EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 1: Choices (Cluster 1) Page 1 of 3
Week/Dates:
Wks 1-2/Aug 22-Sept 2
CORE TEXTS &
RESOURCES
ESSENTIAL QUESTION:
What Influences a Person’s Choices?
UNIT 1 CLUSTER 1
PACING GUIDE
EDGE B. Unit 1, Cluster 1
BEEP Edge B.1 # 01 – 10
Edge Lessons 1 & 2
Unit Launch/How to Read
• Each cluster takes about 2
weeks to complete. There is
not enough time to complete
all lessons and all activities.
Instructional decisions
should be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online
and other resources provide
differentiated instruction
based on informal and
formative assessments.
• Literature/genre study is
woven in as time allows for
building motivation, stamina
and engagement with
varying genres, types,
lengths, and themes in text.
• The Comprehension
Instructional Sequence
should be incorporated at
various points during the
year to provide scaffolded
instruction to promote deep
comprehension.
• FCAT Connections Unit 1
Edge Lesson 3
Prepare to Read and Read “On the
Bus”
• EDGE B Teacher & Student
Book
• EDGE B Interactive Practice
Book (pp. 6- 19)
• EDGE B Assessment
Handbook (pp. 1b)
• EDGE B Reading and
Writing Transparency 1: Plot
• EDGE Audio CD (as
available)
Edge Lesson 4
Before Reading and Read: The
Good Samaritan” and “Don’t Go
Gentle Into That Good Expressway”
Edge Lesson 5
Before Reading and Read: “The
World Is in Their Hands”
Edge Lesson 6
Reflect and Assess; and
Differentiated Instruction
Edge Lesson 7 & 8
Cluster One Test)
Integrate Language Arts (Literary
Analysis and Vocabulary Study)
Cluster One Test
Edge Lesson 9 & 10
Vocabulary Workshop; and
Differentiated Instruction
Reflection/Learning Logs and
Vocabulary Notebooks
Cluster Wrap Up & Benchmark
Assessment
Differentiated Instruction and
Edge Benchmark Assessment
Give district assessments as
required.
Edge Online Teacher
Resources (access through
BEEP Teacher Portal)
http://beep.browardschools.co
m/ssoPortal/index.html
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and across texts
• Context Clues
• Analyze word structure (e.g.
affixes, root words)
• Analyze words derived from
Latin, Greek, Other
Languages)
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Text Structures/Organizational
Patterns (e.g.,
comparison/contrast,
cause/effect, chronological
order, argument/support,
definition/explanation,
question/answer,
listing/description)
• Theme
• Character Development (e.g.,
protagonist/antagonist)
• Character Point of View
• Setting
• Plot Development
• Conflict (e.g., internal or
external)
• Resolution
• Text Features (e.g., headings,
subheadings, sections, titles,
subtitles, charts, tables, maps,
diagrams, captions,
illustrations, graphs, italicized
text, text boxes)
GENRE FOCUS:
Short Stories
READING STRATEGY:
Plan and Monitor
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.3
The student will use context clues to
determine the meanings of unfamiliar
words.
LA.910.1.6.7
The student will identify and understand
the meaning of conceptually advanced
prefixes, suffixes, and root words.
Reporting Category 2: Reading
Application
LA. 910.1.7.3 The student will determine
the main idea or essential message in
grade-level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.910.1.7.5 The student will analyze a
variety of text structures (e.g., comparison/
contrast, cause/effect, chronological order,
argument/support, lists) and text features
(main headings with subheadings) and
explain their impact on meaning in text.
Reporting Category 3: Literary Analysis
LA.910.2.1.5 The student will analyze and
develop an interpretation of a literary work
by describing an author’s use of literary
elements (e.g., theme, point of view,
characterization, setting, plot) and explain
and analyze different elements of
figurative language (e.g., simile,
metaphor, personification, hyperbole,
symbolism, allusion, imagery).
LA.910.2.2.1 The student will analyze and
evaluate information from text features
(e.g. transitional devices, table of
contents, glossary, index, bold or italicized
text, headings, charts and graphs,
illustrations, subheadings).
Reporting Category 4:Informational
Text/Research Process
LA.910.6.1.1: The student will explain how
text features (e.g., charts, maps,
diagrams, sub-headings, captions,
illustrations, graphs) aid the reader’s
understanding.
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
1
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 1: Choice (Cluster 1) Page 2 of 3
DAILY STRATEGIES
SCIENTICALLY BASED
READING RESEARCH
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues, multiple meanings) to
determine meanings of unknown
words
•
Confirm and make new
predictions
• Analyze text structure
• Analyze text features
• Analyze visuals/data
• Paraphrase and summarize
• Clarify ideas: reread and read on
• Compare across texts Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Order of Importance paragraph
• Definition paragraph
• Oral Presentation: Good
Samaritan Laws
Content Specific Vocabulary:
• Affect
• Conflict
• Contribute
• Disrespect
• Generation
• Motivation
• Privilege
• Responsible
• Indigenous
Academic Vocabulary:
• Clarify
• Monitor
• Predict
• Imagery
• Idioms
• Sensory
• Theme
Word Study
• Structural analysis: Word parts
(prefixes, suffixes, root words)
• Definition Map/Frayer Model
• Word Walls
• Link to Essential Questions
• Pair practice
• Definition Paragraph
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Unit Launch
•
EQ: What Influences a
Person’s Choices?
•
Four Corners
•
Make Connections:
Ranking Chart
Preview and Predict:
• Activate prior knowledge/ Make
a connection: Anticipation Guide
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions
• Monitor comprehension
Literary Analysis Genre Focus:
How to read short stories: plot,
characterization and setting
• Short story
• Poem
• News feature
Literary Analysis Focus:
Plot
• Genre Study
• Analyze plot and theme in short
stories
• Nonfiction text features
Reading Strategies Focus:
Plan and Monitor: Preview, Predict
and set a purpose
Paired Reading
One student reads aloud, the other
listens, and then summarizes what
he or she heard. Students think
aloud and summarize with partner.
Graphic Organizers:
• Prediction Chart
• 5 W Chart
Text Connections:
• “Text-to-self” - students connect
what they read to their own lives.
• “Text-to-world” – students
connect their reading to other
people and events.
• “Text-to-text” – students make
connections of current text with
other reading.
Literacy Learning Logs
• Summarize. Paraphrase, predict,
interpret, analyze, compare,
speculate, and imagine as
responses to text/reading
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Begin a cumulative vocabulary
words list. Add graphic organizers,
use in sentences, and summarize
strategies used during this unit to
analyze words and to learn and
remember new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Cluster Assessments
Edge Benchmark Assessment Test
for Cluster 1
Word Study:
• Definition Maps
• Frayer Model
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
2
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 1: Choices (Cluster 1) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
LITERATURE CIRCLES/
GENRE STUDY
Content Specific: “The Good Samaritan”
1. Based on the picture, what is the artist’s
point of view on choices?
2. Using the title and the pictures, what
predictions can be made about the
story?
3. How does Rey’s father affect Rey’s
decisions to help Mr. Sanchez?
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Edge Novels:
The Trojan Horse, Justine and Ron Fontes
(Graphic novel) 550L
Miracle’s Boys, Jacqueline Woodson (660L)
Breaking Through, Francisco Jimenez (750L)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Before/ During/After Reading Activities
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
Content Specific: “Don’t Go Gentle Into That
Good Expressway
1. What do you see, hear, and feel when
imagining the setting and events taking
place?
Content Specific: “The World is in Their
Hands”
1. How can volunteers be compared to
Rey in “The Good Samaritan”?
2. Are today’s youth the “greatest
generation… we’ve ever seen in this
country?”
Item Specification Questions
1. Read the sentence from the passage.
What does the word ___ mean as used
in the sentence above? (Context clues)
2. Which phrase best describes both the
___ and the ___ in the passage? (Word
relationships)
3. Which statement best expresses the
main idea of the article? (Main idea)
4. According to the article, why has ___
(topic) ____ (action/result)? (Main
idea/relevant details)
5. From reading the article, the reader can
infer that ___. (Conclusions/inferences)
6. How does (the author) organize the
article? (Text structures/Organizational
patterns)
7. Which sentence from the passage
(quoted in the answer stems) most
closely expresses its theme? (Theme)
Webb’s Depth of Knowledge/Blooms
Taxonomy
1. How can you classify _ according to _?
2. What criteria can you use to assess _?
Fluency Focus:
• Expression
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A8 Modeling
A12: Modalities/Learning Styles
B6: Cognates
C1 Charts*
E6 Discussion
E10 Think-Pair-Share
F1 Prior Knowledge
F14: Visualization*
*Marzano’s High Yield Strategy
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
Topics from the Restless
Impact Book 3
FAIR Tool kit
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews/ National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
3
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 1: Choices (Cluster 2) Page 1 of 3
Week/Dates:
Weeks 3-4/Sept 6-16
CORE TEXTS &
RESOURCES
ESSENTIAL QUESTION:
What Influences a Person’s Choices?
UNIT 1 CLUSTER 2
PACING GUIDE
EDGE B. Unit 1, Cluster 2
BEEP Edge B.1 # 11-17
Edge Lesson 11
Prepare to Read
• Each cluster takes about 2
weeks to complete. There is
not enough time to complete
all lessons and all activities.
Instructional decisions
should be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online
and other resources provide
differentiated instruction
based on informal and
formative assessments.
• Literature/genre study is
woven in as time allows for
building motivation, stamina
and engagement with
varying genres, types,
lengths, and themes in text.
• The Comprehension
Instructional Sequence
should be incorporated at
various points during the
year to provide scaffolded
instruction to promote deep
comprehension.
• FCAT Connections Unit 1
• EDGE B TE & SE
• EDGE B Interactive Practice
Book (pp. 20-33)
• EDGE B Assessment
Handbook (p. 1f)
• EDGE B Reading and
Writing Transparency 2:
Characterization
• EDGE Audio CD (as
available)
Edge Lesson 12
Before Reading and Read: “Thank You M’am”
Edge Lesson 13
Before Reading and Read “Juvenile Justice from Both Sides of the Bench” Edge Lesson 14
Reflect and Assess; and
Differentiated Instruction
Edge Lesson 15 & 16
and Cluster Two Assessment
Integrate Language Arts (Literary
Analysis and Vocabulary Study)
and
Cluster Two Test
Edge Lesson 17
Listening and Speaking Workshop;
and Differentiated Instruction
Reflection/Learning Logs and
Vocabulary Notebooks
Cluster Wrap Up & Benchmark
Assessment
Differentiated Instruction
Edge Benchmark Assessment
Give district assessments as
required.
Edge Online Teacher
Resources (access through
BEEP Teacher Portal)
http://beep.browardschools.co
m/ssoPortal/index.html
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and across texts
• Context Clues
• Analyze word structure (e.g.
affixes, root words)
• Analyze words derived from
Latin, Greek, Other
Languages)
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Compare (similarities
within/across texts)
• Contrast (differences
• Theme
• Character Development
(e.g., protagonist/antagonist)
• Character Point of View
• Setting
• Plot Development
• Conflict (e.g., internal or
external)
• Resolution
• Text Features (e.g.,
headings, subheadings,
sections, titles, subtitles,
charts, tables, maps,
diagrams, captions,
illustrations, graphs, italicized
text, text boxes)
• Analyze and evaluate
information
• Synthesize information
• Determine the validity and
reliability of information
GENRE FOCUS:
Short Stories
READING STRATEGY:
Plan and Monitor
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.3
The student will use context clues to
determine the meanings of unfamiliar
words.
LA.910.1.6.7
The student will identify and understand the
meaning of conceptually advanced prefixes,
suffixes, and root words.
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
Reporting Category 2: Reading Application
LA.910.1.7.3
The student will determine the main idea or
essential message in grade-level or higher
texts through inferring, paraphrasing,
summarizing, and identifying relevant
details.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
Reporting Category 3: Literary Analysis
LA.910.2.1.5 The student will analyze and
develop an interpretation of a literary work
by describing an author’s use of literary
elements (e.g., theme, point of view,
characterization, setting, plot) and explain
and analyze different elements of figurative
language (e.g., simile, metaphor,
personification, hyperbole, symbolism,
allusion, imagery).
LA.910.2.2.1 The student will analyze and
evaluate information from text features (e.g.
transitional devices, table of contents,
glossary, index, bold or italicized text,
headings, charts and graphs, illustrations,
subheadings).
Reporting Category 4:Informational
Text/Research Process
LA.910.6.2.2 The student will organize,
synthesize, analyze, and evaluate the
validity and reliability of information from
multiple sources (including primary and
secondary sources) to draw conclusions
using a variety of techniques, and correctly
using standardized citations.
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
4
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 1: Choices (Cluster 2) Page 2 of 3
DAILY STRATEGIES
SCIENTICALLY BASED
READING RESEARCH
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
Content Specific Vocabulary:
• Circumstance*
• Commit*
• Consequences*
• Contact
• Empathy
• Juvenile
• Maturity
• Salvage
Academic Vocabulary:
• Clarify
• Monitor
• Predict
• Imagery
• Idioms
• Sensory
• Theme
Word Study
• Structural analysis: Word parts
(prefixes, suffixes, root words)
• Greek Roots
• Definition Map/Frayer Model
• Word Walls
• Respond to Questions
• Word Sorts
• Link to Essential Questions
• Idiomatic Expressions
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Preview and Predict:
• Activate prior knowledge/ Make a
connection: Anticipation Guide
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions
• Monitor comprehension
Anticipation Guide:
Create 4–6 statements that support
or challenge students’ beliefs,
experiences, and preexisting ideas
about the EQ. On a table students
mark BEFORE: Agree/Disagree/the
page(s) for evidence, AFTER: Agree/
Disagree. Before reading, students
react to each statement in the
BEFORE Agree/ Disagree and be
prepared to support their position.
Literary Analysis Genre Focus:
How to read short stories: plot,
characterization and setting
• Short story
• Television Interview
Literary Analysis Focus:
Characterization/Genre Study
• Analyze characterization
• Analyze dialogue in short stories
• Identify literary movements
(Harlem Renaissance)
• Text features in nonfiction
Reading Strategies Focus:
Plan and Monitor: Clarify ideas
Comprehension Monitoring:
• Structural analysis (prefix,
suffix, root) to determine
meanings of unknown words
• Contextual analysis (context
clues, signal words,
punctuation clues, multiple
meanings) to determine
meanings of unknown words
•
Confirm and make new
predictions
• Analyze text structure
• Analyze test features
• Analyze visuals/data
• Paraphrase and summarize
• Clarify ideas: reread/read on
• Compare across texts Anticipation Guide:
During reading, ask students to
find evidence that supports or
rejects each statement.
Graphic Organizers:
• Choice- Consequence (T42)
• Details chart (T45)
• Character Chart (T49)
• T-Chart (T57)
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend
from graphic organizers
• Opinion statement
• Comparison essay
Anticipation Guide:
After reading, students react to
each statement in the AFTER
Agree/ Disagree and support their
position with evidence from the
text. Students rewrite any false
statements based on the reading.
Literacy Learning Logs
• Summarize. Paraphrase,
predict, interpret, analyze,
compare, speculate, and
imagine as responses to
text/reading
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature
circles, unit project, and/or centers
Cluster Assessments
Edge Benchmark Assessment
Test for Cluster 2
Word Study:
• Definition Maps
• Frayer Model
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
5
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 1: Choices (Cluster 2) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
Content Specific: “Thank You M’am”
1. Why does the author use quotation
marks?
2. How is this story organized?
Content Specific: “Juvenile Justice”
1. Why is “Lady Justice” shown wearing a
blindfold?
2. What one question would you ask the
judges?
Higher Level Questions:
1. Based on author’s use of the
word/phrase _____, restate the
meaning.
2. Illustrate your overall understanding of
the passage/section/articles.
3. How does the author’s style of writing
achieve his/her purpose?
4. What choice would you make?
5. How would you explain the reason ___?
Item Specifications Question Stems
1. Read the sentence from the passage.
What does the word ___ mean as used
in the sentence above? (Context clues)
2. Which statement best summarizes the
article? (Main idea)
3. According to the article, what is one
reason for (element from the text) ….
(answer stem is an effect).
4. Based on the main heading and
subheadings, the reader can determine
that the main organizational structure of
the article is __? (Text
structures/Organizational patterns)
5. What is the central conflict in this
passage? (Conflict)
6. What is the strongest evidence in
support of ___? (Determine Validity and
Reliability of Information)
DIFFERENTIATED
INSTRUCTION BASED ON DATA
LITERATURE CIRCLES/
GENRE STUDY
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Edge Novels:
The Trojan Horse, Justine and Ron Fontes
(Graphic novel) 550L
Miracle’s Boys, Jacqueline Woodson (660L)
Breaking Through, Francisco Jimenez (750L)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Collaborative Assignments Before/
During/After Reading
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
Fluency Focus:
• Expression
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A8 Modeling
A12: Modalities/Learning Styles
B6: Cognates
C1 Charts*
E6 Discussion
E10 Think-Pair-Share
F1 Prior Knowledge
F14: Visualization*
*Marzano’s High Yield Strategy
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
Topics from the Restless
Impact Book 3
FAIR Toolkit
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews/ National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
6
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 1: Choices (Cluster 3) Page 1 of 3
Week/Dates:
Wks 5-6/Sept 19-30
ESSENTIAL QUESTION:
What Influences a Person’s Choices?
CORE TEXTS &
RESOURCES
UNIT 1 CLUSTER 3
PACING GUIDE
EDGE B. Unit 1, Cluster 3
BEEP Edge B.1 # 18 – 24
Edge Lesson 18
Prepare to Read
• Each cluster takes about 2
weeks to complete. There is
not enough time to complete
all lessons and all activities.
Instructional decisions should
be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online
and other resources provide
differentiated instruction
based on informal and
formative assessments.
• Literature/genre study is
woven in as time allows for
building motivation, stamina
and engagement with varying
genres, types, lengths, and
themes in text.
• The Comprehension
Instructional Sequence should
be incorporated at various
points during the year to
provide scaffolded instruction
to promote deep
comprehension.
• FCAT Connections Unit 1
Edge Lesson 19-21
Before Reading and Read “The Necklace” Before Reading and Read “The Fashion Show” Reflect and Assess
EDGE B TE & SE
EDGE B Practice Book
(pp 70-76)
EDGE B Assessment
Handbook (15j-15m)
• Reading Transparency 9
Word Square & 10 Diary
• EDGE Audio CD (as
available)
•
•
•
•
Edge Online Teacher Resources
(access through BEEP Teacher
Portal)
http://beep.browardschools.com/
ssoPortal/index.html
or
Comprehension Instructional
Sequence
Edge Lesson 22-23
Integrate Language Arts (Literary
Analysis and Vocabulary Study),
Reader Reflection, and
Cluster Three Test
Edge Lesson 24
Unit Wrap Up, Review, and
Differentiated Instruction
Unit Test, Unit Project, and
Differentiated Instruction
Reading and Literary Analysis
Test
Writing Project: Autobiographic
Narrative (opt)
Unit Project: TV Talk Show (opt)
Day 24:
Differentiated Instruction
Edge Benchmark Assessment
Test
Give district assessments as
required.
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and Across Texts:
• Context clues
• Analyze word structure (e.g.
affixes, root words)
• Analyze words derived from
Latin, Greek, Other
Languages)
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Compare (similarities
within/across texts)
• Contrast (differences
• Theme
• Character Development (e.g.,
protagonist/antagonist)
• Character Point of View
• Setting
• Plot Development
• Conflict (e.g., internal or
external)
• Resolution
• Text Features (e.g., headings,
subheadings, sections, titles,
subtitles, charts, tables, maps,
diagrams, captions,
illustrations, graphs, italicized
text, text boxes)
• Analyze and Evaluate
information
• Synthesize information
• Determine the validity and
reliability of information
GENRE FOCUS:
Short Stories
READING STRATEGY:
Plan and Monitor
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.3
The student will use context clues to
determine the meanings of unfamiliar
words.
LA.910.1.6.7 The student will identify and
understand the meaning of conceptually
advanced prefixes, suffixes, and root
words.
Reporting Category 2: Reading Application
LA.910.1.7.3
The student will determine the main idea or
essential message in grade-level or higher
texts through inferring, paraphrasing,
summarizing, and identifying relevant
details.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
Reporting Category 3: Literary Analysis
LA.910.2.1.5 The student will analyze and
develop an interpretation of a literary work
by describing an author’s use of literary
elements (e.g., theme, point of view,
characterization, setting, plot) and explain
and analyze different elements of figurative
language (e.g., simile, metaphor,
personification, hyperbole, symbolism,
allusion, imagery).
Reporting Category 4:Informational
Text/Research Process
LA.910.6.1.1: The student will explain how
text features (e.g., charts, maps, diagrams,
sub-headings, captions, illustrations,
graphs) aid the reader’s understanding.
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains
Test (as needed)
• FCAT (and other
district/state assessments)
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Re-teaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
LA.910.6.2.2 The student will organize,
synthesize, analyze, and evaluate the
validity and reliability of information from
multiple sources (including primary and
secondary sources) to draw conclusions
using a variety of techniques, and correctly
using standardized citations.
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
7
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 1: Choices (Cluster 3) Page 2 of 3
DAILY STRATEGIES
SCIENTICALLY BASED
READING RESEARCH
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
VOCABULARY
BEFORE READING
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
Content Specific Vocabulary:
• Humiliating
• Imitation
• Inspire*
• Luxury
• Perceive*
• Poverty
• Symbol*
• Value
Academic Vocabulary:
• Clarify
• Monitor
• Predict
• Imagery
• Idioms
• Sensory
• Theme
Word Study:
• Structural Analysis: (suffixes)
• Key vocabulary chart
• Respond to questions
• Word sorts
• Drama – pantomime
• Contextual analysis
(relationships in sentences
around unknown words)
• Knowledge Rating Guide:
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Preview and Predict:
• Activate prior knowledge/ Make a
connection: Quick write (T62)
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions.
• Monitor comprehension.
Literary Analysis Genre Focus:
How to read short stories: plot,
characterization and setting
• Short Story
• Memoir
Literary Analysis Focus:
Setting/Genre Study
• Analyze setting and theme
• Literary Movements (Realism)
• Compare across texts
Reading Strategies Focus:
Plan and Monitor: Clarify vocabulary
Word Study:
Knowledge Rating Guide:
Three columns: 1) Know it/Use it, 2)
Can describe it/Don’t use it, 3) Don’t
know it/Don’t use it. Before reading,
provide students with key terms.
Students rate their level of
knowledge placing an X in the
column. Discuss terms in groups.
Quick Write: Students respond to a
prompt with quick write to 1)
Summarize, 2) Connect to
background information or personal
lives, 3) Explain content concepts or
vocabulary, 4) Make predictions,
inferences, or hypotheses; 5) Pose
question that addresses a key point.
DURING READING
AFTER READING
GUIDED (We Do)
COMPREHENSION CHECK
(You Do)
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues, multiple meanings) to
determine meanings of unknown
words
•
Confirm and make new
predictions
• Analyze text structure
• Analyze text features
• Analyze visuals/data
• Paraphrase and summarize
• Clarify ideas: reread/read on
• Compare across texts Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Brochure on Peer Pressure
Graphic Organizers:
• Character analysis (t69)
• Brainstorm web (T75)
• Setting/Choices (T77)
• T-Chart (T82)
Literacy Learning Logs
Summarize. Paraphrase, predict,
interpret, analyze, compare,
speculate, and imagine as
responses to text/reading
Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Question Answer Relationships
(QAR) Model the four types of
QAR questions. Introduce “right
there” and “think and search”
questions first. Emphasize that
these questions require locating
information within the text.
Introduce “author and me” and “on
my own” questions next, for the
same text. Provide guided practice
in pairs or small groups with
several progressively longer
pieces of text. As students become
more proficient, provide
independent practice and give
feedback to individual students
about their QAR choices.
Word Study:
Students read the text, looking for
the words in context.
QAR:
When students can effectively use
QAR to answer questions, have
them generate their own questions.
Word Study: Knowledge Rating
Guide: After reading the text,
students reexamine their guides
and see what words they can now
define/use. Students write
definitions/explanations of terms in
the Know it/Use it column.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Unit Project (Opt): TV Talk Show
Writing Project (Opt):
Autobiographic Narrative
Cluster and Unit Assessments
Edge Benchmark Assessment Test
for Cluster 3
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
8
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 1: Choices (Cluster 3) Page 3 of 3
HIGHER ORDER
QUESTION STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
LITERATURE CIRCLES/
GENRE STUDY
Content Specific: “The Necklace”
1. What does the author mean when he
writes, “how little there is between
happiness and sorrow!”
2. What causes Madame Loisel to become
hard and cold and common
3. Paraphrase the most valuable
statement in this story.
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Edge Novels:
The Trojan Horse, Justine and Ron Fontes
(Graphic novel) 550L
Miracle’s Boys, Jacqueline Woodson (660L)
Breaking Through, Francisco Jimenez (750L)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Collaborative Assignments Before/
During/After Reading
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
Content Specific: “The Fashion Show”
1. Evaluate Ahmedi’s decision to remain in
the show. Include details from the story
to support your answer.
Higher Level Questions
1. Clarify the meaning of the word/phrase
__.
2. How does the author use details from
the story to challenge __?
3. What facts can you gather __?
4. What would you suggest __?
5. What ideas validate __?
Item Specification Questions
1. According to the article, ___ (Statement
of fact)? (Relevant details)
2. Which sentence from the passage
(quoted in the answer stems) most
closely expresses its theme? (Theme)
3. Which sentence from the passage best
explains ___? (Determine Validity and
Reliability of Information)
4. Based on the main heading and
subheadings, the reader can determine
that the main organizational structure of
the article is … ? (Text structures)
5. What is the strongest evidence in
support of ___? (Determine Validity and
Reliability of Information)
Fluency Focus:
• Intonation
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A8 Modeling
A12: Modalities/Learning Styles
B6: Cognates
C1 Charts*
E6 Discussion
E10 Think-Pair-Share
F1 Prior Knowledge
F14: Visualization*
*Marzano’s High Yield Strategy
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Literature Circles/Genre Study provides
opportunities for students to self-select texts
select texts that engage and motivate them
as readers and life-long learners. Texts will
vary and should reflect non-fiction and fiction
across many different genres.
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
Topics from the Restless
Impact Book 3
FAIR Toolkit
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews/ National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
9
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 2: The Art of Expression (Cluster 1) Page 1 of 3
Week/Dates:
Weeks 7-8/Oct 3-14
CORE TEXTS &
RESOURCES
ESSENTIAL QUESTION:
Does Creativity Matter?
UNIT 2 CLUSTER 1
PACING GUIDE
EDGE B. Unit 2, Cluster 1
BEEP Edge B.2 # 01 – 10
Edge Lessons 1 & 2
Unit Launch/How to Read
• Each cluster takes about 2
weeks to complete. There is
not enough time to complete
all lessons and all activities.
Instructional decisions
should be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online
and other resources provide
differentiated instruction
based on informal and
formative assessments.
• Literature/genre study is
woven in as time allows for
building motivation, stamina
and engagement with
varying genres, types,
lengths, and themes in text.
• The Comprehension
Instructional Sequence
should be incorporated at
various points during the
year to provide scaffolded
instruction to promote deep
comprehension.
• FCAT Connections Unit 2
Edge Lesson 3
Prepare to Read and Read “ Creativity at Work”
• EDGE B TE & SE
• EDGE B Interactive Practice
Book (pp. 50-61)
• EDGE B Assessment
Handbook (p. 15b)
• EDGE B Reading and
Writing Transparency 5:
Author’s Purpose
• EDGE Audio CD (as
available)
Edge Lesson 4
Before Reading and Read “The Hidden Secrets of the Creative Mind” Edge Lesson 5
Before Reading and Read: “The
World Is in Their Hands”
Edge Lesson 6
Reflect and Assess; and
Differentiated Instruction
Edge Lesson 7 & 8
Integrate Language Arts (Literary
Analysis and Vocabulary Study)
Cluster One Test
Edge Lesson 9
Workplace Workshop
Edge Lesson 10
Vocabulary Workshop; and
Differentiated Instruction
Reflection/Learning Log and
Vocabulary Notebooks
Cluster Wrap Up
Differentiated Instruction and
Edge Benchmark Assessment
Give district assessments as
required.
Edge Online Teacher
Resources (access through
BEEP Teacher Portal)
http://beep.browardschools.co
m/ssoPortal/index.html
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and across texts
• Context Clues
• Analyze words/text
relationships
• Author’s purpose
• Author’s perspective
• Author’s bias
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Theme
• Character Development (e.g.,
protagonist/antagonist)
• Character Point of View
• Setting
• Plot Development
• Conflict (e.g., internal or
external)
• Resolution
• Text Structures/
Organizational Patterns (e.g.,
comparison/contrast,
cause/effect, chronological
order, argument/support,
definition/explanation,
question/answer,
listing/description)
• Text Features (e.g., headings,
subheadings, sections, titles,
subtitles, charts, tables, maps,
diagrams, captions,
illustrations, graphs, italicized
text, text boxes)
GENRE FOCUS:
Nonfiction
READING STRATEGY:
Determine Importance
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.3 The student will use context
clues to determine the meanings of
unfamiliar words.
LA.910.1.6.8 The student will identify
advanced word/phrase relationships and
their meanings.
Reporting Category 2: Reading
Application
LA.910.1.7.2 The student will analyze
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA.910.1.7.3 The student will determine
the main idea or essential message in
grade-level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.910.1.7.5 The student will analyze a
variety of text structures (.e.g.
comparison/contrast, cause/effect,
chronological order, argument/support,
lists) and text features (main headings
with subheadings) and explain their
impact on the meaning in text.
Reporting Category 3: Literary Analysis
LA 910.2.1.5 The student will analyze and
develop an interpretation of a literary work
by describing the author’s use of literary
elements (e.g. theme, point of view,
characterization, setting, plot) and explain
and analyze the different elements of
figurative language (e.g. simile, metaphor,
personification, hyperbole, symbolism,
allusion, imagery.)
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
Reporting Category 4:Informational
Text/Research Process
LA.910.6.1.1: The student will explain how
text features (e.g., charts, maps,
diagrams, sub-headings, captions,
illustrations, graphs) aid the reader’s
understanding.
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
10
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 2: The Art of Expression (Cluster 1) Page 2 of 3
DAILY STRATEGIES
SCIENTICALLY BASED
READING RESEARCH
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
Content Specific Vocabulary:
• Career
• Collaborate
• Commitment*
• Evaluate*
• Expectation
• Insight*
• Talent
• Transform*
Academic Vocabulary:
• Emphasize
• Summarize
• Narrative
• Expository
• Autobiographical
Unit Launch
• EQ: Does Creativity Matter?
• Roundtable
• Activate prior knowledge/Make
Connections: Anticipation Guide
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Writing about literature/response
log
• Thesis or Central Idea
• Brochure on Peer Pressure (opt)
Word Study
• Contextual analysis/context
clues/signal words
• Word Square
• Word Walls
• Synonyms/alternate definitions
• Respond to questions
• Word sorts
• Connect to student lives
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues, multiple meanings) to
determine meanings of unknown
words
•
Confirm and make new
predictions
• Analyze text structure
• Analyze test features
• Analyze visuals/data
• Paraphrase and summarize
• Clarify ideas: reread/read on
• Compare across texts
Literary Analysis Genre Focus:
How to read nonfiction
• News Article
• Interview
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Preview and Predict:
• Activate prior knowledge
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions.
• Monitor comprehension.
Literary Analysis Focus:
Author’s Purpose
• Identify main ideas and details
• Media literacy
• Analyze author’s purpose
• Analyze author’s/illustrator’s
style and effectiveness
• Analyze description in non fiction
Reading Strategies Focus:
Determine Importance: Identify
main ideas and details
Word Study:
• Word Square
Admit slips
Give students paper or index card
with a prompt. Students keep the
admit slips, refer to and add to
them as they read. Students share
admit slips with class or students
turn them for teacher to read aloud
and respond. Jig Saw:
To avoid confusion during
grouping, mark each section with a
number or color code. Organize
students into groups of three to six
members, depending on the
number of sections to be read.
Assign, or ask team members to
select, one section for which each
will be responsible to read
independently and communicate
the information learned to the
whole team. Provide time for
students to read their section and
take notes or create a graphic
organizer that lists the important
concepts and supporting details
from their reading.
Graphic Organizers:
• Brainstorm and map
• Main Ideas/details (T113,122)
• Author’s purpose (T113)
• 5W’s and Main Idea (T121)
• Sentence Frames (T131)
Jig Saw:
Re-group the students using the
selection number or color code.
Have the groups share their notes
and discuss how to present the
information. Return to original
groups. Students summarize key
concepts for others who did not
read the same selection.
Literacy Learning Logs
• Summarize. Paraphrase, predict,
interpret, analyze, compare,
speculate, and imagine as
responses to text/reading
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Cluster Assessments
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
11
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 2: The Art of Expression (Cluster 1) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
LITERATURE CIRCLES/
GENRE STUDY
“Creativity at Work”
1. Why did the author write this article?
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Edge Novels:
Hole in My Life, Jack Gantos 840L
The Stone Goddess, by Minfong Ho (1020L)
Anthem, by Ayn Rand (880L)
“Hidden Secrets of the Creative Mind”
1. How does the inclusion of research
affect the validity of an article?
2. How are two sides of the brain similar
and different?
3. Explain 2 ways that this interview helps
you understand the “creative mind”.
Include information from the selection to
support your answer.
Critical Thinking Question Stems
1. What does the author mean when
he/she says __?
2. Why did the authors of __ and __ write
these stories/articles?
3. Why did the author use __to develop
this text?
4. How would you explain __?
5. What would you suggest about __? Item Specification Questions
1. According to the article, ___ (Statement
of fact)? (Relevant details)
2. Which sentence from the passage
(quoted in the answer stems) most
closely expresses its theme? (Theme)
3. Which sentence from the passage best
explains ___? (Determine Validity and
Reliability of Information)
4. Based on the main heading and
subheadings, the reader can determine
that the main organizational structure of
the article is … ? (Text structures)
5. What is the strongest evidence in
support of ___? (Determine Validity and
Reliability of Information)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Before/ During/After Reading Activities
Fluency Focus:
• Phrasing
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A8 Modeling
A14: Use substitution/Expansion,
Paraphrase/Repetition
B6: Cognates
C1 Charts*
E10 Think-Pair-Share
F2: Anticipation Guides
F8: Reading with a Specific Purpose*
F14: Visualization*
*Marzano’s High Yield Strategy
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
Topics from the Restless
Impact Book 3
FAIR Tool kit
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews/ National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
12
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 2: The Art of Expression (Cluster 2) Page 1 of 3
Week/Dates:
Weeks 9-10/Oct 17-28
CORE TEXTS &
RESOURCES
ESSENTIAL QUESTION:
Does Creativity Matter?
UNIT 2 CLUSTER 2
PACING GUIDE
EDGE B. Unit 2, Cluster 2
BEEP Edge B.2 # 11-17
Edge Lesson 11
Prepare to Read
• Each cluster takes about 2
weeks to complete. There is
not enough time to complete
all lessons and all activities.
Instructional decisions
should be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online
and other resources provide
differentiated instruction
based on informal and
formative assessments.
• Literature/genre study is
woven in as time allows for
building motivation, stamina
and engagement with
varying genres, types,
lengths, and themes in text.
• The Comprehension
Instructional Sequence
should be incorporated at
various points during the
year to provide scaffolded
instruction to promote deep
comprehension.
• FCAT Connections Unit 2
• EDGE B TE & SE
• EDGE B Interactive Practice
Book (pp. 62-73)
• EDGE B Assessment
Handbook (p. 15f)
• Transparency 6: Word
Square
• Transparency 7: Author’s
Purpose
• EDGE Audio CD (as
available)
Edge Lesson 12
Before Reading and Read: Hip-Hop
High as Culture ”
Edge Lesson 13
Before Reading and Read “I am
Somebody ”
Edge Lesson 14
Reflect and Assess; and
Differentiated Instruction
Edge Lesson 15 & 16
Integrate Language Arts (Literary
Analysis and Vocabulary Study) and
Cluster Two Test
Edge Lesson 17-18
Listening and Speaking Workshop;
and Differentiated Instruction
Reflection/Learning Logs and
Vocabulary Notebooks
Cluster Wrap Up
Benchmark Assessment) and
Differentiated Instruction
Edge Benchmark Assessment
Give district assessments as
required.
Edge Online Teacher
Resources (access through
BEEP Teacher Portal)
http://beep.browardschools.co
m/ssoPortal/index.html
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and across texts
• Context Clues
• Analyze words/text
relationships
• Author’s purpose
• Author’s perspective
• Author’s bias
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Theme
• Character Development
(e.g., protagonist/antagonist)
• Character Point of View
• Setting
• Plot Development
• Conflict (e.g., internal or
external)
• Resolution
• Text Structures/
Organizational Patterns (e.g.,
comparison/contrast,
cause/effect, chronological
order, argument/support,
definition/explanation,
question/answer,
listing/description)
• Descriptive Language (e.g.,
tone, irony, mood, imagery,
alliteration, onomatopoeia,
allusion, satire)
• Figurative Language (e.g.,
simile, metaphor, symbolism,
personification, hyperbole,
pun)
• Text Features (e.g.,
headings, subheadings,
sections, titles, subtitles,
charts, tables, maps,
diagrams, captions,
illustrations, graphs, italicized
text, text boxes.)
GENRE FOCUS:
Nonfiction
READING STRATEGY:
Determine Importance
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.3
The student will use context clues to
determine the meanings of unfamiliar
words.
LA.910.1.6.8
The student will identify advanced
word/phrase relationships and their
meanings.
Reporting Category 2: Reading Application
LA.910.1.7.2
The student will analyze author’s purpose
and/or perspective in a variety of text and
understand how they affect meaning.
LA.910.1.7.3
The student will determine the main idea or
essential message in grade-level or higher
texts through inferring, paraphrasing,
summarizing, and identifying relevant
details.
LA.910.1.7.5 The student will analyze a
variety of text structures (e.g. comparison/
contrast, cause/effect, chronological order,
argument/support, lists) and text features
(main headings with subheadings) and
explain their impact on the meaning in text.
Reporting Category 3: Literary Text
LA.910.2.1.7 The student will analyze,
interpret, and evaluate an author’s use of
descriptive language (e.g., tone, irony,
mood, imagery, pun, alliteration,
onomatopoeia, allusion), figurative
language (e. g., symbolism, metaphor,
personification, hyperbole), common
idioms, and mythological and literary
allusions, and explain how they impact
meaning in a variety of texts.
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
Reporting Category 4:Informational
Text/Research Process
LA.910.6.1.1: The student will explain how
text features (e.g., charts, maps, diagrams,
sub-headings, captions, illustrations,
graphs) aid the reader’s understanding.
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
13
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 2: The Art of Expression (Cluster 2) Page 2 of 3
DAILY STRATEGIES
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
SCIENTICALLY BASED
READING RESEARCH
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
Content Specific Vocabulary:
• Achieve
• Assert
• Culture
• Evolve
• Heritage
• Innovator
• Perspective
• Self-esteem
Academic Vocabulary:
• Emphasize
• Summarize
• Media literacy
• Documentary
• Narrative
• Expository
• Autobiographical
• Author’s purpose
Word Study
• Contextual analysis/context
clues/signal words
• Antonyms/synonyms
• Word Square
• Word Walls
• Questions/answers
• Drama/pantomime
• Word webs
• Context clues for idioms
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Preview and Predict:
• Activate prior knowledge/Make a
connection: discussion
• Determine what’s important to you
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions.
• Monitor comprehension.
Literary Analysis Genre Focus:
How to read nonfiction
• Essay
• Song Lyrics
Literary Analysis Focus:
Author’s Purpose, Genre Study
• Analyze author’s purpose in
nonfiction
• Analyze historical and social
context
• Summarize/determine main idea
• Recognize genre: song lyrics
• Analyze style and word choice
Reading Strategies Focus:
Determine Importance: Summarize
Word Study:
• Word Square
Group Summarizing:
Providing four major topics, model
the group summary process by
preparing a sample of a completed
chart. Then set up the topics for a
chart with prepared summary
sentences.
Comprehension Monitoring:
• Structural analysis (prefix,
suffix, root) to determine
meanings of unknown words
• Contextual analysis (context
clues, signal words,
punctuation clues, multiple
meanings) to determine
meanings of unknown words
• Confirm and make new
predictions
• Analyze text structure
• Analyze test features
• Analyze visuals/data
• Paraphrase and summarize
• Clarify ideas: reread/read on
• Compare across texts
Group Summarizing:
During reading, students make
notes under each heading with
page number references.
Graphic Organizers:
• Word Square (p. T132)
• Main Idea/Details Chart (T135,
144)
• T-Chart – 2 column notes
(excerpt from text/restate in
own words) (T141)
• Context clues - idioms chart
(T151)
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend
from graphic organizer
• Descriptive presentation
Group Summarizing:
After reading, students discuss
key words/concepts in groups and
new information to their chart.
When charts are finished, groups
reread to ensure their ideas are
clearly expressed. Students link
sentences to the topic/concept
and write the sentences in the
correct chart quadrant. Divide
students into small groups. Have
each student create a fourquadrant chart and label each
quadrant with the topic or concept.
Literacy Learning Logs
• Summarize. Paraphrase,
predict, interpret, analyze,
compare, speculate, and
imagine as responses to
text/reading
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature
circles, unit project, and/or centers
Cluster Assessments
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
14
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 2: The Art of Expression (Cluster 2) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
LITERATURE CIRCLES/
GENRE STUDY
Content Specific: “Hip-Hop as Culture”
1. Explain your opinion of Hip-hop culture.
(p. T135)
2. How is sharing personal experience
helpful when giving an opinion? (p.
T140)
3. What 3 questions would you ask a Hiphop star? ?(p.T140)
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Edge Novels:
Hole in My Life, Jack Gantos 840L
The Stone Goddess, by Minfong Ho (1020L)
Anthem, by Ayn Rand (880L)
Content Specific: “I am Somebody”
1. How do verbal images affect the song’s
meaning (p. T123)
2. Choose 2 verses from the song that you
think would be most helpful to someone
who needs to hear them. Provide
information from the selection to explain
your choices. (T123)
Higher Level/Critical Thinking Questions
1. Read the quotation from the article: “__”
What does the phrase reveal?
2. How has the order in which the author
arranged this passage about helped the
reader understand?
3. What advantage does __ have over __?
4. What is your opinion of __?
5. What can you point out about __?
Item Specifications Questions:
1. In the lines above, what does the word
___ reveal about the ___? (Multiple
meanings)
2. Explain how ___ (the text) persuades
readers to __ ? (Author’s purpose)
3. What was the author’s purpose in
writing this passage? (Author’s purpose)
4. The author would most likely make the
statement next that ___? (Author’s
perspective)
5. How does (the author) organize the
article? (Text structures/Organizational
patterns)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Collaborative Assignments Before/
During/After Reading
Fluency Focus:
• Intonation
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A8 Modeling
A12: Modalities/Learning Styles
B7: Vocabulary Improvement Strategy (VIS)
C1 Charts*
E6 Discussion
F1 Prior Knowledge
F14: Visualization*
*Marzano’s High Yield Strategy
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
Topics from the Restless
Impact Book 3
FAIR Toolkit
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews/ National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
15
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 2: The Art of Expression (Cluster 3) Page 1 of 3
ESSENTIAL QUESTION:
Does Creativity Matter?
Week/Dates:
Wks 11-12/Oct 31-Nov 10
CORE TEXTS &
RESOURCES
EDGE B. Unit 2, Cluster 3
BEEP Edge B.2 # 18 – 24
• Each cluster takes about 2
weeks to complete. There is not
enough time to complete all
lessons and all activities.
Instructional decisions should
be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online and
other resources provide
differentiated instruction based
on informal and formative
assessments.
• Literature/genre study is woven
in as time allows for building
motivation, stamina and
engagement with varying
genres, types, lengths, and
themes in text.
• The Comprehension
Instructional Sequence should
be incorporated at various
points during the year to
provide scaffolded instruction to
promote deep comprehension.
• FCAT Connections Unit 2
• EDGE B TE & SE
• EDGE B Interactive Practice
Book (pp. 74-83)
• EDGE B Assessment
Handbook (p. 15j)
• EDGE B Transparency 8:
Connotation Chart
• Transparency 9: Author’s
Purpose
• EDGE Audio CD (as available)
Edge Online Teacher Resources
(access through BEEP Teacher
Portal)
http://beep.browardschools.com/s
soPortal/index.html
UNIT 2 CLUSTER 3
PACING GUIDE
SSS CONTENT SPECIFIC
OBJECTIVE:
Edge Lessons 18-20
Prepare to Read
Before Reading and Read “Slam:
Performance Poetry Lives On”
Before Reading and Read
“Euphoria”
Within and across texts:
• Context Clues
• Analyze words/text
relationships
• Author’s purpose
• Author’s perspective
• Author’s bias
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Theme
• Character Development (e.g.,
protagonist/antagonist)
• Character Point of View
• Setting
• Plot Development
• Conflict (e.g., internal or
external)
• Resolution
• Compare (similarities)
• Contrast (differences)
• Text Structures/
Organizational Patterns (e.g.,
comparison/contrast,
cause/effect, chronological
order, argument/support,
definition/explanation,
question/answer,
listing/description)
• Text Features (e.g., headings,
subheadings, sections, titles,
subtitles, charts, tables, maps,
diagrams, captions,
illustrations, graphs, italicized
text, text boxes)
or
Comprehension Instructional
Sequence
Edge Lesson 21
Reflect and Assess; and
Differentiated Instruction
Edge Lesson 22-23
Integrate Language Arts (Literary
Analysis and Vocabulary Study),
Reader Reflection, and
Cluster Three Test
Edge Lesson 24
Unit Wrap Up, Review, and
Differentiated Instruction
Unit Test, Unit Project, and
Differentiated Instruction
Reading and Literary Analysis
Test
Writing Project: Position paper
(opt)
Unit Project: Demonstration (opt)
Day 24:
Differentiated Instruction
Edge Benchmark Assessment
Test
Give district assessments as
required.
GENRE FOCUS:
Nonfiction
READING STRATEGY:
Determine Importance
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.3 The student will use context
clues to determine the meanings of
unfamiliar words.
LA.910.1.6.8 The student will identify
advanced word/phrase relationships and
their meanings.
Reporting Category 2: Reading Application
LA.910.1.7.2 The student will analyze
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA.910.1.7.3 The student will determine
the main idea or essential message in
grade-level or higher texts through inferring,
paraphrasing, summarizing, and identifying
relevant details.
LA.910.1.7.5 The student will analyze a
variety of text structures (e.g. comparison/
contrast, cause/effect, chronological order,
argument/support, lists) and text features
(main headings with subheadings) and
explain their impact on the meaning in text.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
Reporting Category 3: Literary Analysis
LA 910.2.1.5 The student will analyze and
develop an interpretation of a literary work
by describing the author’s use of literary
elements (e.g. theme, point of view,
characterization, setting, plot) and explain
and analyze the different elements of
figurative language (e.g. simile, metaphor,
personification, hyperbole, symbolism,
allusion, imagery.)
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains
Test (as needed)
• FCAT (and other
district/state assessments)
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Re-teaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
Reporting Category 4:Informational
Text/Research Process
LA.910.6.1.1: The student will explain how
text features (e.g., charts, maps, diagrams,
sub-headings, captions, illustrations,
graphs) aid the reader’s understanding.
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
16
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 2: The Art of Expression (Cluster 3) Page 2 of 3
DAILY STRATEGIES
SCIENTICALLY BASED
READING RESEARCH
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
VOCABULARY
BEFORE READING
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
Content Specific Vocabulary:
• Compose
• Euphoria
• Expression
• Improvisation
• *Phenomenon
• Recitation
• Structure
• Transcend
Academic Vocabulary:
• Emphasize
• Summarize
• Idioms
• Author’s purpose
Word Study:
• Context clues
• Connotation chart
• Word Walls
• Word sorts
• Sentence Frames
• Vocabulary logs
• Visual representations
• Context clues - idioms
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Preview and Predict:
• Activate prior knowledge/Make a
connection: Quick write
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions.
• Monitor comprehension.
Literary Analysis Genre Focus:
How to read nonfiction
• Essay
• Poetry
Literary Analysis Focus:
Author’s Purpose
• Author’s purpose in nonfiction
• Compare themes & time periods
• Analyze poetry
• Analyze literary movements:
poetry across cultures
Reading Strategies Focus:
Determine Importance: Determine
what’s important to you
ReQuest:
Students assume the role of a
teacher and develop questions
about the information, ideas, and
relationships found within the text.
After previewing, students predict
and develop a series of questions to
ask their teacher. Teacher responds
with clear, complete answers using
think-aloud that models the
cognitive processes the teacher
used to derive the answer. Teacher
models questioning by asking
students questions based on
previewing and predicting the same
content.
DURING READING
AFTER READING
GUIDED (We Do)
COMPREHENSION CHECK
(You Do)
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues, multiple meanings) to
determine meanings of unknown
words
• Confirm and make new
predictions
• Analyze text structure
• Analyze test features
• Analyze visuals/data
• Paraphrase and summarize
• Clarify ideas: reread/read on
• Compare across texts
Graphic Organizers:
• Connotation Chart (T154)
• Venn Diagram (T163)
• Characteristics web (T165)
• 3 column notes (T172)
ReQuest (cont)
Students read a portion of the
selection independently and write
a list of questions. Students ask
the teacher their questions. The
teacher responds with clear,
complete answers in a think-aloud
fashion that shows students the
mental processes the teacher
used to derive the answer. When
students have finished asking their
questions, the teacher asks a few
questions about the same
passage. Repeat with the next
portion of the selection. After three
or four segments are discussed
using ReQuest, students predict
how the selection will conclude
read the remainder of the passage
independently.
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Descriptive presentation
• Advertisement
• How-To Paragraph
Exit Slips:
At the beginning of class, students
are given a slip of paper or index
card with a specific prompt.
Students keep the admit slips
throughout class to refer to and add
to as they read. Students volunteer
to read their admit slips at the end
of the class or students turn them in
so the teacher can read some of
them aloud and respond to them.
Literacy Learning Logs
Summarize. Paraphrase, predict,
interpret, analyze, compare,
speculate, and imagine as
responses to text/reading
Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Writing Project (opt): Position paper
Unit Project (opt): Demonstration
Cluster and Unit Assessments
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
17
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 2: The Art of Expression (Cluster 3) Page 3 of 3
HIGHER ORDER
QUESTION STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
LITERATURE CIRCLES/
GENRE STUDY
Content Specific: “Slam: Performance Poetry
Lives On”
1. Describe the similarities and differences
between spoken word and written word.
2. Explain how story telling is the basis for
our early literature.
3. Compare and contrast performance art
and slam art
4. How does creating an image with words
affect a reader?
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Edge Novels:
Hole in My Life, Jack Gantos 840L
The Stone Goddess, by Minfong Ho (1020L)
Anthem, by Ayn Rand (880L)
Content Specific: “Euphoria”
Based on the information in the poem, what
do you anticipate the character will do now?
Support your answer with details from the
poem.
Item Specifications Questions:
1. Read the sentence from the passage.
What does the word ___ mean as used
in the sentence above? (Context clues)
2. Based on the rest of the
article/poem/passage, which sentence
best restates the meaning of the
lines/quotation above? (Analyze
words/text)
3. Based on the passage, which action will
the narrator/character most likely take in
the future? (Conclusions/inferences)
4. How does the narrator’s impression of
___ (Character/event) change
throughout the passage? (Contrast)
5. According to the article, what is one
reason for ___? (Cause/effect)
6. Which line from __ (title of poem) most
clearly reveals its theme? (Theme)
7. What literary device does the
author/writer use in the sentence (quote
from text) above? (Descriptive
language)
8. Based on the passage, which caption
would be most appropriate for the
picture on page __? (Text Features)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Collaborative Assignments Before/
During/After Reading
Fluency Focus:
• Expression
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A8 Modeling
A12: Use of all Modalities/ Learning Styles*
B8: Vocabulary with Context Clues
C9: Semantic Webbing/Mapping*
C13: Venn Diagram*
E6 Discussion
E9: Role Play*
E10 Think-Pair-Share
F1 Prior Knowledge
*Marzano’s High Yield Strategy
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Literature Circles/Genre Study provides
opportunities for students to self-select texts
select texts that engage and motivate them
as readers and life-long learners. Texts will
vary and should reflect non-fiction and fiction
across many different genres.
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
Topics from the Restless
Impact Book 3
FAIR Toolkit
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews/ National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
18
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 3: The Hero Within (Cluster 1) Page 1 of 3
Week/Dates:
Wks 13-14/Nov 14-22
CORE TEXTS &
RESOURCES
ESSENTIAL QUESTION:
What Makes a Hero?
UNIT 3 CLUSTER 1
PACING GUIDE
EDGE B. Unit 3, Cluster 1
BEEP Edge B.3 # 01 – 10
Edge Lessons 1 & 2
Unit Launch/How to Read
• Each cluster takes about 2
weeks to complete. There is
not enough time to complete
all lessons and all activities.
Instructional decisions should
be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online
and other resources provide
differentiated instruction
based on informal and
formative assessments.
• Literature/genre study is
woven in as time allows for
building motivation, stamina
and engagement with varying
genres, types, lengths, and
themes in text.
• The Comprehension
Instructional Sequence should
be incorporated at various
points during the year to
provide scaffolded instruction
to promote deep
comprehension.
• FCAT Connections Unit 3
• EDGE B TE & SE
• EDGE B Interactive Practice
Book (pp. 86-101)
• EDGE B Assessment
Handbook (p. 29b)
• EDGE B Reading and Writing
Transp 10: Definition Map
• Transp 11: Point of View
• EDGE Audio CD (as
available)
Edge Lesson 3
Prepare to Read
Edge Online Teacher Resources
(access through BEEP Teacher
Portal)
http://beep.browardschools.com/
ssoPortal/index.html
Edge Lesson 4
Before Reading and Read: “The
Sword in the Stone”
Edge Lesson 5
Before Reading and Read: “Was
There a Real King Arthur?”
Edge Lesson 6
Reflect and Assess; and
Differentiated Instruction
Edge Lesson 7 & 8
Cluster One Test)
Integrate Language Arts (Literary
Analysis and Vocabulary Study)
Cluster One Test
Edge Lesson 9
Workplace workshop
Edge Lesson 10
Vocabulary Workshop; and
Differentiated Instruction
Reflection/Learning Logs and
Vocabulary Notebooks
Cluster Wrap Up
Benchmark Assessment)
Differentiated Instruction and
Edge Benchmark Assessment
Give district assessments as
required.
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and Across Texts:
• Analyze word structure (e.g.
affixes, root words)
• Analyze words derived from
Latin, Greek, Other
Languages)
• Author’s purpose
(within/across texts)
• Author’s perspective
(within/across texts)
• Author’s bias (within/across
texts)
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Compare (similarities
within/across texts)
• Contrast (differences
• Theme
• Character Development (e.g.,
protagonist/antagonist)
• Character Point of View
• Setting
• Plot Development
• Conflict (e.g., internal or
external)
• Resolution
• Analyze and evaluate
information
• Synthesize information
• Determine the validity and
reliability of information
GENRE FOCUS:
Short Stories
READING STRATEGY:
Make Inferences
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.7: The student will identify and
understand the meaning of conceptually
advanced prefixes, suffixes, and root
words.
LA.910.1.6.11 The student will identify the
meaning of words and phrases from other
languages commonly used by writers of
English (e.g. ad hoc, post facto, RSVP).
Reporting Category 2: Reading
Application
LA.910.1.7.2 The student will analyze the
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA. 910.1.7.3 The student will determine
the main idea or essential message in
grade-level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
Reporting Category 3: Literary Analysis
LA.910.2.1.5 The student will analyze and
develop an interpretation of a literary work
by describing an author’s use of literary
elements (e.g., theme, point of view,
characterization, setting, plot) and explain
and analyze different elements of
figurative language (e.g., simile,
metaphor, personification, hyperbole,
symbolism, allusion, imagery).
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
Reporting Category 4:Informational
Text/Research Process
LA.910.6.2.2 The student will organize,
synthesize, analyze, and evaluate the
validity and reliability of information from
multiple sources (including primary and
secondary sources) to draw conclusions
using a variety of techniques, and
correctly using standardized citations.
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
19
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 3: The Hero Within (Cluster 1) Page 2 of 3
DAILY STRATEGIES
SCIENTICALLY BASED
READING RESEARCH
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues, multiple meanings) to
determine meanings of unknown
words
• Confirm and make new
predictions
• Analyze text structure
• Analyze test features
• Analyze visuals/data
• Paraphrase and summarize
• Clarify ideas: reread/read on
• Compare across texts
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Opinion statement
• Writing on Demand (test practice)
Content Specific Vocabulary:
• Conscientiously
• Endure
• Evidence*
• Genuine
• Historian
• Investigation*
• Just
• Skeptic
Academic Vocabulary:
• Inference
• Perception
• Perspective
• Reliable
Word Study
• Structural analysis: Word
families (Prefixes, root words,
suffixes)
• Word Walls
• Link to Essential Questions
• Word derivations (borrowed
words)
• Word maps
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Unit Launch
• EQ: What makes a hero?
• Think Pair Share
• Activate prior knowledge/Make
Connections: Quick Write
Preview and Predict:
• Determine what’s important
Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions.
• Monitor comprehension.
Literary Analysis Genre Focus:
How to read short stories:
Narrator’s point of view
• Short story
• Historical Analysis
Literary Analysis Focus:
Point of View/Text Structures
• Make inferences
• Analyze point of view
• Recognize genre – folk literature
• Analyze symbols
• Analyze text structure – signal
words
• Character’s motives and traits
Reading Strategies:
Make Inferences:
Word Study:
• Word Maps
Reciprocal Teaching
Create groups of four students.
Distribute one note card to each
member of the group identifying
each person's role: 1) summarizer,
2) clarifier 3) questioner 4)
predictor.
Graphic Organizers:
• Two column notes: (T196)
• Definition Map (T198)
• Inference Chart (T199)
• Inference Diagram (T212)
Reciprocal Teaching
Students read silently a few
paragraphs of the text selection,
using note taking strategies, such
as selective underlining, coding or
sticky notes, to help them better
prepare for their role in the
discussion. At the given stopping
point, the Summarizer highlights
the key ideas. The Questioner
poses questions from the text. The
Clarifier addresses confusing parts
and attempts to answer the
questions. The Predictor offers
predictions about what the author
will reveal next. Roles in the group
then switch one person to the
right, and the next selection is
read. Students repeat the process
in their new roles until the entire
selection is read.
RAFT
Students creatively analyze and
synthesize the information from a
particular text or texts by taking on
a particular role or perspective (R),
defining the target audience (A),
and choosing an appropriate written
format (F) to convey understanding
of the content topic (T).
Literacy Learning Logs
• Summarize. Paraphrase, predict,
interpret, analyze, compare,
speculate, and imagine as
responses to text/reading
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Cluster Assessments
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
20
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 3: The Hero Within (Cluster 1) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
Content Specific: “The Sword in the Stone”
1. Explain how the author uses thirdperson narrative to help tell a story.
Give examples from the story to support
your answer
2. How does Arthur's character change
from the beginning to the end of the
story?
3. Based on your understanding of the
reading, what qualities would be
necessary in a person to become a
hero? Explain.
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
“Was There a Real King Arthur?”
1. Based on the information in the
passage, do you think there was a King
Arthur?
2. How are Arthur in the story “The Sword
in the Stone” and Arthur in the article
“Was There a Real King Arthur?” alike
and different?
3. How could you verify the existence of
King Arthur?
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Before/ During/After Reading Activities
High Order Question Stems
1. How has the order in which the author
arranged this passage helped the
reader understand?
2. Read this quotation from the passage.
“___.” Which literary device does the
author use in this quotation?
3. Which word has the same root as __?
4. What would happen if __?
Item Specifications Question Stems
1. Which phrase best describes both the
___ and the ___ in the passage? (Word
relationships)
2. From reading the article, the reader can
infer that ___. (Conclusions/inferences)
3. Which line from __ (title of poem) most
clearly reveals its theme? (Theme)
4. In __ (Title), the __ (element from
poem) in the first stanza/verse differ
from those in the second stanza/verse.
In the first stanza/verse, the images
___? (Contrast)
Fluency Focus:
• Phrasing
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A8 Modeling
B1 Categorize vocabulary
C12 Timelines
D1 Audio Books
E6 Discussion
E10 Think-Pair-Share
F1 Prior Knowledge
*Marzano’s High Yield Strategy
LITERATURE CIRCLES/
GENRE STUDY
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Edge Novels:
Hercules, Graphic novel, by Paul Storrie
(540L)
September 11, 2001: Attach on New York
City, by Wilborn Hampton (1060L)
Left Behind, Velma Wallis (1030L)
Topics from the Restless
Impact Book 3
FAIR Tool kit
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews/ National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
21
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 3: The Hero Within (Cluster 2) Page 1 of 3
ESSENTIAL QUESTION:
What Makes a Hero?
Week/Dates:
Wks 15-16/Nov 28-Dec 9
CORE TEXTS &
RESOURCES
UNIT 3 CLUSTER 2
PACING GUIDE
EDGE B. Unit 3, Cluster 2
BEEP Edge B.3 # 11-17
Edge Lesson 11
Prepare to Read
• Each cluster takes about 2
weeks to complete. There is
not enough time to complete
all lessons and all activities.
Instructional decisions
should be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online
and other resources provide
differentiated instruction
based on informal and
formative assessments.
• Literature/genre study is
woven in as time allows for
building motivation, stamina
and engagement with
varying genres, types,
lengths, and themes in text.
• The Comprehension
Instructional Sequence
should be incorporated at
various points during the
year to provide scaffolded
instruction to promote deep
comprehension.
• FCAT Connections Unit 3
• EDGE B TE & SE
• EDGE B Interactive Practice
Book (pp. 102-113)
• EDGE B Assessment
Handbook (p. 29f)
• EDGE B Reading and
Writing Transp 12:
• Point of View
• EDGE Audio CD (as
available)
Edge Lesson 12
Before Reading and Read: “A Job
for Valentin” and “Hero.”
Edge Lesson 13
Before Reading and Read “In the
Heart of a Hero.”
Edge Lesson 14
Reflect and Assess; and
Differentiated Instruction
Edge Lesson 15-16
Cluster Two Assessment)
Integrate Language Arts (Literary
Analysis and Vocabulary Study) and
Cluster Two Test
Edge Lesson 17
Listening and Speaking Workshop;
and Differentiated Instruction
Reflection/Learning Logs and
Vocabulary Notebooks
Cluster Wrap Up
Benchmark Assessment) and
Differentiated Instruction
Edge Benchmark Assessment
Give district assessments as
required.
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and Across Texts:
• Analyze word structure (e.g.
affixes, root words)
• Analyze words derived from
Latin, Greek, Other
Languages)
• Author’s purpose
(within/across texts)
• Author’s perspective
(within/across texts)
• Author’s bias (within/across
texts)
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Compare (similarities
within/across texts)
• Contrast (differences
• Theme
• Character Development
(e.g., protagonist/antagonist)
• Character Point of View
• Setting
• Plot Development
• Conflict (e.g., internal or
external)
• Resolution
• Text Features (e.g.,
headings, subheadings,
sections, titles, subtitles,
charts, tables, maps,
diagrams, captions,
illustrations, graphs, italicized
text, text boxes)
GENRE FOCUS:
Short Stories
READING STRATEGY:
Make Inferences
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.7: The student will identify and
understand the meaning of conceptually
advanced prefixes, suffixes, and root
words.
LA.910.1.6.11 The student will identify the
meaning of words and phrases from other
languages commonly used by writers of
English (e.g. ad hoc, post facto, RSVP).
Reporting Category 2: Reading Application
LA.910.1.7.2 The student will analyze the
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA. 910.1.7.3 The student will determine
the main idea or essential message in
grade-level or higher texts through inferring,
paraphrasing, summarizing, and identifying
relevant details.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
Reporting Category 3: Literary Analysis
LA.910.2.1.5 The student will analyze and
develop an interpretation of a literary work
by describing an author’s use of literary
elements (e.g., theme, point of view,
characterization, setting, plot) and explain
and analyze different elements of figurative
language (e.g., simile, metaphor,
personification, hyperbole, symbolism,
allusion, imagery).
Reporting Category 4:Informational
Text/Research Process
LA.910.6.1.1: The student will explain how
text features (e.g., charts, maps, diagrams,
sub-headings, captions, illustrations,
graphs) aid the reader’s understanding.
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
Edge Online Teacher
Resources (access through
BEEP Teacher Portal)
http://beep.browardschools.co
m/ssoPortal/index.html
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
22
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 3: The Hero Within (Cluster 2) Page 2 of 3
DAILY STRATEGIES
SCIENTICALLY BASED
READING RESEARCH
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
Content Specific Vocabulary:
• Anxiety
• Distracted
• Inherent*
• Inhibit*
• Prejudiced
• Protest
• Survivor*
• Tragedy
Academic Vocabulary:
• Inference
• Perception
• Perspective
• Reliable
• Menagerie (French)
Word Study
• Structural analysis: Word
families (Prefixes, root words,
suffixes)
• Word Walls
• Link to Essential Questions
• Word derivations (borrowed
words)
• Word sorts
• Respond to questions
• Make a personal connection
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Preview and Predict:
• Activate prior knowledge/Make
Connections: Anticipation guide
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions.
• Monitor comprehension.
Literary Analysis Genre Focus:
How to read short stories: Narrator’s
point of view
• Short stories
• Song Lyrics
• Feature Article
Literary Analysis Focus:
Point of View/Genre study
• Make inferences
• Analyze point of view in short
stories
• Evaluate author’s perspective
(author’s background)
• Analyze Feature Articles
• Analyze Multiple themes in text
• Recognize Genre: feature article
Reading Strategy Focus:
Make Inferences
Word Study: Interactive Word Wall
Before reading, create a list of the
key words from the unit of study.
Refer to the word wall throughout the
unit of study about the content
concept it relates to, being sure
students are actively interacting with
the words on the wall.
Comprehension Monitoring:
• Structural analysis (prefix,
suffix, root) to determine
meanings of unknown words
• Contextual analysis (context
clues, signal words,
punctuation clues, multiple
meanings) to determine
meanings of unknown words
• Confirm and make new
predictions
• Analyze text structure
• Analyze test features
• Analyze visuals/data
• Paraphrase and summarize
• Clarify ideas: reread/read on
• Compare across texts
Graphic Organizers:
• Anticipation Guide (T226)
• Making Inferences: I Read/I
Know/And So Chart (T227)
• Character Analysis (T237)
• Inference Chart (T242)
• Multiple themes in text (T248)
Interactive Word Walls
Interactive activities during and
after reading include: 1) Sort
words into categories and label
(list-group-label or word sort); 2)
Write summary sentences about
main ideas; 3) create an analytic
graphic organizer that relates the
words to one another; 4) write a
narrative piece (short story,
poem, description, etc.) that links
words together in a meaningful
way: 5) create a word game
using the words (crossword
puzzle, word search); 6), group
paired words (compare/contrast,
synonyms/ antonyms) 7) words
from other languages 8) words
with same roots
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend
from graphic organizers
• Letter - Write about literature
• Panel Discussion
Literacy Learning Logs
• Summarize. Paraphrase,
predict, interpret, analyze,
compare, speculate, and
imagine as responses to
text/reading
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature
circles, unit project, and/or centers
Cluster Assessments
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
23
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 3: The Hero Within (Cluster 2) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
Content Specific: “A Job for Valentin”
1. How would this picture be different if it
were winter?
2. Teresa says, “I see I’m going to have to
put up with him in this new job, too.”
What does she really mean?
3. Evaluate what kind of job Bob Dylan
did. Use details from the story to
support your answer.
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Content Specific: “Hero”
1. How do the words in the poem apply to
you?
High Order Question Stems
1. Choose a word that means the same as
or opposite of __?
2. What words or phrases create the tone
of __?
3. What factors should __consider when
making decisions about__?
4. What ideas validate ___?
5. What is the most important __?
Item Specification Questions
1. What literary device does the
author/writer use in the sentence (quote
from text) above? (Descriptive
language)
2. Based on the passage, which caption
would be most appropriate for the
picture on page __? (Text Features)
3. How does the author support the idea
that ___? (Synthesize Information)
4. What is the strongest evidence in
support of ___? (Determine Validity and
Reliability of Information)
5. Based on the passage, which action will
the narrator/character most likely take in
the future? (Conclusions/inferences)
6. From reading the article, the reader can
infer that ___. (Conclusions/inferences)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Collaborative Assignments Before/
During/After Reading
Fluency Focus:
• Expression
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A8 Modeling
A14: Use substitution/Expansion,
Paraphrase/Repetition
B6: Use of Cognates
C10: Story Map*
F1 Prior Knowledge
F2: Anticipation Guide*
F12: Think Aloud
*Marzano’s High Yield Strategy
LITERATURE CIRCLES/
GENRE STUDY
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Edge Novels:
September 11, 2001: Attach on New York
City, Wilborn Hampton (1060L)
Left Behind, Velma Wallis (1030L)
Topics from the Restless
Impact Book 3
FAIR Toolkit
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews/ National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
24
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 3: The Hero Within (Cluster 3) Page 1 of 3
ESSENTIAL QUESTION:
What Makes a Hero?
Week/Dates:
Wks 17/ Dec 12-16
CORE TEXTS &
RESOURCES
EDGE B. Unit 3, Cluster 3
BEEP Edge B.3 # 18 – 24
• Each cluster takes about 2
weeks to complete. There is
not enough time to complete
all lessons and all activities.
Instructional decisions
should be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online
and other resources provide
differentiated instruction
based on informal and
formative assessments.
• Literature/genre study is
woven in as time allows for
building motivation, stamina
and engagement with
varying genres, types,
lengths, and themes in text.
• The Comprehension
Instructional Sequence
should be incorporated at
various points during the
year to provide scaffolded
instruction to promote deep
comprehension.
• FCAT Connections Unit 3
• EDGE B TE & SE
• EDGE B Interactive Practice
Book (pp. 114-127)
• EDGE B Assessment
Handbook (p.29j)
• EDGE B Reading and
Writing Transparency 13:
Point of View
• EDGE Audio CD (as
available)
Edge Online Teacher
Resources (access through
BEEP Teacher Portal)
http://beep.browardschools.co
m/ssoPortal/index.html
UNIT 3 CLUSTER 3
PACING GUIDE
Edge Lesson 18-20
Prepare to Read
Before Reading and Read “The
Woman in the Snow”
Before Reading and Read “Rosa
Parks ”
Or
Comprehension Instructional
Sequence
Edge Lesson 21
Integrate Language Arts (Literary
Analysis and Vocabulary Study),
Reader Reflection, and
Cluster Three Test
Edge Lesson 22-23
Unit Wrap Up, Review, and
Differentiated Instruction
Unit Test and Wrap Up
Unit Test, Unit Project, and
Differentiated Instruction
Reading and Literary Analysis Test
Writing Project: Reflective Essay
(opt)
Unit Project: Documentary (opt)
Differentiated Instruction
Edge Benchmark Assessment Test
Give district assessments as
required.
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and Across Texts:
• Analyze word structure (e.g.
affixes, root words)
• Analyze words derived from
Latin, Greek, Other
Languages)
• Author’s purpose
(within/across texts)
• Author’s perspective
(within/across texts)
• Author’s bias (within/across
texts)
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Compare (similarities
within/across texts)
• Contrast (differences
• Theme
• Character Development (e.g.,
protagonist/antagonist)
• Character Point of View
• Setting
• Plot Development
• Conflict (e.g., internal or
external)
• Resolution
• Text Features (e.g., headings,
subheadings, sections, titles,
subtitles, charts, tables, maps,
diagrams, captions,
illustrations, graphs, italicized
text, text boxes)
GENRE FOCUS:
Short Stories
READING STRATEGY:
Make Inferences
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.7: The student will identify and
understand the meaning of conceptually
advanced prefixes, suffixes, and root
words.
LA.910.1.6.11 The student will identify the
meaning of words and phrases from other
languages commonly used by writers of
English (e.g. ad hoc, post facto, RSVP).
Reporting Category 2: Reading Application
LA.910.1.7.2 The student will analyze the
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA. 910.1.7.3 The student will determine
the main idea or essential message in
grade-level or higher texts through inferring,
paraphrasing, summarizing, and identifying
relevant details.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
Reporting Category 3: Literary Analysis
LA.910.2.1.5 The student will analyze and
develop an interpretation of a literary work
by describing an author’s use of literary
elements (e.g., theme, point of view,
characterization, setting, plot) and explain
and analyze different elements of figurative
language (e.g., simile, metaphor,
personification, hyperbole, symbolism,
allusion, imagery).
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains
Test (as needed)
• FCAT (and other
district/state assessments)
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Re-teaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
Reporting Category 4:Informational
Text/Research Process
LA.910.6.1.1: The student will explain how
text features (e.g., charts, maps, diagrams,
sub-headings, captions, illustrations,
graphs) aid the reader’s understanding.
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
25
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 3: The Hero Within (Cluster 3) Page 2 of 3
DAILY STRATEGIES
SCIENTICALLY BASED
READING RESEARCH
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
VOCABULARY
BEFORE READING
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
Content Specific Vocabulary:
• Authority*
• Boycott
• Compassion
• Desperately
• Discrimination*
• Persistent*
• Provoke
• Segregation
Academic Vocabulary:
• Inference
• Perception
• Perspective
• Reliable
Word Study:
• Contextual Analysis:
(definitions, synonyms, and
examples)
• Context clues for multiple
meaning words
• Word Walls
• Word families
• Borrowed words
• Vocabulary study cards
• Semantic feature maps
• Personal connections
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Preview and Predict:
• Activate prior knowledge/Make
Connections: Brainstorming
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions.
• Monitor comprehension.
Literary Analysis Genre Focus:
How to read short stories: Narrator’s
point of view
• Short Story
• Magazine Profile
Literary Analysis Focus:
Point of View/Genre Study
• Make inferences
• Analyze point of view in short
stories
• Identify historical themes
• Analyze magazine profiles
• Compare themes in short stories
Reading Strategies Focus:
Make inferences
Word Study
• Semantic feature maps
• Vocabulary notebooks
Read-Aloud/Think Aloud
Teacher models fluency, builds
students’ comprehension, and
students’ vocabularies by reading
the selection or parts of the
selection to students.
DURING READING
AFTER READING
GUIDED (We Do)
COMPREHENSION CHECK
(You Do)
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues, multiple meanings) to
determine meanings of unknown
words
• Confirm and make new
predictions
• Analyze text structure
• Analyze test features
• Analyze visuals/data
• Paraphrase and summarize
• Clarify ideas: reread/read on
• Compare across texts
Graphic Organizers:
• Point of view (T253)
• Inference Chart (T253)
• Vocabulary Study Card (T252)
• Inference Maps (T253. 265, 268)
• Sequence/timeline (T271)
• T-Chart (T275)
2 Column-Notes
Students divide their paper into
two columns with a 1:2 ratio
(Column 1 and Colum 2). In the
left-hand column, students write a
sentence, quote, or key word from
the text, noting page number. In
the right column, students write the
definition, give an example, and/or
make a personal connection.
Model/guide students by providing
the specific words, quotes, etc in
the left column for students to
respond to while listening and/or
reading.
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Write a theme statement
• Oral Interpretation
• Opinion paragraph
Save the Last Word for Me
A collaborative format (3-4
students) for the discussion of text
in which students first record
interesting quotes and why they find
them interesting, and then share
their thinking with peers.
Literacy Learning Logs
• Summarize. Paraphrase, predict,
interpret, analyze, compare,
speculate, and imagine as
responses to text/reading
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Unit Project (Opt): Documentary
Writing Project (Opt): Reflective
Essay
Cluster and Unit Assessments
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
26
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 3: The Hero Within (Cluster 3) Page 3 of 3
HIGHER ORDER
QUESTION STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
Content Specific: “The Woman in the Snow”
1. How might the mood of the artwork
change if the subjects were real people,
not wooden models?
2. At the end of the story, Eula Mae
Daniels smiles and is never seen again.
Explain why?
3. What word is a simile/metaphor for
courage?
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Content Specific: “Rosa Parks”
1. Evaluate Rosa Parks’ decision to
disobey the law? Include 2 details from
the story to support your answer
2. Using what you have learned about
Rosa Parks, predict how she would
react to any injustice or prejudice in
today’s society. Provide examples from
the passage to support your answer.
Higher Level Question Stems
1. When is the central conflict between __
and __ introduced in the story/poem?
2. Why did the authors of __ and __write
these stories/articles?
3. Predict the outcome if __?
4. How would you portray __?
5. What choice would you make?
Item Specification Questions
1. In the lines above, what does the word
__ reveal about the __? (Multiple
meanings)
2. Explain how ___ (the text) persuades
readers to __? (Author’s purpose)
3. Based on the main heading and
subheadings, the reader can determine
the main organizational structure of the
article is ___? (Text structures/
Organizational patterns)
4. From reading the article, the reader can
infer that ___. (Conclusions/inferences)
5. Which line from __ (title of poem) most
clearly reveals its theme? (Theme)
6. What literary device does the
author/writer use in the sentence (quote
from text) above? (Descriptive
language)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Collaborative Assignments Before/
During/After Reading
Fluency Focus:
• Intonation
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A8 Modeling
B4: Semantic Feature Analysis*
C10: Story Map*
E6 Discussion
E10 Think-Pair-Share
F1 Prior Knowledge
F7: Read Aloud
G11: Writing Sample
*Marzano’s High Yield Strategy
LITERATURE CIRCLES/
GENRE STUDY
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Edge Novels:
September 11, 2001: Attach on New York
City, Wilborn Hampton (1060L)
Left Behind, Velma Wallis (1030L)
Topics from the Restless
Impact Book 3
FAIR Toolkit
Literature Circles/Genre Study provides
opportunities for students to self-select texts
select texts that engage and motivate them
as readers and life-long learners. Texts will
vary and should reflect non-fiction and fiction
across many different genres.
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews/ National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
27
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 4: Opening Doors (Cluster 1) Page 1 of 3
Week/Dates:
Wks 18-19/ Jan 2-13
CORE TEXTS &
RESOURCES
ESSENTIAL QUESTION:
How Can Knowledge Open Doors?
UNIT 4 CLUSTER 1
PACING GUIDE
EDGE B. Unit 4, Cluster 1
BEEP Edge B.4 # 01 – 10
Edge Lessons 1 & 2
Unit Launch/How to Read
• Each cluster takes about 2
weeks to complete. There is
not enough time to complete
all lessons and all activities.
Instructional decisions should
be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online
and other resources provide
differentiated instruction
based on informal and
formative assessments.
• Literature/genre study is
woven in as time allows for
building motivation, stamina
and engagement with varying
genres, types, lengths, and
themes in text.
• The Comprehension
Instructional Sequence should
be incorporated at various
points during the year to
provide scaffolded instruction
to promote deep
comprehension.
• FCAT Connections Unit 4
• EDGE B TE & SE
• EDGE B Interactive Practice
Book (pp. 130-141)
• EDGE B Assessment
Handbook (pp. 43b)
• EDGE B Reading and Writing
Trans 14: Vocabulary T-Chart
• Trans 15: Text Structure:
Chronology
• EDGE Audio CD (as
available)
Edge Online Teacher Resources
(access through BEEP Teacher
Portal)
http://beep.browardschools.com/
ssoPortal/index.html
Edge Lesson 3
Prepare to Read
Edge Lesson 4
Before Reading and Read: “Curtis
Aikens and the American Dream”
Edge Lesson 5
Before Reading and Read: “Think
You Don’t Need an Education and
“Go For It!?”
Edge Lesson 6
Reflect and Assess; and
Differentiated Instruction
Edge Lesson 7-8
Cluster One Test)
Integrate Language Arts (Literary
Analysis and Vocabulary Study)
Cluster One Test
Edge Lesson 9
Workplace workshop
Edge Lesson 10
Vocabulary Workshop; and
Differentiated Instruction
Reflection/Learning Logs and
Vocabulary Notebooks
Cluster Wrap Up
Benchmark Assessment)
Differentiated Instruction and
Edge Benchmark Assessment
Give district assessments as
required.
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and Across Texts:
• Context clues
• Multiple meanings
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Compare (similarities
within/across texts)
• Contrast (differences
• Text Structures/Organizational
Patterns (e.g.,
comparison/contrast,
cause/effect, chronological
order, argument/support,
definition/explanation,
question/answer,
listing/description)
• Text Features (e.g., headings,
subheadings, sections, titles,
subtitles, charts, tables, maps,
diagrams, captions,
illustrations, graphs, italicized
text, text boxes)
GENRE FOCUS:
Nonfiction
READING STRATEGY:
Ask Questions
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.3
The student will use context clues to
determine the meanings of unfamiliar
words.
LA.910.1.6.9 The student will determine
the correct meaning of words with multiple
meanings in context.
Reporting Category 2: Reading
Application
LA. 910.1.7.3 The student will determine
the main idea or essential message in
grade-level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
LA.910.1.7.5 The student will analyze a
variety of text structures (e.g., comparison/
contrast, cause/effect, chronological order,
argument/support, lists) and text features
(main headings with subheadings) and
explain their impact on meaning in text.
Reporting Category 3: Literary Analysis
LA.910.2.2.1 The student will analyze and
evaluate information from text features
(e.g. transitional devices, table of
contents, glossary, index, bold or italicized
text, headings, charts and graphs,
illustrations, subheadings).
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
Reporting Category 4:Informational
Text/Research Process
LA.910.6.1.1: The student will explain how
text features (e.g., charts, maps,
diagrams, sub-headings, captions,
illustrations, graphs) aid the reader’s
understanding.
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
28
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 4: Opening Doors (Cluster 1) Page 2 of 3
DAILY STRATEGIES
SCIENTICALLY BASED
READING RESEARCH
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues) to determine meanings of
unknown words
• Confirm and make new
predictions
• Analyze text features
• Analyze visuals
• Paraphrase and summarize
• Clarify ideas: reread or read on
• Compare across texts
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Public Service Announcement
Content Specific Vocabulary:
• Ambitious
• Cause
• Confession
• Discourage
• Fate
• Literacy
• Profession*
• Reputation Academic Vocabulary:
• Clarify
• Orient
• Sequence
• Sequence signal words (T300)
Unit Launch
• EQ: How can knowledge open
doors?
• Numbered Heads
• Make Connections: Think Pair
Share
Preview and Predict:
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions
Word Study
• Word Walls
• Link to Essential Questions
• Context clues
• Jargon
• Reference resources
• Vocabulary T-Chart
• Frayer Model
Literary Analysis Genre Focus:
How to read nonfiction: text
structures and features
• Biography
• Brochure
• Opinion Essay
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Reading Strategies Focus:
Ask questions – Self question
Graphic Organizers:
• Brainstorm Map (T294)
• Timelines (T306, 321)
• Question the Author Chart T318)
• 2-Column Notes (T327)
Word Study:
• Vocabulary T Chart
• Frayer Model
Question Answer Relationships
(QAR
Provide guided practice in pairs or
small groups with several
progressively longer pieces of text.
As students become more
proficient, provide independent
practice and give feedback to
individual students about their
QAR choices. Once students can
effectively use QAR to answer
questions, have them generate
their own questions to practice the
various types and use QAR
independently.
Question Answer Relationships
(QAR) Model “Right There”
questions and “Think and Search”
questions. Emphasize that these
types of questions require locating
information within the text. Model
“Author and Me” and “On My Own”
questions for the same passage.
Fishbowl Discussion
Develop a scenario or series of
questions related to the reading or
essential question for students to
discuss. Select students to begin
the fishbowl discussion. Observers
on the outside of the “fishbowl”
listen and take notes.
Literary Analysis Focus:
Text structure: chronology
• Analyze text structure
(chronology) in nonfiction
• Nonfiction text features
Fishbowl Discussion (cont)
Ask the first question or set up the
scenario that will be discussed or
role-played. When there’s a natural
break or pause in discussion
students from the outside enter the
fishbowl to replace students inside
and continue discussion. At the end
of the discussion, students
summarize, citing three to five
critical points. Debrief asking, “What
would you have added to the
discussion that wasn’t said?”
Literacy Learning Logs
• Summarize. Paraphrase, predict,
interpret, analyze, compare,
speculate, and imagine as
responses to text/reading
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Cluster Assessments
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
29
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 4: Opening Doors (Cluster 1) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
Content Specific: “Curtis Aikens and the
American Dream”
1. Explain Curtis Aiken’s reasons for
hiding his inability to read.
2. Explain why Curtis Aiken was unable to
keep his produce business going, even
with 7 employees to help him.
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Edge Novels:
The Outsiders, S.E. Hinton (750L)
Parrot in the Oven: Ma Vida (1000L)
Narrative of the Life of Frederick Douglass
An American Slave (1030L)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Before/ During/After Reading Activities
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
Content Specific: “Think You Don’t Need an
Education?”
1. According to the information given in the
graph, what can you conclude about
income and education?
2. What does Magic Johnson mean when
he writes, “We’ve got to stop making
excuses.”
3. Why did the authors of “Curtis Aikens
and the American Dream” and “Go For
It” write these articles?
Higher Level Question Stems
1. What did the author say about __?
2. Which factor forces/influences __?
3. According to the information, what is the
most valid argument for __?
4. How would you generate a plan to __?
5. What facts can you gather __?
Item Specifications Question Stems
1. What does the word __ mean as used
in the sentence above? (Context clues)
2. Read these excerpt from ___ . Based
on the rest of the (__), which sentence
best restates the meaning of the
lines/quotation above? (Analyze
words/phrases)
3. Read this sentence from the passage.
The author uses the comparison to __?
(Author’s purpose)
4. From reading the article, the reader can
infer that …. (correct answer stem is an
inference or conclusion drawn from the
article by reading between the
lines.)How does the author support the
idea that ___? (Synthesize Information)
Fluency Focus:
• Phrasing
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A8 Modeling
A12: Use All Modalities/Learning Styles*
B2: Explain Key Concepts
F6: Question-Answer-Relationship (QAR)*
E10 Think-Pair-Share
F1 Prior Knowledge
H1: Cultural Sharing
*Marzano’s High Yield Strategy
LITERATURE CIRCLES/
GENRE STUDY
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Topics from the Restless
Impact Book 3
FAIR Tool kit
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews/ National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
30
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 4: Opening Doors (Cluster 2) Page 1 of 3
Week/Dates:
Wks 20-21/ Jan 16-27
CORE TEXTS &
RESOURCES
ESSENTIAL QUESTION:
How Can Knowledge Open Doors?
UNIT 4 CLUSTER 2
PACING GUIDE
EDGE B. Unit 4, Cluster 2
BEEP Edge B.4 # 11 – 17
Edge Lesson 11
Prepare to Read
• Each cluster takes about 2
weeks to complete. There is
not enough time to complete
all lessons and all activities.
Instructional decisions
should be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online
and other resources provide
differentiated instruction
based on informal and
formative assessments.
• Literature/genre study is
woven in as time allows for
building motivation, stamina
and engagement with
varying genres, types,
lengths, and themes in text.
• The Comprehension
Instructional Sequence
should be incorporated at
various points during the
year to provide scaffolded
instruction to promote deep
comprehension.
• FCAT Connections Unit 4
• EDGE B TE & SE
• EDGE B Interactive Practice
Book (pp. 142-155)
• EDGE B Assessment
Handbook (p. 43f)
• EDGE B Reading and
Writing Trans 16: SynonymAntonym Chart
• Transp 17: Text Structure:
Cause and Effect
• EDGE Audio CD
• Edge Online Teacher
Resources (access through
BEEP Teacher Portal)
http://beep.browardschools.co
m/ssoPortal/index.html
Edge Lesson 12
Before Reading and Read: “Superman and Me. ”
Edge Lesson 13
Before Reading and Read “A Smart Cookie and “It’s Our Story, Too.” Edge Lesson 14
Reflect and Assess; and
Differentiated Instruction
Edge Lesson 15-16
Cluster Two Assessment)
Integrate Language Arts (Literary
Analysis and Vocabulary Study)
and
Cluster Two Test
Edge Lesson 17
Listening and Speaking Workshop;
and Differentiated Instruction
Reflection/Learning Logs and
Vocabulary Notebooks
Cluster Wrap Up
Benchmark Assessment) and
Differentiated Instruction
Edge Benchmark Assessment
Give district assessments as
required.
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and Across Texts:
• Context clues
• Word relationships
• Analyze words/phrases
• Multiple meanings
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Compare (similarities
within/across texts)
• Contrast (differences
• Author’s Purpose
• Author’s Perspective
• Author’s Bias
• Main idea Text
• Summary statement
• Relevant details
Conclusions/inferences
• Predictions
• Text Structures/
Organizational Patterns (e.g.,
comparison/contrast,
cause/effect, chronological
order, argument/support,
definition/explanation,
question/answer,
listing/description) • Compare (similarities) • Contrast (differences) • Text Features (e.g., headings,
subheadings, sections, titles,
subtitles, charts, tables, maps,
diagrams, captions,
illustrations, graphs, italicized
text, text boxes) GENRE FOCUS:
Nonfiction
READING STRATEGY:
Ask Questions
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.3 The student will use context
clues to determine the meanings of
unfamiliar words.
LA.910.1.6.8 The student will identify
advanced word/phrase relationships and
their meanings.
LA.910.1.6.9 The student will determine
the correct meaning of words with multiple
meanings in context.
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
Reporting Category 2: Reading
Application
LA.910.1.7.2 The student will analyze the
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA. 910.1.7.3 The student will determine
the main idea or essential message in
grade-level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.910.1.7.5 The student will analyze a
variety of text structures (e.g., comparison/
contrast, cause/effect, chronological order,
argument/support, lists) and text features
(main headings with subheadings) and
explain their impact on meaning in text.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
Reporting Category 3: Literary Analysis
LA.910.2.2.1 The student will analyze and
evaluate information from text features
(e.g. transitional devices, table of
contents, glossary, index, bold or italicized
text, headings, charts and graphs,
illustrations, subheadings).
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
Reporting Category 4:Informational
Text/Research Process
LA.910.6.1.1: The student will explain how
text features (e.g., charts, maps,
diagrams, sub-headings, captions,
illustrations, graphs) aid the reader’s
understanding.
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
31
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 4: Opening Doors (Cluster 2) Page 2 of 3
DAILY STRATEGIES
SCIENTICALLY BASED
READING RESEARCH
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
Preview and Predict:
• Activate prior knowledge/ Make
a connection: Anticipation Guide
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues) to determine meanings of
unknown words
• Confirm and make new
predictions
• Analyze text features
• Analyze visuals
• Paraphrase and summarize
• Clarify ideas: reread or read on
• Compare across texts
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Oral Report
• Email message
Content Specific Vocabulary:
• Arrogant
• Assume*
• Constant*
• Disgusted
• Prodigy
• Recall
• Shame
• Standard Academic Vocabulary:
• Clarify
• Orient
• Sequence
• Sullen
Word Study
• Word Walls
• Link to Essential Questions
• Synonym-Antonym chart
• Multiple meaning words
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Literary Analysis Genre Focus:
How to read nonfiction: text
structures and features
• Essay
• Short Fiction
• Memoir
Literary Analysis Focus:
Text structure: chronology; cause
and effect
• Analyze text structure (cause
and effect) in nonfiction
• Analyze author’s influence and
perspective
• Analyze text structure
(chronology) in nonfiction
Reading Strategies Focus:
Ask questions – Question Answer
Relationships
Word Study:
• Synonym-Antonym chart
Question Answer Relationships
(QAR) Model “Right There”
questions and “Think and Search”
questions. Emphasize that these
types of questions require locating
information within the text. Model
“Author and Me” and “On My Own”
questions for the same passage.
Graphic Organizers:
Synonym-Antonym Chart (328)
Anticipation Guide (T328)
Cause-Effect (T329, 333, 337)
Question-Answer Journal (T338)
Timeline (T343)
Imagery Chart (T346)
Question Answer Relationships
(QAR
Provide guided practice in pairs or
small groups with several
progressively longer pieces of text.
As students become more
proficient, provide independent
practice and give feedback to
individual students about their
QAR choices.
Question Answer Relationships
(QAR
Once students can effectively use
QAR to answer questions, have
them generate their own questions
to practice the various types and
use QAR independently.
Literacy Learning Logs
• Summarize. paraphrase, predict,
interpret, analyze, compare,
speculate, and imagine as
responses to text/reading.
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Cluster Assessments
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
32
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 4: Opening Doors (Cluster 2) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
Content Specific: “Superman and Me”
1. Using examples from the article,
describe the effect Sherman Alexie has
on students when he visits schools?
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Edge Novels:
The Outsiders, S.E. Hinton (750L)
Parrot in the Oven: Ma Vida (1000L)
Narrative of the Life of Frederick Douglass
An American Slave (1030L)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Before/ During/After Reading Activities
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
Content Specific: “A Smart Cookie”
1. What message is Sandra Cisneros
sending? Provide examples from the
article.
2. Explain 2 ways that personal
experiences help you understand either
the selection. Be sure to include
information from the articles to explain
your answer.
Higher Level Question Stems
1. What is the greatest benefit of __?
2. What is the connection between __and
__?
3. What words or phrases create the tone
of __?
4. What ideas validate __?
5. What choice would you make?
Item Specifications Question Stems
1. Which pair of words from the article best
describes ___ conveyed in the pictures
on page __? (Word relationships)
2. What does the sentence (quoted above)
tell readers about ___? (Analyze
words/text)
3. In which sentence does the word ___
have the same meaning as used in the
excerpt above? (Multiple meanings)
4. Based on the passage, which action will
the narrator/character most likely take in
the future? (Conclusions/inferences)
5. How does (the author) organize the
article? (Text structures/Organizational
patterns)
6. The use of bold face words (or other
text feature) throughout the ___ (name
of text) helps the reader to ___? (Text
Features)
Fluency Focus:
• Intonation
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A8 Modeling
A12: Use All Modalities/Learning Styles*
B2: Explain Key Concepts
F6: Question-Answer-Relationship (QAR)*
E10 Think-Pair-Share
F1 Prior Knowledge
H1: Cultural Sharing
*Marzano’s High Yield Strategy
LITERATURE CIRCLES/
GENRE STUDY
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Topics from the Restless
Impact Book 3
FAIR Tool kit
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews
National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
33
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 4: Opening Doors (Cluster 3) Page 1 of 3
ESSENTIAL QUESTION:
How Can Knowledge Open Doors?
Week/Dates:
Wks 22-23/ Jan 30-Feb 10
CORE TEXTS &
RESOURCES
EDGE B. Unit 4, Cluster 3
BEEP Edge B.4 # 18-24
• Each cluster takes about 2
weeks to complete. There is not
enough time to complete all
lessons and all activities.
Instructional decisions should
be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online and
other resources provide
differentiated instruction based
on informal and formative
assessments.
• Literature/genre study is woven
in as time allows for building
motivation, stamina and
engagement with varying
genres, types, lengths, and
themes in text.
• The Comprehension
Instructional Sequence should
be incorporated at various
points during the year to
provide scaffolded instruction to
promote deep comprehension.
• FCAT Connections Unit 4
• EDGE B TE & SE
• EDGE B Interactive Practice
Book (pp. 156-167)
• EDGE B Assessment
Handbook (p.43j)
• EDGE B Reading and Writing
Transparency 18:
• Text Structure: ProblemSolution
• EDGE Audio CD (as available)
Edge Online Teacher Resources
(access through BEEP Teacher
Portal)
http://beep.browardschools.com/s
soPortal/index.html
UNIT 4 CLUSTER 3
PACING GUIDE
Edge Lesson 18-21
Prepare to Read
Before Reading and Read “The
Fast and the Fuel-Efficient”
Before Reading and Read ““
Teens Open Doors”
Reflect and Assess; and
Differentiated Instruction
Or
Comprehension Instructional
Sequence
Edge Lesson 22-23
Integrate Language Arts (Literary
Analysis and Vocabulary Study),
Reader Reflection, and
Cluster Three Test
Edge Lesson 24
Unit Wrap Up, Review, and
Differentiated Instruction
Unit Wrap Up
Unit Test, Unit Project, and
Differentiated Instruction
Reading and Literary Analysis
Test
Writing Project: Research Report
(opt)
Unit Project: Class Newspaper or
Magazine (opt)
Differentiated Instruction
Edge Benchmark Assessment
Test
Give district assessments as
required.
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and Across Texts:
• Context clues
• Word relationships
• Analyze words/phrases
• Multiple meanings
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Compare (similarities
within/across texts)
• Contrast (differences
• Author’s Purpose
• Author’s Perspective
• Author’s Bias
• Main idea Text
• Summary statement
• Relevant details
Conclusions/inferences
• Predictions
• Text Structures/
Organizational Patterns (e.g.,
comparison/contrast,
cause/effect, chronological
order, argument/support,
definition/explanation,
question/answer,
listing/description) • Compare (similarities) • Contrast (differences) • Text Features (e.g., headings,
subheadings, sections, titles,
subtitles, charts, tables, maps,
diagrams, captions,
illustrations, graphs, italicized
text, text boxes) GENRE FOCUS:
Nonfiction
READING STRATEGY:
Ask Questions
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.3 The student will use context
clues to determine the meanings of
unfamiliar words.
LA.910.1.6.8 The student will identify
advanced word/phrase relationships and
their meanings.
LA.910.1.6.9 The student will determine
the correct meaning of words with multiple
meanings in context.
Reporting Category 2: Reading
Application
LA.910.1.7.2 The student will analyze the
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA. 910.1.7.3 The student will determine
the main idea or essential message in
grade-level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.910.1.7.5 The student will analyze a
variety of text structures (e.g., comparison/
contrast, cause/effect, chronological order,
argument/support, lists) and text features
(main headings with subheadings) and
explain their impact on meaning in text.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
Reporting Category 3: Literary Analysis
LA.910.2.2.1 The student will analyze and
evaluate information from text features
(e.g. transitional devices, table of
contents, glossary, index, bold or italicized
text, headings, charts and graphs,
illustrations, subheadings).
Reporting Category 4:Informational
Text/Research Process
LA.910.6.1.1: The student will explain how
text features (e.g., charts, maps,
diagrams, sub-headings, captions,
illustrations, graphs) aid the reader’s
understanding.
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
34
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 4: Opening Doors (Cluster 3) Page 2 of 3
DAILY STRATEGIES
SCIENTICALLY BASED
READING RESEARCH
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
Preview and Predict:
• Activate prior knowledge/ Make
a connection: Brainstorm
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues) to determine meanings of
unknown words
• Confirm and make new
predictions
• Analyze text features
• Analyze visuals
• Paraphrase and summarize
• Clarify ideas: reread or read on
• Compare across texts
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Opinion Statement
• Problem-Solution Essay
Content Specific Vocabulary:
• Aggressive
• Assemble*
• Device*
• Efficient
• Environment*
• Obstacle
• Solution
• Technology*
Academic Vocabulary:
• Clarify
• Orient
• Sequence
Word Study
• Interactive Word Walls
• Link to questions
• Vocabulary study cards
• Multiple meaning words
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Literary Analysis Genre Focus:
How to read nonfiction: text
structures and features
• News Feature
• Cartoon
• Article
Literary Analysis Focus:
Text structure: problemsolution/nonfiction text features
• Analyze text structure (cause
and effect) in nonfiction
• Apply literature to personal life
• Analyze text structure
(quotations) in nonfiction
• Analyze text structure (problemsolution) in nonfiction
Reading Strategies Focus:
Ask questions – Question Answer
Relationships
Word Study:
• Interactive Word Walls
• Vocabulary study cards
KWLT
Four columns (Know, Want to
Know, Learned, Tell About).
Before reading, students record
what they know about the topic/EQ
and what they would like to know.
Graphic Organizers:
• Problem-Solution Chart (T351)
• Sequence Chain (T357)
• Cause-Effect chart (T363)
• Question Chart (T364)
KWLT
Four columns (Know, Want to
Know, Learned, Tell About).
During and after reading students
modify charts with additional
information under Learned.
KWLT
Four columns (Know, Want to
Know, Learned, Tell About).
After reading students use
information from KWLT chart to
teach peers or in small groups.
Literacy Learning Logs
• Summarize. Paraphrase, predict,
interpret, analyze, compare,
speculate, and imagine as
responses to text/reading
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Unit Project (Opt):
Writing Project: (Opt)
Cluster and Unit Assessments
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
35
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 4: Opening Doors (Cluster 3) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
Content Specific: “The Fast and the FuelEfficient”
1. Using details from the article, evaluate
the characters’ decisions when they
faced their obstacles.
2. Using the information in the chart about
hybrids, explain how you would
convince someone to purchase a hybrid
car.
3. What is Mick Stevens’ purpose in
creating the cartoon The Hybrid?
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Edge Novels:
The Outsiders, S.E. Hinton (750L)
Parrot in the Oven: Ma Vida (1000L)
Narrative of the Life of Frederick Douglass
An American Slave (1030L)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Before/ During/After Reading Activities
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
Content Specific: “Teens Open Doors”
1. Describe a device that would make your
day easier and explain why you would
want it.
Higher Level Question Stems
1. How would you define __ as used in the
passage/section/article?
2. Analyze the given information; what can
you infer about __?
3. How does the author’s style of writing
achieve his/her purpose?
4. Devise a way to __?
5. What information would you use to
prioritize __?
Item Specifications Question Stems
1. How does (the author) organize the
article? (Text structures/Organizational
patterns)
2. How does the narrator’s impression of
___ (Character/event) change
throughout the passage? (Contrast)
3. According to the article, what do ___
(two or more elements from the
passage) have in common? (Compare)
4. What literary device does the
author/writer use in the sentence (quote
from text) above? (Descriptive
language)
5. How does the author use imagery to
illustrate __ of the setting in the
passage? (Setting)
Fluency Focus:
• Expression
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A8 Modeling
B6: Use of Cognates
D5: Realia/ Manipulatives*
F1 Prior Knowledge
G4: Graphic Representation*
G11: Writing Sample
*Marzano’s High Yield Strategy
LITERATURE CIRCLES/
GENRE STUDY
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Topics from the Restless
Impact Book 3
FAIR Tool kit
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews/ National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
36
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 5: Fear This! (Cluster 1) Page 1 of 3
Week/Dates:
Wks 24-25/Feb 13-Feb 24
CORE TEXTS &
RESOURCES
ESSENTIAL QUESTION:
What Makes Something Frightening?
UNIT 5 CLUSTER 1
PACING GUIDE
EDGE B. Unit 5, Cluster 1
BEEP Edge B.5 # 01 – 10
Edge Lessons 1 & 2
Unit Launch/How to Read
• Each cluster takes about 2
weeks to complete. There is
not enough time to complete
all lessons and all activities.
Instructional decisions should
be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online
and other resources provide
differentiated instruction
based on informal and
formative assessments.
• Literature/genre study is
woven in as time allows for
building motivation, stamina
and engagement with varying
genres, types, lengths, and
themes in text.
• The Comprehension
Instructional Sequence should
be incorporated at various
points during the year to
provide scaffolded instruction
to promote deep
comprehension.
• FCAT Connections Unit 5
• EDGE B TE & SE
• EDGE B Interactive Practice
Book (pp. 170-183)
• EDGE B Assessment
Handbook (pp. 62b-62e)
• EDGE B Reading and Writing
Trans 19: Word Square
• Trans 20: Plot Structure
• EDGE Audio CD (as
available)
Edge Lesson 3
Prepare to Read
Edge Online Teacher Resources
(access through BEEP Teacher
Portal)
http://beep.browardschools.com/
ssoPortal/index.html
Edge Lesson 4
Before Reading and Read: “The
Interlopers.”
Edge Lesson 5
Before Reading and Read: “An
Interview with the King of Terror.”
Edge Lesson 6
Reflect and Assess; and
Differentiated Instruction
Edge Lesson 7-8
Cluster One Test)
Integrate Language Arts (Literary
Analysis and Vocabulary Study)
Cluster One Test
Edge Lesson 9
Workplace workshop
Edge Lesson 10
Vocabulary Workshop; and
Differentiated Instruction
Reflection/Learning Logs and
Vocabulary Notebooks
Cluster Wrap Up
& Benchmark Assessment)
Differentiated Instruction and
Edge Benchmark Assessment
Give district assessments as
required.
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and Across Texts:
• Context clues
• Analyze words/phrases
• Word relationships
• Author’s purpose
• Author’s perspective
• Author’s bias
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Theme
• Character Development (e.g.,
protagonist/ antagonist)
• Character Point of View
• Setting
• Plot Development
• Conflict (e.g., internal or
external)
• Resolution
• Descriptive Language (e.g.,
tone, irony, mood, imagery,
alliteration, onomatopoeia,
allusion, satire)
• Figurative Language (e.g.,
simile, metaphor, symbolism,
personification, hyperbole,
pun)
GENRE FOCUS:
Short Stories
READING STRATEGY:
Make Connections
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.3
The student will use context clues to
determine the meanings of unfamiliar
words.
LA.910.1.6.8 The student will identify
advanced word/phrase relationships and
their meanings.
Reporting Category 2: Reading
Application
LA.910.1.7.2
The student will analyze the author’s
purpose and/or perspective in a variety of
text and understand how they affect
meaning.
LA.910.1.7.3 The student will determine
the main idea or essential message in
grade-level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
Reporting Category 3: Literary Analysis
LA.910.2.1.5 The student will analyze and
develop an interpretation of a literary work
by describing an author’s use of literary
elements (e.g., theme, point of view,
characterization, setting, plot) and explain
and analyze different elements of
figurative language (e.g., simile,
metaphor, personification, hyperbole,
symbolism, allusion, imagery).
LA.910.2.2.7 The student will analyze,
interpret and evaluate an author’s use of
descriptive language (e.g., tone, irony,
mood, imagery, pun, alliteration,
onomatopoeia, allusion), figurative
language (e.g., symbolism, metaphor,
personification, hyperbole), common
idioms, and mythological and literary
allusions, and explain how they impact
meaning in a variety of texts.
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
37
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 5: Fear This! (Cluster 1) Page 2 of 3
DAILY STRATEGIES
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
SCIENTICALLY BASED
READING RESEARCH
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues) to determine meanings of
unknown words
• Confirm and make new
predictions
• Analyze text features
• Analyze visuals
• Paraphrase and summarize
• Clarify ideas: reread or read on
• Compare across texts
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Story starter: Your Own Tale of
Terror
• Character sketch
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
Content Specific Vocabulary:
• Boundary
• Feud
• Grant
• Identification
• Obvious
• Reconciliation
• Release
• Terror Academic Vocabulary:
• Category
• Guarantee
• Exposition (plot structure)
• Conflict (plot structure)
• Climax (plot structure)
• Resolution (plot structure)
• Irony
Word Study
• Word Walls
• Word Relationships: Synonyms
• Word Square
• Word Sort
• Word Relationship Maps
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Unit Launch
• EQ: What makes something
frightening?
• Three Step Interview
• Make Connections: Brainstorm
and Map
Preview and Predict:
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions
Literary Analysis Genre Focus:
How to read short stories: plot
• Short Story
• Magazine Interview
Literary Analysis Focus:
Plot Structure
• Analyze plot structure
• Evaluate literature: Author’s
Perspective
• Analyze analogies
• Analyze irony in short stories
Reading Strategies Focus:
Make Connections
Question Answer Relationships
(QAR) Model “Right There”
questions and “Think and Search”
questions. Emphasize that these
types of questions require locating
information within the text. Model
“Author and Me” and “On My Own”
questions for the same passage.
Graphic Organizers:
• Word Square
• Plot Structure Graph
• T-Chart
• Connection Chart
• Analogies chart
• Analyze Irony Chart
K/W/L/T
Students divide their paper into
four columns (Know, Would like to
Know, Learned, Tell About).
Before reading, students record
what they know about the
subject(s) of the text and what they
would like to know. Use this
strategy for finding cue words for
and analyzing plot structure and/or
analyzing what makes a short
story frightening. During reading, students record what they are learning and can tell other students about. Think-Pair-Share
• Use a thesaurus to understand
word relationships- synonyms for
key vocabulary.
• To complete Connections Chart
or other graphic organizers.
K/W/L/T After reading, students review and
revise information learned from
reading and share with others in
small group discussions or using
Think Pair Share.
Literacy Learning Logs
• Summarize, paraphrase, predict,
interpret, analyze, compare,
speculate, and imagine as
responses to text/reading
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Cluster Assessments
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
38
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 5: Fear This! (Cluster 1) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
Content Specific: “The Interlopers”
1. Describe what you might see beneath
the mist in the picture. Explain why.
2. Explain the tone that the author created
when he does not provide a resolution.
3. Describe the emotion you experience
when you view the sculpture “Large and
Tense Hand.
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Content Specific: “An Interview with the King
of Terror”
1. How might the selection about Stephen
King be useful to someone who wanted
to become a writer? Be sure to include
at least 2 details from the selection to
support your answer.
2. Describe your reaction to scary things?
Explain why you reaction may be
different from someone else’s reaction
to the same thing.
3. In the selection “An Interview with the
King of Terror”, Stephen King created
an analogy to compare himself to a Big
Mac and fries. Create an analogy
comparing yourself to something. Be
sure to explain.
Item Specifications Question Stems
1. What does the word __ mean as used
in the sentence above? (Context clues)
2. Read these excerpt from __. Based on
the rest of the (__), which sentence best
restates the meaning of the
lines/quotation above? (Analyze
words/phrases)
3. Explain how ___ (the text) persuades
readers to __? (9th Author’s Purpose)
4. The author would most likely make the
statement next that ___ (answer stems
reflecting specific information from the
text)? (10th Author’s Perspective)
5. What is the central conflict in this
passage? (9th Grade Conflict)
6. Read this sentence from the passage.
What literary device does the writer use
in the sentence above? (10th Grade
Figurative Language) Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Before/ During/After Reading Activities
Fluency Focus:
• Phrasing
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A8 Modeling
A10: Pacing of Lesson
B2: Explain Key Concepts
B6: Use of Cognates
C11: T- Charts*
E10 Think-Pair-Share
F3: Demonstrations
F6: Question-Answer-Relationship (QAR)*
LITERATURE CIRCLES/
GENRE STUDY
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Edge Novels:
The Afterlife, by Gary Soto (810L)
Dr. Jenner and the Speckled Monster, by
Albert Marrin (990L)
Dance Hall of the Dead, by Tony Hillerman
(870L)
Topics from the Restless
Impact Book 3
FAIR Tool kit
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews/ National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
*Marzano’s High Yield Strategy
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
39
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 5: Fear This! (Cluster 2) Page 1 of 3
Week/Dates:
Weeks 26-27 Feb 27-Mar 9
CORE TEXTS &
RESOURCES
ESSENTIAL QUESTION:
What Makes Something Frightening?
UNIT 5 CLUSTER 2
PACING GUIDE
EDGE B. Unit 5 Cluster 2
BEEP Edge B.5 # 11 – 17
Edge Lesson 11
Prepare to Read
• Each cluster takes about 2
weeks to complete. There is
not enough time to complete
all lessons and all activities.
Instructional decisions
should be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online
and other resources provide
differentiated instruction
based on informal and
formative assessments.
• Literature/genre study is
woven in as time allows for
building motivation, stamina
and engagement with
varying genres, types,
lengths, and themes in text.
• The Comprehension
Instructional Sequence
should be incorporated at
various points during the
year to provide scaffolded
instruction to promote deep
comprehension.
• FCAT Connections Unit 5
• EDGE B TE & SE
• EDGE B Interactive Practice
Book (pp. 184-195)
• EDGE B Assessment
Handbook (p. 62f-62i)
• EDGE B Trans 21:
• Vocabulary Example Chart
• Trans 22: Mood and Tone
• EDGE Audio CD (as
available)
Edge Lesson 12
Before Reading and Read: “The
Babysitter.”
Edge Lesson 13
Before Reading and Read “Do Not
Read this Poem.”
Edge Lesson 14
Reflect and Assess; and
Differentiated Instruction
Edge Lesson 15-16
Cluster Two Assessment)
Integrate Language Arts (Literary
Analysis and Vocabulary Study)
and
Cluster Two Test
Edge Lesson 17
Listening and Speaking Workshop;
and Differentiated Instruction
Reflection/Learning Logs and
Vocabulary Notebooks
Cluster Wrap Up
& Benchmark Assessment) and
Differentiated Instruction
Edge Benchmark Assessment
Give district assessments as
required.
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and Across Texts:
• Context clues
• Word relationships
• Analyze words/phrases
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Compare (similarities
within/across texts)
• Contrast (differences
• Author’s Purpose
• Author’s Perspective
• Author’s Bias
• Main idea Text
• Summary statement
• Relevant details
Conclusions/inferences
• Predictions
• Cause and effect
• Descriptive Language (e.g.,
tone, irony, mood, imagery,
alliteration, onomatopoeia,
allusion, satire)
• Figurative Language (e.g.,
simile, metaphor, symbolism,
personification, hyperbole,
pun)
• Text Features (e.g., headings,
subheadings, sections, titles,
subtitles, charts, tables, maps,
diagrams, captions,
illustrations, graphs, italicized
text, text boxes)
GENRE FOCUS:
Short Stories
READING STRATEGY:
Make Connections
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.3 The student will use context
clues to determine the meanings of
unfamiliar words.
LA.910.1.6.8 The student will identify
advanced word/phrase relationships and
their meanings.
Reporting Category 2: Reading
Application
LA.910.1.7.2 The student will analyze the
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA. 910.1.7.3 The student will determine
the main idea or essential message in
grade-level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.910.1.7.4: The student will identify
cause-and-effect relationships in text.
Reporting Category 3: Literary Analysis
LA.910.2.1.7 The student will analyze,
interpret, and evaluate an author’s use of
descriptive language (e.g., tone, irony,
mood, imagery, pun, alliteration,
onomatopoeia, allusion), figurative
language (e. g., symbolism, metaphor,
personification, hyperbole), common
idioms, and mythological and literary
allusions, and explain how they impact
meaning in a variety of texts.
Reporting Category 4:Informational
Text/Research Process
LA.910.6.1.1: The student will explain how
text features (e.g., charts, maps,
diagrams, sub-headings, captions,
illustrations, graphs) aid the reader’s
understanding.
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
Edge Online Teacher
Resources (access through
BEEP Teacher Portal)
http://beep.browardschools.co
m/ssoPortal/index.html
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
40
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 5: Fear This! (Cluster 2) Page 2 of 3
DAILY STRATEGIES
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
SCIENTICALLY BASED
READING RESEARCH
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
Preview and Predict:
• Activate prior knowledge/ Make
a connection: Discussion
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues) to determine meanings of
unknown words
• Confirm and make new
predictions
• Analyze text features
• Analyze visuals
• Paraphrase and summarize
• Clarify ideas: reread or read on
• Compare across texts
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Opinion statement
• Literary analysis
• Dramatic reading
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
Content Specific Vocabulary:
• Capable • Precision • Rely • Resist • Ritual • Subside • Trace • Vulnerable Academic Vocabulary:
• Category
• Guarantee
Word Study
• Word Walls
• Vocabulary Example Chart
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Literary Analysis Genre Focus:
How to Read Short Stories: Plot
• Short Story
• Cartoon
• Poem
Literary Analysis Focus:
Mood, Tone
• Analyze mood and tone in short
stories
• Analyze author’s influence
• Analyze repetition and word
choice
• Analyze foreshadowing in short
story
• Analyze a cartoon
Reading Strategies Focus:
Make Connections
Admit slips
At the beginning of class, students
are given a slip of paper or index
card along with a specific prompt.
Related to the objectives for the
lesson. Students keep the admit
slips throughout class to refer to
and add to as they read.
Graphic Organizers:
• Vocabulary Examples Chart
• Images that convey mood chart
• Cause and effect chart
• Plot diagram
• Analyze foreshadowing chart
2 Column-notes
Students divide their paper into
two columns with a 1:2 ratio
(Column 1 and Colum 2).
In the left-hand column, provide
specific words, quotes, for
students to respond to while
reading/listening and/or students
can record a sentence, quote, or
key word from the selection (and
page number). In the right column,
students write the definition, give
an example, and/or make a
personal connection to the text.
RAFT
Students creatively analyze and
synthesize the information from a
particular text or texts by taking on
a particular role or perspective,
defining the target audience, and
choosing an appropriate written
format to convey their
understanding of the content topic.
Literacy Learning Logs
• Summarize, paraphrase, predict,
interpret, analyze, compare,
speculate, and imagine as
responses to text/reading.
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Cluster Assessments
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
41
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 5: Fear This! (Cluster 2) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
Content Specific: “ The Baby-Sitter”
1. Based on the information in the story,
explain who or what you think was in
the house with Hilary?
2. The author writes, “After all, she owed
Them a favor.” Explain what she
means.
3. Events in the author’s childhood
affected her style of writing. Compare
her style of writing to another author
that you may know of.
Content Specific: “Beware: Do Not Read This
Poem”
1. How does the style of this writing affect
the poetry for you? Provide examples.
2. Using the poem as a reference, what do
you think when you look in the mirror?
Explain your answer.
3. Explain how the author’s unique style of
writing helps the reader connect with
the poem.
Item Specifications Question Stems
1. Read these lines from the “___” (poem).
Based on the rest of the (poem), which
sentence best restates the meaning of
the lines above? (Analyze Words/Text)
2. Explain how ___ (the text) persuades
readers to __? (Author’s Purpose)
3. Based on the passage, which action will
the ___ (narrator/ character/author)
most likely take in the future?
(Conclusions/inferences)
4. What caused (character/narrator/author)
to ___(action/effect from article)?
(Cause/effect) 5. In what ways does author’s use of
figurative language help readers
understand the narrator’s feelings about
___? (Figurative Language) DIFFERENTIATED
INSTRUCTION BASED ON DATA
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Before/ During/After Reading Activities
Fluency Focus:
• Expression
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A8 Modeling
A12: Use All Modalities/Learning Styles*
B2: Explain Key Concepts
F6: Question-Answer-Relationship (QAR)*
E10 Think-Pair-Share
F14 Visualization
G8: Retelling
*Marzano’s High Yield Strategy
LITERATURE CIRCLES/
GENRE STUDY
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Edge Novels:
The Afterlife, by Gary Soto (810L)
Dr. Jenner and the Speckled Monster, by
Albert Marrin (990L)
Dance Hall of the Dead, by Tony Hillerman
(870L)
Topics from the Restless
Impact Book 3
FAIR Tool kit
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews
National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
42
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 5: Fear This! (Cluster 3) Page 1 of 3
Week/Dates:
Week 28-29/Mar 19-30
ESSENTIAL QUESTION:
What Makes Something Frightening?
CORE TEXTS &
RESOURCES
EDGE B. Unit 5, Cluster 3
BEEP Edge B.5 # 18-24
• Each cluster takes about 2
weeks to complete. There is not
enough time to complete all
lessons and all activities.
Instructional decisions should
be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online and
other resources provide
differentiated instruction based
on informal and formative
assessments.
• Literature/genre study is woven
in as time allows for building
motivation, stamina and
engagement with varying
genres, types, lengths, and
themes in text.
• The Comprehension
Instructional Sequence should
be incorporated at various
points during the year to
provide scaffolded instruction to
promote deep comprehension.
• FCAT Connections Unit 5
• EDGE B TE & SE
• EDGE B Interactive Practice
Book (pp. 196-211)
• EDGE B Assessment
Handbook (p.62j-62m, 63-76)
• EDGE B Trans 23: Suspense
• EDGE Audio CD (as available)
Edge Online Teacher Resources
(access through BEEP Teacher
Portal)
http://beep.browardschools.com/s
soPortal/index.html
UNIT 5 CLUSTER 3
PACING GUIDE
Edge Lesson 18 -21
Prepare to Read
Before Reading and Read “The
Tell-Tale Heart.”
Before Reading and Read “The
Raven.”
Reflect and Assess; and
Differentiated Instruction
Or
Comprehension Instructional
Sequence
Edge Lessons 22 - 23
Integrate Language Arts (Literary
Analysis and Vocabulary Study),
Reader Reflection, and
Cluster Three Test
Unit Wrap Up
Unit Wrap Up, Review, and
Differentiated Instruction
Unit Test, Unit Project, and
Differentiated Instruction
Reading and Literary Analysis
Test
Writing Project: Short Story (opt)
Unit Project: Radio Drama or
Podcast (opt)
Differentiated Instruction
Edge Benchmark Assessment
Test
Give district assessments as
required.
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and Across Texts:
• Word relationships
• Analyze words/phrases
• Multiple meanings
• Author’s purpose
• Author’s perspective
• Author’s bias
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Compare (similarities
within/across texts)
• Contrast (differences
• Theme
• Character Development (e.g.,
protagonist/ antagonist)
• Character Point of View
• Setting
• Plot Development
• Conflict (e.g., internal or
external)
• Resolution
• Descriptive Language (e.g.,
tone, irony, mood, imagery,
alliteration, onomatopoeia,
allusion, satire)
• Figurative Language (e.g.,
simile, metaphor, symbolism,
personification, hyperbole,
pun
GENRE FOCUS:
Nonfiction
READING STRATEGY:
Ask Questions
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.8 The student will identify
advanced word/phrase relationships and
their meanings.
LA.910.1.6.9 The student will determine
the correct meaning of words with multiple
meanings in context.
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
Reporting Category 2: Reading
Application
LA.910.1.7.2 The student will analyze the
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA. 910.1.7.3 The student will determine
the main idea or essential message in
grade-level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
Reporting Category 3: Literary Analysis
LA.910.2.1.5 The student will analyze and
develop an interpretation of a literary work
by describing an author’s use of literary
elements (e.g., theme, point of view,
characterization, setting, plot) and explain
and analyze different elements of
figurative language (e.g., simile,
metaphor, personification, hyperbole,
symbolism, allusion, imagery).
LA.910.2.1.7 The student will analyze,
interpret, and evaluate an author’s use of
descriptive language (e.g., tone, irony,
mood, imagery, pun, alliteration,
onomatopoeia, allusion), figurative
language (e. g., symbolism, metaphor,
personification, hyperbole), common
idioms, and mythological and literary
allusions, and explain how they impact
meaning in a variety of texts.
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
43
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 5: Fear This! (Cluster 3) Page 2 of 3
DAILY STRATEGIES
SCIENTICALLY BASED
READING RESEARCH
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
Preview and Predict:
• Activate prior knowledge/ Make
a connection: Brainstorm
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues) to determine meanings of
unknown words
• Confirm and make new
predictions
• Analyze text features
• Analyze visuals
• Paraphrase and summarize
• Clarify ideas: reread or read on
• Compare across texts
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Write about literature: Opinion
Content Specific Vocabulary:
• Burden
• Crease
• Dread
• Ominous
• Ponder
• Prophet
• Relevance
• Suspect
Academic Vocabulary:
• Category
• Guarantee
• Suspense
Word Study
• Interactive Word Walls
• Word relationships: Analogies
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Literary Analysis Genre Focus:
Short Stories
• Short Story
• Poem
• Author Study
Literary Analysis Focus:
Literary Analysis: Suspense
• Analyze suspense in short
stories
• Literary analysis and criticism:
Genre: gothic literature, classic
literature
• Analyze imagery and repetition
• Analyze mood and tone
• Analyze symbolism
Reading Strategies Focus:
Make Connections
Read-Aloud
Teacher models fluency, builds
students’ comprehension,
develops students’ vocabularies,
and engages students in the text
by reading the selection or parts of
the selection to students.
Graphic Organizers:
• Triple Entry Journal (T447. 452)
• T-Chart (T450)
• Suspense Chart (T457, 458)
• Multiple meaning words chart
(T459)
QAR
Students improve reading
comprehension by illustrating the
relationship between questions
and answers through 3 types of
questions: 1) Text-explicit
questions (answered with wording
that comes directly from the text);
2) Text-implicit questions (require
the reader to draw conclusions
and make inferences based on the
information found in the text); and
3) Script-implicit questions
(readers to predict outcomes
based on their own experience).
Save the Last Word for Me
A collaborative format (groups of 34 students) for the discussion of
text in which students first record
interesting quotes and why they find
them interesting, and then share
their thinking with peers.
Literacy Learning Logs
• Summarize. Paraphrase, predict,
interpret, analyze, compare,
speculate, and imagine as
responses to text/reading
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Unit Project (Opt): Radio drama or
podcast
Writing Project: Short Story (Opt)
Cluster and Unit Assessments
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
44
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 5: Fear This! (Cluster 3) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
Content Specific: “The Tell-Tale Heart”
1. How does Edgar Allen Poe’s use of
pacing affect the story? Be sure to cite
examples from the story to support your
answer.
2. Explain the use of the raven in the story.
Why is it significant to the author’s
purpose?
3. How does Edgar Allen Poe set the tone
of suspense throughout the story?
Provide specific examples from the
story to support your answer.
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Content Specific: “The Raven”
1. What tone does the painting of the
raven set for the poem? Explain.
2. How might the painting of the raven be
different if the background colors were
changed? Explain how your choice of
color might affect the tone of the poem.
3. Why does the author repeat phrases?
Explain your answer using examples
from the poem.
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Before/ During/After Reading Activities
Item Specifications Question Stems
1. What was the author’s purpose in
writing this passage? (Author’s
Purpose)
2. How does the author use imagery to
illustrate the beauty of the setting)?
(Setting)
3. Read the sentence from the passage.
What type of literary device does the
author use in the sentence above?
(Descriptive Language)
4. In what ways does author’s use of
figurative language help readers
understand the narrator’s feelings about
___? (Figurative Language)
5. Read this sentence from the passage/
What literary device does the writer use
in the sentence above? (Answer stems
include the following terms with
examples: metaphor, hyperbole,
personification, and symbolism)
(Figurative Language)
Fluency Focus:
• Intonation
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A14: Use of Substitution, Expansion,
Paraphrase, Repetition
B9: Word Banks
C8: Pictures*
E1: Dialogue Journal
E4: Group Reports/Projects*
*Marzano’s High Yield Strategy
LITERATURE CIRCLES/
GENRE STUDY
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Edge Novels:
The Afterlife, by Gary Soto (810L)
Dr. Jenner and the Speckled Monster, by
Albert Marrin (990L)
Dance Hall of the Dead, by Tony Hillerman
(870L)
Topics from the Restless
Impact Book 3
FAIR Tool kit
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews/ National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
45
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
FCAT Preparation and Assessment
Week/Dates:
Weeks 30-31/Apr 2-13
CORE TEXTS &
RESOURCES
Edge if and as time
allows per school FCAT
schedule
FCAT Preparation and Assessment
Instructional Focus
As needed per data
SSS CONTENT SPECIFIC
OBJECTIVE:
GENRE FOCUS:
Nonfiction
READING STRATEGY:
Synthesize
SSS BENCHMARK FOCUS:
ASSESSMENTS
All tested benchmarks
and content focus
All tested benchmarks across all
4 reporting categories
or
or
as needed per data
as needed per data
FCAT Practice
FCAT Test
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
46
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 6: Are You Buying It? (Cluster 1) Page 1 of 3
Week/Dates:
Wks 32-33/Apr 16-27
CORE TEXTS &
RESOURCES
ESSENTIAL QUESTION:
How Do the Media Shape the Way People Think?
UNIT 6 CLUSTER 1
PACING GUIDE
EDGE B. Unit 6, Cluster 1
BEEP Edge B.6 # 01 – 10
Edge Lessons 1 & 2
Unit Launch/How to Read
• Each cluster takes about 2
weeks to complete. There is
not enough time to complete
all lessons and all activities.
Instructional decisions should
be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online
and other resources provide
differentiated instruction
based on informal and
formative assessments.
• Literature/genre study is
woven in as time allows for
building motivation, stamina
and engagement with varying
genres, types, lengths, and
themes in text.
• The Comprehension
Instructional Sequence should
be incorporated at various
points during the year to
provide scaffolded instruction
to promote deep
comprehension.
• FCAT Connections Unit 6
EDGE B Interactive Practice
Book (pp. 214-227)
• EDGE B Assessment
Handbook (pp. 77b-77e)
• EDGE B Trans 24: Argument
and Evidence
• EDGE Audio CD (as
available)
Edge Lesson 3
Prepare to Read
Edge Online Teacher Resources
(access through BEEP Teacher
Portal)
http://beep.browardschools.com/
ssoPortal/index.html
Edge Lesson 4
Before Reading and Read: “Ad
Power”
Edge Lesson 5
Before Reading and Read:
“What’s Wrong with Advertising?”
Edge Lesson 6
Reflect and Assess; and
Differentiated Instruction
Edge Lesson 7-8
Cluster One Test)
Integrate Language Arts (Literary
Analysis and Vocabulary Study)
Cluster One Test
Edge Lesson 9
Workplace workshop
Edge Lesson 10
Vocabulary Workshop; and
Differentiated Instruction
Reflection/Learning Logs and
Vocabulary Notebooks
Cluster Wrap Up
Benchmark Assessment)
Differentiated Instruction and
Edge Benchmark Assessment
Give district assessments as
required.
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and Across Texts:
• Analyze word structure (e.g.
affixes, root words)
• Analyze words/phrases
derived from Latin, Greek, or
Other Languages
• Author’s purpose
• Author’s perspective
• Author’s bias
• Main Idea
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Text Structures/Organizational
Patterns (e.g.,
comparison/contrast,
cause/effect, chronological
order, argument/support,
definition/explanation,
question/answer,
listing/description)
• Descriptive Language (e.g.,
tone, irony, mood, imagery,
alliteration, onomatopoeia,
allusion, satire)
• Figurative Language (e.g.,
simile, metaphor, symbolism,
personification, hyperbole,
pun)
• Text Features (e.g., headings,
subheadings, sections, titles,
subtitles, charts, tables, maps,
diagrams, captions,
illustrations, graphs, italicized
text, text boxes)
GENRE FOCUS:
Nonfiction
READING STRATEGY:
Synthesize
SSS BENCHMARK FOCUS:
ASSESSMENTS
Category 1: Vocabulary
LA.910.1.6.7 The student will identify and
understand the meaning of conceptually
advanced prefixes, suffixes, and root
words.
LA.910.1.6.11 The student will identify the
meaning of words and phrases from other
languages commonly used by writers of
English (e.g. ad hoc, post facto, RSVP).
Category 2: Reading Application
LA. 910.1.7.2 The student will analyze the
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA.910.1.7.3 The student will determine
the main idea or essential message in
grade-level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.910.1.7.5 The student will analyze a
variety of text structures (e.g., comparison/
contrast, cause/effect, chronological order,
argument/support, lists) and text features
(main headings with subheadings) and
explain their impact on meaning in text.
Category 3: Literary Analysis
LA.910.2.1.7 The student will analyze,
interpret, and evaluate an author’s use of
descriptive language (e.g., tone, irony,
mood, imagery, pun, alliteration,
onomatopoeia, allusion), figurative
language (e. g., symbolism, metaphor,
personification, hyperbole), common
idioms, and mythological and literary
allusions, and explain how they impact
meaning in a variety of texts.
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
Category 4:Informational Text/Research
Process
LA.910.6.1.1 The student will explain how
text features (e.g., charts, maps,
diagrams, sub-headings, captions,
illustrations, graphs) aid the reader’s
understanding.
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
47
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 6: Are You Buying It? (Cluster 1) Page 2 of 3
DAILY STRATEGIES
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
SCIENTICALLY BASED
READING RESEARCH
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues) to determine meanings of
unknown words
• Confirm and make new
predictions
• Analyze text features
• Analyze visuals
• Paraphrase and summarize
• Clarify ideas: reread or read on
• Compare across texts
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Write about literature
• Letter to the Editor
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
Content Specific Vocabulary:
• Advertising
• Appeal
• Consumer*
• Convince*
• Impact*
• Manipulative*
• Persuasive
• Profit
Academic Vocabulary:
• Ethics
• Evidence
• Logic
Word Study
• Word Walls
• Word Map
• Structural Cues: Greek and Latin
Roots
• Greek/Latin Root Charts
• Semantic Feature Analysis
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Unit Launch
• EQ: How Do the Media Shape
the Way People Think?
• Jigsaw
• Make a connection: Debate
Preview and Predict:
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions
Literary Analysis Genre Focus:
How to read persuasive nonfiction.
• Persuasive text
• Poem
• Essay
Literary Analysis Focus:
Argument and Evidence; Appeals
• Analyze argument and evidence
• Analyze persuasive appeals and
techniques
• Analyze argument and evidence
• Compare nonfiction literature
Reading Strategies Focus:
Synthesize: Draw Conclusions
• Synthesize information
Interactive Word Walls
Before reading, create a list of the
key words. Refer to the word wall
throughout the unit, being sure
students are actively interacting
with the words on the wall.
Graphic Organizers:
• Argument/Evidence/Conclusion
Chart (T490, T495)
• T-Charts (T500, 515)
• 2-Column Notes (T503)
• 3-Column Notes (T505)
• Appeals Chart (T510)
• Quotation-Conclusion Map
(T512)
• Compare/contrast chart (T517)
• Greek/Latin Root Chart (T519)
Interactive Word Walls
During and after reading use
interactive activities such as:
sorting words into categories and
labeling them (list-group-label or
word sort); using 3–5 words to
write a summary sentence about a
main concept; creating an analytic
graphic organizer that relates the
words to one another; write a
narrative - short story, poem, or
description - that links several
words on the word wall together in
a meaningful way; create a word
game using the words on the wall crossword puzzle, word search, or
paired compare/contrast.
Interactive Word Walls
• Refer to during reading strategies
column for additional strategies
for after reading.
Literacy Learning Logs
• Summarize. Paraphrase, predict,
interpret, analyze, compare,
speculate, and imagine as
responses to text/reading
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Cluster Assessments
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
48
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 6: Are You Buying It? (Cluster 1) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
Content Specific: “Ad Power”
1. What does the author mean by this
statement: “Advertising has become the
water in which we swim” (pg. 498)
2. Do you agree with the finding on the
graph entitles “Teens and Magazines”?
Explain you answer. (Pg. 499)
3. Do you think that advertising is aimed at
people’s hearts or minds? Support your
answer.
Content Specific: “How to Evaluate Ads
Critically”
1. What is the purpose of this ad? Why do
you think it will be successful? (Pg. 505)
Content Specific: “Without Commercials”
1. What effect do commercials have on
people? Use the poem to support your
answer.
Content Specific: “What’s Wrong with
Advertising”
1. What would life be like without
commercials and logos?
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Edge Novels:
Keeper, by Mal Peet (780L)
Picture Bride, by Yoshiko Uchida (970L)
Warriors Don’t Cry, by Melba Patillo Beals
(1000L)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Before/ During/After Reading Activities
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
Item Specifications Question Stems
1. Read this sentence from the article. If
the origin of the word ___ is the Latin
root __ meaning ___, what does ___
(same root plus affix) mean?
2. Explain how ___ (the text) persuades
readers to __? (Author’s Purpose)
3. From reading the article, the reader can
infer that ___ (topic/information/fact
from the text) … (answer stems
reflecting specific information from the
text). (Conclusions/Inferences)
4. Read this sentence from the passage.
What literary device does the writer use
in the sentence above? (Answer stems
include the following terms with
examples: metaphor, hyperbole,
personification, and symbolism)
(Figurative Language)
5. Read the sentence from the passage.
What type of literary device does the
author use in the sentence above?
(Descriptive Language)
Fluency Focus:
• Expression
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A12: Use All Modalities/Learning Styles*
B3: Interactive Word Wall
C1: Charts*
D2: Captioning
F12: Think Aloud
*Marzano’s High Yield Strategy
LITERATURE CIRCLES/
GENRE STUDY
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Topics from the Restless
Impact Book 3
FAIR Tool kit
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews/ National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
49
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 6: Are You Buying It? (Cluster 2) Page 1 of 3
Week/Dates:
Wks 34-35/Apr 30- May 11
CORE TEXTS &
RESOURCES
ESSENTIAL QUESTION:
How Do the Media Shape the Way People Think?
UNIT 6 CLUSTER 2
PACING GUIDE
EDGE B. Unit 6, Cluster 2
BEEP Edge B.6 # 11 – 17
Edge Lesson 11
Prepare to Read
• Each cluster takes about 2
weeks to complete. There is
not enough time to complete
all lessons and all activities.
Instructional decisions
should be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online
and other resources provide
differentiated instruction
based on informal and
formative assessments.
• Literature/genre study is
woven in as time allows for
building motivation, stamina
and engagement with
varying genres, types,
lengths, and themes in text.
• The Comprehension
Instructional Sequence
should be incorporated at
various points during the
year to provide scaffolded
instruction to promote deep
comprehension.
• FCAT Connections Unit 6
• EDGE B Interactive Practice
Book (pp. 228-239)
• EDGE B Assessment
Handbook (p. 77f-77i)
• EDGE B Reading and
Writing Transparency 25:
Evaluate Evidence
• EDGE Audio CD (as
available)
Edge Lesson 12
Before Reading and Read: “A Long Way to Go: Minorities and the
Media.”
Edge Lesson 13
Before Reading and Read: “The Color Green.” Edge Lesson 14
Reflect and Assess; and
Differentiated Instruction
Edge Lesson 15-16
Cluster Two Assessment)
Integrate Language Arts (Literary
Analysis and Vocabulary Study)
and
Cluster Two Test
Edge Lesson 17
Listening and Speaking Workshop;
and Differentiated Instruction
Reflection/Learning Logs and
Vocabulary Notebooks
Cluster Wrap Up
& Benchmark Assessment) and
Differentiated Instruction
Edge Benchmark Assessment
Give district assessments as
required.
Edge Online Teacher
Resources (access through
BEEP Teacher Portal)
http://beep.browardschools.co
m/ssoPortal/index.html
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and Across Texts:
• Analyze word structure (e.g.
affixes, root words)
• Analyze words/phrases
derived from Latin, Greek, or
Other Languages
• Author’s purpose
• Author’s perspective
• Author’s bias
• Main Idea
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Compare (Similarities)
• Contrast (Differences)
• Text Structures/Organizational
Patterns (e.g.,
comparison/contrast,
cause/effect, chronological
order, argument/support,
definition/explanation,
question/answer,
listing/description)
• Descriptive Language (e.g.,
tone, irony, mood, imagery,
alliteration, onomatopoeia,
allusion, satire)
• Figurative Language (e.g.,
simile, metaphor, symbolism,
personification, hyperbole,
pun)
• Text Features (e.g., headings,
subheadings, sections, titles,
subtitles, charts, tables, maps,
diagrams, captions,
illustrations, graphs, italicized
text, text boxes)
GENRE FOCUS:
Nonfiction
READING STRATEGY:
Synthesize
SSS BENCHMARK FOCUS:
ASSESSMENTS
Category 1: Vocabulary
LA.910.1.6.7 The student will identify and
understand the meaning of conceptually
advanced prefixes, suffixes, and root
words.
LA.910.1.6.11 The student will identify the
meaning of words and phrases from other
languages commonly used by writers of
English (e.g. ad hoc, post facto, RSVP).
Category 2: Reading Application
LA. 910.1.7.2 The student will analyze the
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA.910.1.7.3 The student will determine
the main idea or essential message in
grade-level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.910.1.7.5 The student will analyze a
variety of text structures (e.g., comparison/
contrast, cause/effect, chronological order,
argument/support, lists) and text features
(main headings with subheadings) and
explain their impact on meaning in text.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
Category 3: Literary Analysis
LA.910.2.1.7 The student will analyze,
interpret, and evaluate an author’s use of
descriptive language (e.g., tone, irony,
mood, imagery, pun, alliteration,
onomatopoeia, allusion), figurative
language (e. g., symbolism, metaphor,
personification, hyperbole), common
idioms, and mythological and literary
allusions, and explain how they impact
meaning in a variety of texts.
Category 4:Informational Text/Research
Process
LA.910.6.1.1 The student will explain how
text features (e.g., charts, maps,
diagrams, sub-headings, captions,
illustrations, graphs) aid the reader’s
understanding.
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
50
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 6: Are You Buying It? (Cluster 2) Page 2 of 3
DAILY STRATEGIES
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
SCIENTICALLY BASED
READING RESEARCH
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
Preview and Predict:
• Activate prior knowledge/ Make
a connection: Anticipation Guide
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues) to determine meanings of
unknown words
• Confirm and make new
predictions
• Analyze text features
• Analyze visuals
• Paraphrase and summarize
• Clarify ideas: reread or read on
• Compare across texts
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Write about Literature: Opinion
• Debate
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
Content Specific Vocabulary:
• Alternative • Expand • Influence • Media • Minority • Racism • Stereotype • Token Academic Vocabulary:
• Ethics
• Evidence
• Logic
Word Study
• Interactive Word Walls
• Word Maps
• Structural Cues: Greek and Latin
Roots
• Greek/Latin Root Charts
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Literary Analysis Genre Focus:
How to read persuasive nonfiction
• Essay
• Editorial
Literary Analysis Focus:
Evidence, Fact and Opinion
• Evaluate evidence
• Compare opinions
• Analyze fact and opinion
• Analyze persuasive text
structures
Reading Strategies Focus:
Synthesize: Compare Opinions
• Synthesize information
Knowledge Rating Guide
Students divide their paper into
three columns: 1) Know it/Use it,
2) Can describe it/Don’t use it, 3)
Don’t know it/Don’t use it. Before
reading, provide students with key
terms. Ask students to rate their
level of knowledge about each
term by placing an X in the
appropriate column. Place
students in small groups to talk
about the terms and/or lead the
class in a discussion about the
terms students know.
Graphic Organizers:
• Perspectives Chart (T523)
• Cause and Effect Chart (T526)
• Venn Diagram (T529)
• Perspective Chart (T533)
• Persuasive Text Structures
Chart (T538)
• Greek/Latin Root Charts (T539)
Paired Reading
In pairs, students take turns
reading one paragraph at a time
from an assigned reading. The
reader reads in a low voice, loud
enough only for the listener to
hear. When the reader completes
the paragraph, the listener
provides a summary of the
paragraph that needs to be
“approved” by the reader. If the
summary is not clear or accurate,
the pair goes back to the text and
rereads silently to add what is
necessary. Then the two switch
roles, with the first reader
becoming the active listener and
summarizer.
Knowledge Rating Guide
After reading the text, students
reexamine their Guides to see what
words they can now define and use.
Students write definitions/
explanations of terms they marked
in the Know it/Use it column. Paired Reading
When pairs are done with the
reading they may discuss what they
each found interesting about what
they have read, answer questions
or complete a graphic organizer
together or separately, interview
another pair about their reading
session (what went well/what did
not), ask pairs to contribute three
interesting words from their reading
to the Word Wall, add to their
learning log or journal based on
what was read, or write a
collaborative summary of what they
read.
Literacy Learning Logs
Update per suggestions from
previous weeks in the IFC.
Vocabulary Notebooks
Update per suggestions from
previous weeks in the IFC.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Cluster Assessments
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
51
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 6: Are You Buying It? (Cluster 2) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
Content Specific: “A Long Way to Go:
Minorities and the Media”
1. Explain the implications of this
statement: “Only about 40% of the
nation’s 1600 daily newspapers have
any minorities as editors.”
2. What did Halle Berry mean in her
statement: “This moment is so much
bigger than me…”(p, 529)
3. Based on your understanding of the
passage, create a new caption for the
picture. (p. 530)
Content Specific: “The Color Green”
1. How does the picture support the text?
(p. 535)
2. Explain how the media affect you.
3. Based on your understanding of the
story, create a new title. Explain your
title choice.
Item Specifications Question Stems
1. Read this sentence from the article.
Which word has the same root word as
__?
2. Read this sentence from the passage.
The author uses this comparison to
“___” (answer stems reflecting specific
information from the text). (Author’s
Purpose)
3. What was the author’s purpose in
writing this passage? (Author’s
Purpose)
4. According to the article, what do ___
(two or more elements/persons/events)
from the passage) have in common?
(Compare)
5. How does (the author) organize the
article to illustrate ___(answer stems
reflecting specific text pattern or
organization from the text)? (Text
structures/Organizational patterns)
6. Which statement from the passage is
best supported by the diagram on page
__? (Text Features)
DIFFERENTIATED
INSTRUCTION BASED ON DATA
LITERATURE CIRCLES/
GENRE STUDY
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Edge Novels:
Keeper, by Mal Peet (780L)
Picture Bride, by Yoshiko Uchida (970L)
Warriors Don’t Cry, by Melba Patillo Beals
(1000L)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Before/ During/After Reading Activities
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
Fluency Focus:
• Intonation
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A1 Bilingual dictionary
A8 Modeling
B4: Semantic Feature Analysis*
C13: Venn Diagram*
F7: Read Aloud
*Marzano’s High Yield Strategy
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Topics from the Restless
Impact Book 3
FAIR Tool kit
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews
National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
52
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 6: Are You Buying It? (Cluster 3) Page 1 of 3
Week/Dates:
Skip this cluster if time is short
CORE TEXTS &
RESOURCES
EDGE B. Unit 6, Cluster 3
BEEP Edge B.6 # 18-24
• Each cluster takes about 2
weeks to complete. There is not
enough time to complete all
lessons and all activities.
Instructional decisions should
be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online and
other resources provide
differentiated instruction based
on informal and formative
assessments.
• Literature/genre study is woven
in as time allows for building
motivation, stamina and
engagement with varying
genres, types, lengths, and
themes in text.
• The Comprehension
Instructional Sequence should
be incorporated at various
points during the year to
provide scaffolded instruction to
promote deep comprehension.
• FCAT Connections Unit 6
• EDGE B Interactive Practice
Book (pp. 240-251)
• EDGE B Assessment
Handbook (p.77j-90)
• EDGE B Reading and Writing
Transparency 26: SynonymAntonym Chart
• Transparency 27: Author’s
Tone
• EDGE Audio CD (as available)
ESSENTIAL QUESTION:
How Do the Media Shape the Way People Think?
UNIT 6 CLUSTER 3
PACING GUIDE
SSS CONTENT SPECIFIC
OBJECTIVE:
Edge Lesson 18-21
Prepare to Read
Before Reading and Read “What
is News?”
Before Reading and Read “How
to Detect Bias in the News.”
Reflect and Assess; and
Differentiated Instruction
Within and Across Texts:
• Context Clues
• Analyze word structure (e.g.
affixes, root words)
• Analyze words/phrases
derived from Latin, Greek, or
Other Languages
• Author’s purpose
• Author’s perspective
• Author’s bias
• Compare (Similarities)
• Contrast (Differences)
• Text Structures/Organizational
Patterns (e.g.,
comparison/contrast,
cause/effect, chronological
order, argument/support,
definition/explanation,
question/answer,
listing/description)
• Descriptive Language (e.g.,
tone, irony, mood, imagery,
alliteration, onomatopoeia,
allusion, satire)
• Figurative Language (e.g.,
simile, metaphor, symbolism,
personification, hyperbole,
pun)
• Text Features (e.g., headings,
subheadings, sections, titles,
subtitles, charts, tables, maps,
diagrams, captions,
illustrations, graphs, italicized
text, text boxes)
Or
Comprehension Instructional
Sequence
Edge Lesson 22-23
Integrate Language Arts (Literary
Analysis and Vocabulary Study),
Reader Reflection, and
Cluster Three Test
Edge Lesson 24
Unit Wrap Up, Review, and
Differentiated Instruction
Unit Wrap Up
Unit Test, Unit Project, and
Differentiated Instruction
Reading and Literary Analysis
Test
Writing Project: Persuasive
Essay (opt)
Unit Project: Ad Campaign (opt)
Differentiated Instruction
Edge Benchmark Assessment
Test
Give district assessments as
required.
Edge Online Teacher Resources
(access through BEEP Teacher
Portal)
http://beep.browardschools.com/s
soPortal/index.html
GENRE FOCUS:
Nonfiction
READING STRATEGY:
Synthesize
SSS BENCHMARK FOCUS:
ASSESSMENTS
Category 1: Vocabulary
LA.910.1.6.3 The student will use context
clues to determine the meanings of
unfamiliar words.
LA.910.1.6.7 The student will identify and
understand the meaning of conceptually
advanced prefixes, suffixes, and root
words.
LA.910.1.6.11 The student will identify the
meaning of words and phrases from other
languages commonly used by writers of
English (e.g. ad hoc, post facto, RSVP).
Category 2: Reading Application
LA. 910.1.7.2 The student will analyze the
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA.910.1.7.5 The student will analyze a
variety of text structures (e.g., comparison/
contrast, cause/effect, chronological order,
argument/support, lists) and text features
(main headings with subheadings) and
explain their impact on meaning in text.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
Category 3: Literary Analysis
LA.910.2.1.7 The student will analyze,
interpret, and evaluate an author’s use of
descriptive language (e.g., tone, irony,
mood, imagery, pun, alliteration,
onomatopoeia, allusion), figurative
language (e. g., symbolism, metaphor,
personification, hyperbole), common
idioms, and mythological and literary
allusions, and explain how they impact
meaning in a variety of texts.
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
Category 4:Informational Text/Research
Process
LA.910.6.1.1 The student will explain how
text features (e.g., charts, maps,
diagrams, sub-headings, captions,
illustrations, graphs) aid the reader’s
understanding.
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
53
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 6: Are You Buying It? (Cluster 3) Page 2 of 3
DAILY STRATEGIES
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
SCIENTICALLY BASED
READING RESEARCH
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
Preview and Predict:
• Activate prior knowledge/ Make
a connection: Brainstorm
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues) to determine meanings of
unknown words
• Confirm and make new
predictions
• Analyze text features
• Analyze visuals
• Paraphrase and summarize
• Clarify ideas: reread or read on
• Compare across texts
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Conclusion Statement
• Writing on demand
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
Content Specific Vocabulary:
• Access
• Bias
• Deliberate
• Detect
• Distorted
• Engaged
• Objectivity
• Priority
Academic Vocabulary:
• Ethics
• Evidence
• Logic
Word Study
• Interactive Word Walls
• Structural Clues: Latin and
Greek Roots
• Synonym-Antonym Chart
• Denotation and Connotations
• Word sorts
• Word games
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Literary Analysis Genre Focus:
How to read persuasive nonfiction
• Persuasive text
• How to article
Literary Analysis Focus:
Author’s tone
• Analyze author’s tone
• Analyze how-to articles
• Recognize genre (functional
texts)
• Compare news coverage
Reading Strategies Focus:
Synthesize: Form generalizations
• Synthesize information
Quick Write
This versatile strategy is used to
develop writing fluency, to build
the habit of reflection into a
learning experience, and to
informally assess student thinking
before, during or after reading.
Have students respond in 2–10
minutes to an open-ended
question or prompt posed by the
teacher before reading.
Graphic Organizers:
• Author’s Tone (T543)
• Generalization Map (T543)
• 3 Column Notes (T553)
• Cluster Clues/Author’s Attitude
(T552)
• 3 Column Notes/Evaluate Bias in
Media (T560)
Quick Write
This versatile strategy is used to
develop writing fluency, to build
the habit of reflection into a
learning experience, and to
informally assess student thinking
before, during or after reading.
Have students respond in 2–10
minutes to an open-ended
question or prompt posed by the
teacher during reading. Combine
with Think-Pair-Share as
appropriate.
Quick Write
Students may respond to an openended question or prompt posed by
the teacher after reading. Combine
with Think-Pair-Share as
appropriate.
Literacy Learning Logs
• Summarize. Paraphrase, predict,
interpret, analyze, compare,
speculate, and imagine as
responses to text/reading
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Writing Project: Persuasive Essay
(opt)
Unit Project: Ad Campaign (opt)
Cluster and Unit Assessments
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
54
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 6: Are You Buying It? (Cluster 3) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
Content Specific: “What is News”
1. Summarize the main idea of the data
entitled “News Numbers for Americans”.
(p. 546)
2. What can you infer from the survey?
How does it relate to the reading? (P,
548)
3. What does the author mean when he
refers to the competitive nature of news
reporting? (P, 550)
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Edge Novels:
Keeper, by Mal Peet (780L)
Picture Bride, by Yoshiko Uchida (970L)
Warriors Don’t Cry, by Melba Patillo Beals
(1000L)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Before/ During/After Reading Activities
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
Content Specific: “How to Detect Bias in
News”
1. Describe some examples of bias in
news stories? Discuss why they may
have a point of view.
2. How much influence do advertisers
have on the content of the news
broadcasts?
Item Specifications Question Stems
1. Read this sentence from the article.
Which word has the same root word as
_____?
2. The author would most likely make the
statement next that ___ (answer stems
reflecting specific information from the
text)? (Author’s Perspective)
3. How does (the author) organize the
article to illustrate ___(answer stems
reflecting specific text pattern or
th
organization from the text)? (9 Grade
Text structures/Organizational patterns)
4. According to the article, how did ___ (an
element, persons, or event) differ from
___ (a second element, persons, or
event)? (Contrast)
5. How does ___ (author’s name) organize
the article “-___” (title of article)? (Text
Structures/Organizational Patterns).
6. The use of bold-print words (or other
text feature) throughout the ___ (name
of text) helps the reader to ___ (answer
stems reflect plausible facts, details,
information, or interpretations of the text
features)? (Text Features)
Fluency Focus:
• Phrasing
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A6: Flexible Timing
B8: Vocabulary with Context Clues
C1: Charts*
C3: Flow Charts*
F11: Summarizing*
G11: Writing Sample
*Marzano’s High Yield Strategy
LITERATURE CIRCLES/
GENRE STUDY
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Topics from the Restless
Impact Book 3
FAIR Tool kit
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews/ National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
55
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 7: Where We Belong (Cluster 1) Page 1 of 3
Week/Dates:
Wks 36-37/May 14-25
CORE TEXTS &
RESOURCES
ESSENTIAL QUESTION:
What Holds Us Together? What Keeps Us Apart?
UNIT 7 CLUSTER 1
PACING GUIDE
EDGE B. Unit 7, Cluster 1
BEEP Edge B.7 # 01 – 10
(NOTE: This pacing guide skips
Edge Unit 6, Cluster 3)
• Each cluster takes about 2
weeks to complete. There is
not enough time to complete
all lessons and all activities.
Instructional decisions should
be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online
and other resources provide
differentiated instruction
based on informal and
formative assessments.
• Literature/genre study is
woven in as time allows for
building motivation, stamina
and engagement with varying
genres, types, lengths, and
themes in text.
• The Comprehension
Instructional Sequence should
be incorporated at various
points during the year to
provide scaffolded instruction
to promote deep
comprehension.
• FCAT Connections Unit 7
• EDGE B Interactive Practice
Book (pp. 254-267)
• EDGE B Assessment
Handbook (pp. 91b-91e)
• EDGE B Reading and Writing
Transparency 28: Dramatic
Elements
• EDGE Audio CD (as
available)
Edge Lessons 1 & 2
Unit Launch/How to Read
Edge Online Teacher Resources
(access through BEEP Teacher
Portal)
http://beep.browardschools.com/
ssoPortal/index.html
Cluster Wrap Up
& Benchmark Assessment)
Differentiated Instruction and
Edge Benchmark Assessment
Edge Lesson 3
Prepare to Read
Edge Lesson 4
Before Reading and Read: “A
Raisin in the Sun.”
Edge Lesson 5
Before Reading and Read: “Family
Bonds” - “My Father is a Simple
Man,” and “My Mother Pieced
Quilts.”
Edge Lesson 6
Reflect and Assess; and
Differentiated Instruction
Edge Lesson 7-8
Cluster One Test)
Integrate Language Arts (Literary
Analysis and Vocabulary Study)
Cluster One Test
Edge Lesson 9
Workplace workshop
Edge Lesson 10
Vocabulary Workshop; and
Differentiated Instruction
Reflection/Learning Logs and
Vocabulary Notebooks
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and Across Texts:
• Context clues
• Multiple meanings
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Compare (similarities
within/across texts)
• Contrast (differences
• Theme
• Character Development (e.g.,
protagonist/ antagonist)
• Character Point of View
• Setting
• Plot Development
• Conflict (e.g., internal or
external)
• Resolution
• Descriptive Language (e.g.,
tone, irony, mood, imagery,
alliteration, onomatopoeia,
allusion, satire)
• Figurative Language (e.g.,
simile, metaphor, symbolism,
personification, hyperbole,
pun)
GENRE FOCUS:
Drama and Poetry
READING STRATEGY:
Visualize
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.3
The student will use context clues to
determine the meanings of unfamiliar
words.
LA.910.1.6.9 The student will determine
the correct meaning of words with multiple
meanings in context.
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
Reporting Category 2: Reading
Application
LA.910.1.7.2 The student will analyze the
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA.910.1.7. 3 The student will determine
the main idea or essential message in
grade-level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
Reporting Category 3: Literary Analysis
LA.910.2.1.5 The student will analyze
and develop an interpretation of a literary
work by describing an author’s use of
literary elements (e.g., theme, point of
view, characterization, setting, plot) and
explain and analyze different elements of
figurative language (e.g., simile,
metaphor, personification, hyperbole,
symbolism, allusion, imagery).
LA.910.2.1.7 The student will analyze,
interpret, and evaluate an author’s use of
descriptive language (e.g., tone, irony,
mood, imagery, pun, alliteration,
onomatopoeia, allusion), figurative
language (e. g., symbolism, metaphor,
personification, hyperbole), common
idioms, and mythological and literary
allusions, and explain how they impact
meaning in a variety of texts.
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
Give district assessments as
required.
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
56
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 7: Where We Belong (Cluster 1) Page 2 of 3
DAILY STRATEGIES
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
SCIENTICALLY BASED
READING RESEARCH
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues) to determine meanings of
unknown words
• Confirm and make new
predictions
• Analyze text features
• Analyze visuals
• Paraphrase and summarize
• Clarify ideas: reread or read on
• Compare across texts
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Comparison paragraph
• Write about theme
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
Content Specific Vocabulary:
• Bond
• Collapse
• Integrity
• Invest
• Loyalty
• Pretense
• Provider
• Successful
Academic Vocabulary:
• Aspect
• Image
• Interact
• Interpret
• Mental
• Structure
Word Study
• Interactive Word Walls
• Interpret Figurative language
• Word Maps
• Context clues: Figurative
language
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Unit Launch
• EQ: What Holds Us Together?
What Keeps Us Apart?
• Inside-Outside Circle
• Make a Connection: Rank
Priorities
Preview and Predict:
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions
Literary Analysis Genre Focus:
How to read Drama and poetry
• Play
• Poetry
Literary Analysis Focus:
Dramatic Elements, Imagery
• Interpret figurative language
• Analyze dramatic elements
• Analyze historical events and
social conditions
• Analyze imagery
• Analyze approach to criticism
• Analyze and compare poetry
Reading Strategies Focus:
Visualize: Form Mental Images
Acrostic Poem:
Brainstorm qualities of families that
keep them together (loyalty,
integrity, etc. Students will write an
acrostic poem for one of the
qualities discussed. Share the
poems and display them on a
classroom bulletin board.
Graphic Organizers:
• Dramatic elements Web (T593)
• 2 Column Chart (T599)
• 3 Columns Chart: Analyze
Dramatic Elements (T603)
Paired Reading
One student reads aloud,
practicing intonation and
expression while the other listens,
and then summarizes what he or
she heard. Students think aloud
and summarize with partner.
Read-Aloud/Think Aloud
• Teacher models fluency, builds
students’ comprehension, and
students’ vocabularies by
reading the selection or parts of
the selection to students.
• Use Choral Reading or Reader’s
Theatre for drama and poetry
selections.
Save the Last Word for Me
A collaborative format (3-4
students) for the discussion of text
in which students first record
interesting quotes and why they find
them interesting, and then share
their thinking with peers.
Literacy Learning Logs
• Summarize. Paraphrase, predict,
interpret, analyze, compare,
speculate, and imagine as
responses to text/reading
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Cluster Assessments
Summarizing and Paraphrasing:
Two Column Note Chart
Find examples that illustrate
figurative elements in text structure
(poetry or drama) using quotes or
summaries/paraphrases from the
two texts.
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
57
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 7: Where We Belong (Cluster 1) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
LITERATURE CIRCLES/
GENRE STUDY
Content Specific: “The Raisin in the Sun”
1. How does setting establish the mood of
the drama?
2. How do the stage directions help the
reader visualize the action?
3. Explain what Mrs. Johnson was
inferring when she sais to Mama, “I’ll
look for your name in the paper”?
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Edge Novels:
Romiette and Julio, by Sharon Draper (610L)
The Other Side of the Sky, by Farah Ahmedi
(610L)
A Raisin in the Sun, by Lorraine Hansberry
(NP L)
Content Specific: “Family Bonds”
1. Based on your understanding of the
poem, how do you know the narrator
respects his father?
2. How does the illustration add to your
understanding of quilts? (p. 614)
3. In “My Mother Pieced Quilts”, the poet
links the introduction of the poem to the
ending. Explain how they are
connected.
Item Specifications Question Stems
1. Read the sentence from the passage.
What does the word ___ mean as used
in the sentence above? (Context clues)
2. Read these lines from “___” (poem). In
the lines above, what does the word
“___” reveal about the “___” (an
element/topic or statement from the
poem)? (Multiple Meanings)
3. What was the author’s purpose in
writing this passage? (Author’s
Purpose) Which statement (line) best
expresses the main idea of the article
(or poem)? (Main Idea)
4. In __ (title of poem), the __ (figurative
element from poem) in the first stanza
differ from those in the second stanza.
In the first stanza, the (figurative
element from poem) … (answer stems
reflecting reasonable contrasts).
(Contrast)
5. How does the author use imagery to
illustrate the beauty of the setting)?
(Setting)
6. Which line from __ (title of poem) most
clearly reveals its theme? (Theme)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Before/ During/After Reading Activities
Fluency Focus:
• Phrasing
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A12: Use All Modalities/Learning Styles*
B5: Structural Analysis
C10: Story Maps*
E8: Reader’s Theatre*
H2: Guest Speakers
*Marzano’s High Yield Strategy
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
Topics from the Restless
Impact Book 3
FAIR Tool kit
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews/ National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
58
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 7: Where We Belong (Cluster 2) Page 1 of 3
Week/Dates:
Time Allowing
CORE TEXTS &
RESOURCES
ESSENTIAL QUESTION:
How Can Knowledge Open Doors?
UNIT 7 CLUSTER 2
PACING GUIDE
EDGE B. Unit 7, Cluster 2
BEEP Edge B.7 # 11 – 17
Day 9 (Edge Lesson 11)
Prepare to Read
• Each cluster takes about 2
weeks to complete. There is
not enough time to complete
all lessons and all activities.
Instructional decisions
should be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online
and other resources provide
differentiated instruction
based on informal and
formative assessments.
• Literature/genre study is
woven in as time allows for
building motivation, stamina
and engagement with
varying genres, types,
lengths, and themes in text.
• The Comprehension
Instructional Sequence
should be incorporated at
various points during the
year to provide scaffolded
instruction to promote deep
comprehension.
• FCAT Connections Unit 7
EDGE B Interactive Practice
Book (pp. 268-281)
• EDGE B Assessment
Handbook (p. 91f-91i)
• EDGE B Trans 29:
Vocabulary Example Chart
• 30: Characterization in
Drama
• EDGE Audio CD (as
available)
Days 10 (Edge Lesson 12)
Before Reading and Read: “The Outsiders. ”
Day 11 (Edge Lesson 13)
Before Reading and Read
“Standing Together. – “If There Be
Pain,” and Sonnet 30.” Day 12 (Edge Lesson 14)
Reflect and Assess; and
Differentiated Instruction
Day 13 (Edge Lessons 15 & 16 and
Cluster Two Assessment)
Integrate Language Arts (Literary
Analysis and Vocabulary Study)
and
Cluster Two Test
Days 14 & 15 (Edge Lesson 17)
Listening and Speaking Workshop;
and Differentiated Instruction
Reflection/Learning Logs and
Vocabulary Notebooks
Day 16 Cluster Wrap Up &
Benchmark Assessment) and
Differentiated Instruction
Edge Benchmark Assessment
Give district assessments as
required.
Edge Online Teacher
Resources (access through
BEEP Teacher Portal)
http://beep.browardschools.co
m/ssoPortal/index.html
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and Across Texts:
• Context clues
• Multiple meanings
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Compare (similarities
within/across texts)
• Contrast (differences
• Theme
• Character Development (e.g.,
protagonist/ antagonist)
• Character Point of View
• Setting
• Plot Development
• Conflict (e.g., internal or
external)
• Resolution
• Descriptive Language (e.g.,
tone, irony, mood, imagery,
alliteration, onomatopoeia,
allusion, satire)
• Figurative Language (e.g.,
simile, metaphor, symbolism,
personification, hyperbole,
pun)
GENRE FOCUS:
Poetry and Drama
READING STRATEGY:
Visualize
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.3
The student will use context clues to
determine the meanings of unfamiliar
words.
LA.910.1.6.9 The student will determine
the correct meaning of words with multiple
meanings in context.
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
Reporting Category 2: Reading
Application
LA.910.1.7.2 The student will analyze the
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA.910.1.7. 3 The student will determine
the main idea or essential message in
grade-level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
Reporting Category 3: Literary Analysis
LA.910.2.1.5 The student will analyze
and develop an interpretation of a literary
work by describing an author’s use of
literary elements (e.g., theme, point of
view, characterization, setting, plot) and
explain and analyze different elements of
figurative language (e.g., simile,
metaphor, personification, hyperbole,
symbolism, allusion, imagery).
LA.910.2.1.7 The student will analyze,
interpret, and evaluate an author’s use of
descriptive language (e.g., tone, irony,
mood, imagery, pun, alliteration,
onomatopoeia, allusion), figurative
language (e. g., symbolism, metaphor,
personification, hyperbole), common
idioms, and mythological and literary
allusions, and explain how they impact
meaning in a variety of texts.
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
59
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 7: Where We Belong (Cluster 2) Page 2 of 3
DAILY STRATEGIES
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
SCIENTICALLY BASED
READING RESEARCH
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
Content Specific Vocabulary:
• Conquer • Devotion • Grief • Issue • Refuge • Restore • Subside • Territory Academic Vocabulary:
• Aspect
• Image
• Interact
• Interpret
• Mental
• Structure
Preview and Predict:
• Activate prior knowledge/ Make
a connection: Anticipation Guide
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues) to determine meanings of
unknown words
• Confirm and make new
predictions
• Analyze text features
• Analyze visuals
• Paraphrase and summarize
• Clarify ideas: reread or read on
• Compare across texts
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Theme Study
• Literary Critique
• Response Journal
• Narrative Presentation
Word Study
• Word Walls
• Vocabulary Example Chart
• Word Connotation/Denotation
Chart
Literary Analysis Focus:
Characterization, Form, Style
• Analyze characterization
• Aesthetic criticism
• Analyze form and style
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Reading Strategies Focus:
Visualize: Identify Emotional
Responses
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
Literary Analysis Genre Focus:
How to read Drama and Poetry
• Play
• Poem
• Song Lyrics
• Sonnet
Anticipation/Reaction Guide
Create 4–6 statements that
support or challenge students’
beliefs, experiences, and
preexisting ideas about the topics
in the texts. Students create charts
with the following columns:
Agree/Disagree/ Statement/
Page(s) for evidence, Agree/
Disagree. Before reading the text,
have students react to each
statement in the first Agree/
Disagree columns and be
prepared to support their position.
In small groups or as a whole
class, ask students to explain their
initial responses to each
statement.
Graphic Organizers:
• See/Know Chart (T629)
• 2 Column Notes: Scene Details
Chart (T630); Know/Predict
Chart (T633); Says/Feels Chart
(T639)
• Venn Diagram (T643)
Anticipation/Reaction Guide
During reading, ask students to
find evidence that supports or
rejects each statement. After
reading the text, ask students to
react to each statement in the
second Agree/ Disagree column to
determine if they have changed
their minds about any of the
statements. Students rewrite any
false statements based on the
reading, individually or in
cooperative groups.
Literacy Learning Logs
• Summarize, paraphrase, predict,
interpret, analyze, compare,
speculate, and imagine as
responses to text/reading.
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Cluster Assessments
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
60
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 7: Where We Belong (Cluster 2) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
LITERATURE CIRCLES/
GENRE STUDY
Content Specific: “The Outsiders”
1. Why do the other characters in the story
defer to Bob? Cite dialogue in the play
to support your opinion.
2. Explain the concern Ponyboy and
Johnny had about the incident in the
park? Describe how they were planning
to deal with it.
3. Describe the symbolism that Ponyboy
said he was beginning to understand in
Frost’s poem, “Nothing Gold Can Stay”.
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Edge Novels:
Romiette and Julio, by Sharon Draper (610L)
The Other Side of the Sky, by Farah Ahmedi
(610L)
A Raisin in the Sun, by Lorraine Hansberry
(NP L)
Content Specific: “Standing Together”
1. How does the intensity of the message
increase in “If There Be Pain” as a
result of the repeated lines?
2. Explain how the last two lines of the
sonnet demonstrate a change in mood?
3. Compare the theme of “If There is Pain”
and Sonnet 30. Describe how the
pieces are similar.
Item Specifications Question Stems
1. How does the author use imagery to
illustrate the beauty of the setting)?
(Setting)
2. In what ways does author’s use of
figurative language help readers
understand the narrator’s feelings about
___? (Figurative Language)
3. In __ (title of poem), the __ (figurative
element from poem such as images of
nature) in the first stanza differ from
those in the second stanza. In the first
stanza, the (figurative element from
poem) … (answer stems reflecting
reasonable contrasts). (Contrast)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Before/ During/After Reading Activities
Fluency Focus:
• Expression
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A8: Modeling
B7: Vocabulary Improvement strategy (VIS)
E8: Reader’s Theatre*
F7: Read Aloud
G8: Retelling
*Marzano’s High Yield Strategy
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
Topics from the Restless
Impact Book 3
FAIR Tool kit
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews
National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
61
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 7: Where We Belong (Cluster 3) Page 1 of 3
Week/Dates:
Time Allowing
CORE TEXTS &
RESOURCES
ESSENTIAL QUESTION:
What Holds Us Together? What Keeps Us Apart?
UNIT 7 CLUSTER 3
PACING GUIDE
EDGE B. Unit 7, Cluster 3
BEEP Edge B.7 # 18-24
Day 17 (Edge Lesson 18)
Prepare to Read
• Each cluster takes about 2
weeks to complete. There is not
enough time to complete all
lessons and all activities.
Instructional decisions should
be based on data.
• Reteaching Prescriptions,
Edge projects, Edge online and
other resources provide
differentiated instruction based
on informal and formative
assessments.
• Literature/genre study is woven
in as time allows for building
motivation, stamina and
engagement with varying
genres, types, lengths, and
themes in text.
• The Comprehension
Instructional Sequence should
be incorporated at various
points during the year to
provide scaffolded instruction to
promote deep comprehension.
• FCAT Connections Unit 7
• EDGE B Interactive Practice
Book (pp. 282-293)
• EDGE B Assessment
Handbook (p.91j-104)
• EDGE B Reading and Writing
Transparency 31: Figurative
Language
• EDGE Audio CD (as available)
Day 18 (Edge Lesson 19)
Before Reading and Read
“Voices of America.”
Edge Online Teacher Resources
(access through BEEP Teacher
Portal)
http://beep.browardschools.com/s
soPortal/index.html
Day 19 (Edge Lesson 20)
Before Reading and Read,
“Human Family.”
Day 20 (Edge Lesson 21)
Reflect and Assess; and
Differentiated Instruction
Day 21 (Edge Lessons 22 - 23)
Integrate Language Arts (Literary
Analysis and Vocabulary Study),
Reader Reflection, and
Cluster Three Test
Day 22 (Edge Lesson 24)
Unit Wrap Up, Review, and
Differentiated Instruction
Day 23
Unit Test, Unit Project, and
Differentiated Instruction
Reading and Literary Analysis
Test
Unit Project: Poetry Anthology
(opt)
Day 24:
Differentiated Instruction
Edge Benchmark Assessment
Test
Give district assessments as
required.
SSS CONTENT SPECIFIC
OBJECTIVE:
Within and Across Texts:
• Context clues
• Multiple meanings
• Main idea (stated or implied)
• Summary statement
• Relevant details
• Conclusions/inferences
• Predictions
• Compare (similarities
within/across texts)
• Contrast (differences
• Theme
• Character Development (e.g.,
protagonist/ antagonist)
• Character Point of View
• Setting
• Plot Development
• Conflict (e.g., internal or
external)
• Resolution
• Descriptive Language (e.g.,
tone, irony, mood, imagery,
alliteration, onomatopoeia,
allusion, satire)
• Figurative Language (e.g.,
simile, metaphor, symbolism,
personification, hyperbole,
pun)
GENRE FOCUS:
Poetry and Drama
READING STRATEGY:
Visualize
SSS BENCHMARK FOCUS:
ASSESSMENTS
Reporting Category 1: Vocabulary
LA.910.1.6.3
The student will use context clues to
determine the meanings of unfamiliar
words.
LA.910.1.6.9 The student will determine
the correct meaning of words with multiple
meanings in context.
FORMAL:
• Progress Monitoring using
the FAIR or FORF (3x yr)
• Ongoing Progress
Monitoring (as needed)
• FAIR Toolkit
• BATs (district schedule)
• BAT minis (school
schedule)
• FCAT Practice/Release
Tests (school schedule)
• Edge Placement/Gains Test
(as needed)
• FCAT (and other
district/state assessments)
Reporting Category 2: Reading
Application
LA.910.1.7.2 The student will analyze the
author’s purpose and/or perspective in a
variety of text and understand how they
affect meaning.
LA.910.1.7. 3 The student will determine
the main idea or essential message in
grade-level or higher texts through
inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.910.1.7.7 The student will compare
and contrast elements in multiple texts.
Reporting Category 3: Literary Analysis
LA.910.2.1.5 The student will analyze
and develop an interpretation of a literary
work by describing an author’s use of
literary elements (e.g., theme, point of
view, characterization, setting, plot) and
explain and analyze different elements of
figurative language (e.g., simile,
metaphor, personification, hyperbole,
symbolism, allusion, imagery).
LA.910.2.1.7 The student will analyze,
interpret, and evaluate an author’s use of
descriptive language (e.g., tone, irony,
mood, imagery, pun, alliteration,
onomatopoeia, allusion), figurative
language (e. g., symbolism, metaphor,
personification, hyperbole), common
idioms, and mythological and literary
allusions, and explain how they impact
meaning in a variety of texts.
CONTENT SPECIFIC
• Reader Reflections
• Cluster 1, 2, 3 Tests
• Oral Reading Fluency
• Unit Reading and Literary
Analysis Test
• Unit Project Rubric
• Unit Self Assessment
• Reteaching Prescriptions
• Learning Logs
• Edge Benchmark
Assessment Tests for
Clusters 1, 2, 3
• FCAT Connections
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
62
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 7: Where We Belong (Cluster 3) Page 2 of 3
DAILY STRATEGIES
VOCABULARY
BEFORE READING
DURING READING
AFTER READING
SCIENTICALLY BASED
READING RESEARCH
WORD STUDY
DIRECT, EXPLICIT
INSTRUCTION (I Do)
GUIDED
(We Do)
COMPREHENSION CHECK
(You Do)
Preview and Predict:
• Activate prior knowledge/ Make
a connection: Brainstorm
• Determine what’s important
• Clarify vocabulary (word parts,
prior knowledge, context clues)
• Set purposes for reading
• Preview (titles, illustrations, text
features) and set a purpose
• Read first few paragraphs. Make
and confirm predictions
Comprehension Monitoring:
• Structural analysis (prefix, suffix,
root) to determine meanings of
unknown words
• Contextual analysis (context
clues, signal words, punctuation
clues) to determine meanings of
unknown words
• Confirm and make new
predictions
• Analyze text features
• Analyze visuals
• Paraphrase and summarize
• Clarify ideas: reread or read on
• Compare across texts
Speaking/Writing to Learn:
• Reflect & Assess
• Summarize/Connect/Extend from
graphic organizers
• Write about poetry: judgment
• Author biography
• Activate Prior Knowledge
• Anticipation Guides
• Before, During and After
Reading Strategies
• Comprehension
Monitoring/Metacognition
• Cooperative Learning
• Do Now
• Engage and Connect
• Essential Questions
• Explicit Instruction
• Graphic Organizers
• Make and Confirm Predictions
• Modeling
• Paraphrasing
• Personal Connections
• Preview and Predict
• Read Aloud
• Reading to learn, to solve
problems, for completing life
tasks, for pleasure,
• Rigorous Bell-to-Bell Instruction
• Set Purposes for Reading
• Students Ask and Answer Their
Own Questions
• Student Inquiry/ Discussions
• Oral Language/ Using
Discussions to Learn
• Text Connections (Self, World,
Text)
• Think Aloud
• Text Pattern/Structure
• Summarizing
• Word Study
• Writing to Learn
Content Specific Vocabulary:
• Alien
• Ashamed
• Feature
• Interpret
• Major
• Melodious
• Minor
• Variety
Academic Vocabulary:
• Aspect
• Image
• Interact
• Interpret
• Mental
• Structure
Word Study
• Interactive Word Walls
• Link to essential questions
Edge Vocabulary Routines:
• Make Words Your Own
• Vocabulary Notebooks
• Vocabulary Study Cards
• Word Bench
• Text Talk Read Aloud
• Word Sorts
• Graphic Organizers
• Discussion
• Games and Drama
• Word Walls
Literary Analysis Genre Focus:
How to read Drama and Poetry
• Poetry
Literary Analysis Focus:
Figurative Language
• Analyze figurative language in
poetry
• Identify literary movements
• Analyze rhythm and rhyme
• Analyze figurative language in
poetry
• Interpret and evaluate literature
• Analyze allusions in literature
Reading Strategies Focus:
Visualize: Identify Sensory Images
Graphic Organizers:
• Figurative language chart (T655)
• Read/Reflect/Respond (T658)
• Metaphor/Meaning Chart (T660)
Read-Aloud/Think Aloud
• Teacher models fluency, builds
students’ comprehension, and
students’ vocabularies by
reading the selection or parts of
the selection to students.
• Use Choral Reading or Reader’s
Theatre for drama and poetry
selections.
Save the Last Word for Me
A collaborative format (3-4
students) for the discussion of text
in which students record
interesting quotes, why they find
them interesting, and then share
their thinking with peers.
Literacy Learning Logs
• Summarize. Paraphrase, predict,
interpret, analyze, compare,
speculate, and imagine as
responses to text/reading
• Reflective writing, independent
responses and response to
prompts from unit selections,
literature/genre study, and
independent reading.
Vocabulary Notebooks
Update cumulative vocabulary
words lists, adding graphic
organizers, use in sentences,
and/or summarize strategies used
during this unit to analyze words
and to learn new vocabulary.
Re-teaching prescriptions with
Collaborative work/literature circles,
unit project, and/or centers
Unit Project: Poetry Anthology (opt)
Cluster and Unit Assessments
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
63
EDGE B: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE
Unit 7: Where We Belong (Cluster 3) Page 3 of 3
HIGHER ORDER QUESTION
STEMS
DIFFERENTIATED
INSTRUCTION BASED ON DATA
LITERATURE CIRCLES/
GENRE STUDY
Content Specific: “Voices of America”
1. What can you infer from the last line,
“Singing with open mouths…”? (p. 658)
2. Explain how does the picture support
the poem, “I, Too”? (p. 661)
3. What do you think the speaker in
“Where is My Country?” is trying to
achieve? Use reference to the lines in
the poem to support your opinion
4. Why do you think this poem is entitled
“Legal Alien”?
Teacher Directed Re-teaching:
• Explicit and systematic re-teaching
• Re-teaching Prescriptions (Edge Online)
• Teacher monitoring fluency
• Teacher conferences/guided instruction
with literature circles
• Teacher conferences/guided instruction
with collaborative groups and individuals
• Teacher progress monitoring (3x year per
district schedule)
• Teacher Ongoing Progress Monitoring
(Fair Tool Kit)
Edge Novels:
Romiette and Julio, by Sharon Draper (610L)
The Other Side of the Sky, by Farah Ahmedi
(610L)
A Raisin in the Sun, by Lorraine Hansberry
(NP L)
Content Specific: “Human Families”
1. In the last four lines of Maya Angelou’s,
“Human Family”, she explains the
purpose of her poem. In your own
words, describe the lesson she is
sharing.
2. Based on your understanding of the
poem, how is being a part of a human
family different from being a part of the
human race?
3. How do the illustrations and the colors
used as a backdrop for this piece
convey the mood?
Item Specifications Question Stems
1. Which phrase best describes both the
__ (person/character) in “___” (article,
poem, or passage #1) and the speaker
of “__” (article, poem, or passage #2)?
(Word Relationships)
2. Read these lines from the “___” (poem).
Based on the rest of the (poem), which
sentence best restates the meaning of
the lines above? (Analyze Words/Text)
3. In __ (title of poem), the __ (figurative
element from poem such as images of
nature) in the first stanza differ from
those in the second stanza. In the first
stanza, the (figurative element from
poem) … (answer stems reflecting
reasonable contrasts). (Contrast)
Collaborative Groups/Independent Centers:
• Literature/Genre Study
• FCAT Connections
• Unit Projects
• Literacy Learning Logs
• Fluency Focus/Routines
• Before/ During/After Reading Activities
Fluency Focus:
• Intonation
• Accuracy and rate
Fluency Routines
• Choral or Echo Reading
• Marking the Text
• Collaborative/Paired Reading
• Echo Reading
• Listening While Reading
• Timed Repeated Reading
• Recorded Reading
• Reader’s Theatre
ESOL/ESE Strategies
A3: Chunking
A8 Modeling
B1: Categorize Vocabulary
D1: Audio Books
F12: Think Aloud
G9: Rubrics*
G11: Writing Sample
*Marzano’s High Yield Strategy
SUPPLEMENTAL
DIGITAL TOOLS & RESOURCES
Literature Circles/Genre Study provides
opportunities for students to self-select texts
that engage and motivate them as readers
and life-long learners. Texts will vary and
should reflect non-fiction and fiction across
many different genres.
Literature/Genre Study may incorporate
independent reading or small group
reading/literature circles. It should be
monitored by the teacher daily using “Status
of the Class”, “Clipboard Cruising” and/or
other teacher/student conferencing
strategies.
Literature/genre study might include/but is
not limited to:
• Reader response logs (provide prompts for
print learning logs, literature notebooks or
journals, or use online tools such as
teacher monitored blogs or wikis
• Responses and analysis within and across
genres (i.e. news article to song lyric)
• Multimedia analysis and response (Comic
Life, iMovie, etc.)
• Literary analysis (character, setting, plot,
theme, etc.)
• Text Structure/ Organization
• Book talks, reviews, presentations, and
recommendations, including posting to FL
DOE By Teens, For Teens.
See novel/genre study guide for more
strategies for implementation.
Topics from the Restless
Impact Book 3
FAIR Tool kit
BEEP Student Portal Resources
http://www.broward.k12.fl.us/casdl/textbooks/
index.asp FCAT Focus/FCAT Explorer
http://focus.florida-achieves.com/ Content Area Literacy Guide
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Content_Area_Literac
y_Guide.pdf Glossary of Reading Strategies
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/Glossary_of_Strategie
s.pdf Webb’s-Bloom’s Correlation Chart
http://beep.browardschools.com/ssoPortal/pd
f/Reading_Resources/WebbsBlooms_Correl
ation_Chart.pdf CNN Students News Desk
http://www.cnn.com/studentnews/ National Geographic Kids
http://kids.nationalgeographic.com/kids/ NY Times Learning Blog
http://learning.blogs.nytimes.com/ SunSentinel online
www.sunsentinel.com Time for Kids (Teachers)
http://www.timeforkids.com/TFK/teachers/wr/
0,27955,090508,00.html Free Rice Vocabulary Project
www.freerice.com
2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading
Copyright 2011 The School Board of Broward County, Florida
Version 8/14/11
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