asterisk (*) denote skills and
understandings that are progressive and require continued attention at higher grade levels as
the sophistication of student writing and speaking increases.
Observe conventions of grammar and usage:
Form and use verbs in the active and passive voice.
Form and use verbs in the indicative, imperative, interrogative, conditional and subjunctive moods.
*Recognize and correct inappropriate shifts in verb voice and mood.
Observe conventions of capitalization, punctuation and spelling:
Use a comma to separate coordinate adjectives (e.g. It was a fascinating, enjoyable movie but not He
wore an old[,] green shirt.).
Use a comma, ellipses, or dash to indicate a pause or break.
Spell correctly.
Make effective language choices:
Use verbs in the active and passive voice and in the conditional and subjunctive moods to achieve
particularly effects (e.g. emphasizing the actor or the action; expressing uncertainty or describing a
state contrary to fact).
Use word choice to influence mood and style and to add voice to one's writing.
Determine word meanings (based on grade 8 reading):
Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more
strategies, such as using semantic clues (e.g. definitions, examples, or restatements in text); using
syntactic clues (e.g. the word's position or function in the sentence); analyzing the word's sounds,
spelling and meaningful parts; and consulting reference materials, both print and digital.
Use a known root as a clue to the meaning of an unknown word (e.g. precede, recede, secede).
Verify the preliminary determination of a word's meaning (e.g. by checking the inferred meaning in
context or looking up the word in a dictionary).
Interpret various figures of speech (e.g. verbal irony, puns) relevant to particular texts.
Understand word relationships:
Trace the network of uses and meanings that different words have and the interrelationships among
those meanings and uses.
Distinguish a word from other words with similar denotations but different connotations.
Use words that are common in conversational vocabulary as well as grade-appropriate
academic vocabulary and domain-specific words (in English language arts, history/social
studies and science), either taught directly or acquired through reading and responding to texts.
58
Glossary of Key Terms
Argument Writing – The purpose is for a writer to change the reader’s point of view, to bring
about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or
evaluation of a concept, issue, or problem; claims or opinions are offered and arguments are
based upon facts, definition, quotations or details (Common Core State Standard, Appendix A).
Close Reading – (Analytic reading) stresses engaging with a text of sufficient complexity
directly and examining meaning thoroughly and methodically, encouraging students to read and
reread deliberately; requires that students understand the central ideas and key supporting
details in a text (PARCC, 2011).
Expository Nonfiction – The purpose is for a writer to inform a reader about a specific topic,
one in which the writer may or may not have had prior knowledge; there is an overarching topic
communicated in a thesis and factual information about subtopics organized into paragraphs.
Informational/Explanatory Writing – The purpose is to increase a reader’s knowledge of a
subject, to help readers better understand a procedure or process, or to provide readers with an
enhanced comprehension of a concept; this type of writing conveys information accurately
(Common Core State Standards, Appendix A).
Informational Text – Nonfiction texts, including but not limited to, biographies, autobiographies
and memoirs; nonfiction books including picture books, textbooks and informational books;
magazines, newspapers and other periodicals; online resources including information provided
on .org, .edu and .gov websites.
Literary Text – Refers to fictional works including short stories of fiction, chapter books, poems
and other narratives.
Narrative Writing – The purpose is to inform, instruct, persuade, or entertain; the writer
conveys experience, either real or imaginary and uses time as its deep structure (Common Core
State Standards, Appendix A).
Reading and Writing Workshop – An instructional philosophy and class structure where
students participate in a focused mini-lesson and apply that skill to a text at each student’s
independent reading or writing level or in an instructional group with guidance and support;
instruction and application occur daily and differentiation based upon reading level or writing
need is embedded in the framework.
Text-Based Writing – Writing that requires a student to provide evidence from a specific text as
support for his/her response.