Secondary Core Model for English Language Arts and Literacy
Curriculum Guide
What follows is a practical guide for the Secondary Core Model for English Language Arts. Please note; however, there is an expectation that additional
standards-based units will be taught to reinforce the skills students need. It is expected that students will read at least twenty (20) texts and complete at least
eight (8) writing products annually. The tenets of workshop (time, ownership, response, and community) should be evident in the class structure and routines.
Rationale: Provide a rigorous English curriculum that supports students in uncovering disciplinary ways of reading and writing. Experienced readers in
English focus on characters, interactions, context, scene, language, sensory details, perspectives, themes, questions, images, sensory traces, and predict
outcomes based on evidence. McDougal Littell Literature will be used as a tool to support standards-based English language arts instruction.
Core Instructional Routines for Reading and Writing:
Guided Independent Reading is a structure that provides time for students to read appropriate, interesting, and self-selected materials. This structure
requires a Reader Response Notebook. Guided Independent Reading builds fluency, schema, vocabulary, motivation, and engagement (Anderson &
Pearson, 1984; Guthrie, 2008).
Reciprocal Teaching is an instructional framework designed to support reading comprehension and has been studied for over two decades (Palincsar &
Brown, 1985). The teacher models, demonstrates, and explains four comprehension strategies: predicting, clarifying, questioning, and summarizing.
Then, the teacher and students take turns reading, practicing, and facilitating each of the strategies. As the students acquire practice, the teacher
gradually releases the responsibility to the students.
Close Reading is a protocol that builds critical thinking by reading and re-reading a passage, bit by bit, in order to analyze the significance of words,
syntax, and the order in which sentences and ideas unfold. This protocol requires annotating the text (Fisher & Frey, 2012).
QAR (Question Answer Relationship) is a strategy that enhances comprehension by illustrating four levels of questions: Right There, Pulling it Together,
Author and Me, and On Your Own (Raphael, 1985).
QtA (Questioning the Author) is a process that builds a deeper understanding of texts by learning to query the author. This process helps the reader
engage with the text through in-depth consideration of text ideas (Beck, McKeown, Hamilton & Kucan, 1998 and Pearson, 2002).
Word-Learning Strategies promote the explicit teaching of strategies to build the use of context cues, word parts, and cognates (Beck, McKeown, &
Kucan, 2003; Biemiller & Slonim, 2006 and Sales & Graves, 2007).
Modeled Writing is a think-aloud approach. Teachers actively model their own writing processes including planning, drafting, revising, rethinking, and
editing. Students observe as the teacher considers various techniques and devices for the intended purpose and audience. Teachers demonstrate the
process of writing by capturing their thinking and revealing that even expert writers revise often in working toward their final draft (Routman, 1991).
Guided Writing is a method of teaching a specific strategy to an individual student or small group through guided lessons and conferences. Ownership of
the writing remains with the learner (Routman, 1991).
Independent Writing is a structure that provides time for students to write their own pieces. These pieces include narratives, informational/expository
texts, arguments, speeches, etc. This structure requires a Writer’s Notebook and builds students' ability to apply writing strategies (Anderson, 2005).
Assessment of Writing supports the use of exemplars, conferring, and teaching the qualities of good writing. Drawing from the work of Anderson
(2005) and Routman (1991), teachers identify the qualities of good writing, revise to communicate meaning, and link assessment with instruction.
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
English Language Arts and Literacy, 6-8
The Massachusetts Curriculum Framework for English Language Arts and Literacy (CCSS) highlights the importance of students reading
progressively more complex texts independently and proficiently as they move through the grades, and using evidence from texts when
writing analyses, comparing ideas, and conducting research. This emphasis on linking reading and writing is exemplified in Reading
Standards (RI, RL) 1, 10, and Writing Standard 9. In order for students to master Reading Standard 10, they need to acquire, understand,
and apply academic vocabulary, Language Standard 4.
The Boston Public Schools seeks to provide a rigorous English curriculum that supports students in uncovering disciplinary ways of reading
and writing. Experienced readers in English focus on characters, interactions, context, scene, language, sensory details, perspectives,
themes, questions, images, sensory traces, and predict outcomes based on evidence.
The Department of English Language Arts and Literacy recommends the use of research and evidence based direct and explicit core
instructional routines in whole/small group, in pairs, and individually where the teacher uses controlled processing. The core instructional
routines were selected to increase comprehension, differentiation, and engagement. As research demonstrates optimal learning is achieved
when teachers use the Gradual Release of Responsibility Model, instruction in Secondary ELA & Literacy is designed to support this notion.
McDougal Littell Literature is used as a tool to support standards-based English language arts instruction. Additionally, four core texts are
identified at each grade level based on text type, complexity, and cultural relevance.
Massachusetts Curriculum Framework
For English Language Arts and Literacy
Reading Anchor Standards
Key Ideas and Details
1.
2.
3.
Read closely to determine what the text says explicitly and make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development…
Analyze how and why individuals, events, and ideas develop and interact…
Craft and Structure
4.
5.
6.
Interpret words and phrases as they are used in a text, including determining technical, connotative,
and figurative meanings, and analyze how specific word choices shape meaning and tone
Analyze the structure of texts, including how specific sentences, paragraphs …
Assess how point of view or purpose shapes the content and style of a text
Integration of Knowledge and Ideas
7.
Integrate and evaluate content presented in diverse formats and media …
8.
Delineate and evaluate the argument and specific claims in text …
MA.8.A. Analyze the meaning of literary texts by drawing on knowledge of literary concepts and genres.
9.
Analyze how two or more texts address similar themes or topics
Range of Reading and Level of Text
10.
Read and comprehend complex literary and informational texts independently and proficiently .
Core Instructional Routines
Assessment Evidence
*Not an exhaustive list
Guided Independent Reading
(Anderson & Pearson, 1984; Guthrie, 2008)
Teacher observation with
anecdotal notes
Close Reading
(Fisher & Frey, 2012)
Reciprocal Teaching
(Palincsar & Brown, 1985)
Student notebook
QAR (Question Answer Relationship)
(Raphael, 1985)
Teacher/student
conferences with
anecdotal notes
QtA (Questioning the Author)
(Beck, McKeown, Hamilton & Kucan, 1998;
Pearson, 2002)
Rubric
Evidence of collaboration/
Small group discussion
Student work
Oral presentations
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
English Language Arts & Literacy, 6-8
Massachusetts Curriculum Framework
For English Language Arts and Literacy
Writing Anchor Standards
Text Types and Purposes
1.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence
2.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through effective selection, organization and analysis of content.
3.
Write Narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
MA.3.A. Write fiction, personal reflections, poetry, and script that demonstrate awareness of literary concepts and
genres.
Production and Distribution of Writing
4.
5.
6.
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Use technology, including the internet, to produce and publish writing and to interact and collaborate with
others.
Research to Build and Present Knowledge
7.
8.
9.
Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Language Anchor Standards
Conventions of Standard English
1.
2.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing
Knowledge of Language
3.
Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening
Vocabulary Acquisition and Use
4.
5.
6.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
appropriate.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
Core Instructional Routines
Assessment Evidence
*Not an exhaustive list
Modeled Writing
(Routman, 1991)
Teacher observation with
anecdotal notes
Guided Writing
(Routman, 1991)
Student notebook
Research papers/projects
Independent Writing
(Anderson, 2005)
Teacher/student
conferences with
anecdotal notes
Assessment of Writing
(Anderson 2005)
Writing:
Narrative
Informative/Explanatory
Argument
Rubric
Word-Learning
(Beck, McKeown, & Kucan, 2003; Biemiller & Slonim,
2006; Sales & Graves, 2007).
Frayer Model (Frayer, Frederick, and Kausmeither,
1969; Buehl 2001)
Teacher observation with
anecdotal notes
Think Aloud
(Wilhelm, 2001)
Word Consciousness
(Scott & Nagy, 2004)
Building Robust Vocabulary
(Beck a & McKeown,
Reciprocal Teaching
(Palincsar & Brown, 1985)
Student work
Oral presentations
Student writing
Student reading
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
English Language Arts & Literacy, 6-8
Massachusetts Curriculum Framework
For English Language Arts and Literacy
Speaking and Listening Anchor Standards
Comprehension and Collaboration
1.
2.
3.
Core Instructional Routines
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building
on others’ ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
orally.
Evaluate a speaker’s point of view, reasoning, and use evidence and rhetoric
Close Reading
(Fisher & Frey, 2012)
Reciprocal Teaching
(Palincsar & Brown, 1985)
Presentation of Knowledge and Ideas
4.
5.
6.
Assessment Evidence
Student Work
Oral Presentation
Teacher observation with
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience.
Make strategic use of digital and visual displays of data to express information and enhance understanding of
presentations.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when
indicated or appropriate.
Engage Students
with Complex
Texts
anecdotal notes
Guide Students to
Extract and
Employ Evidence
from Texts
Support Students
in Building
Knowledge
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
English Language Arts & Literacy Guide for Using the Best Practices Toolkit
Begin planning the school year by reading The Art of Instruction (pages 1-88) in The Best Practices Toolkit
Designing Effective Instruction
The Power of One: Effective Teachers, Effective Strategies by Robert J. Marzano . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 1
Aligning Content, Standards, and Assessment by Douglas Carnine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Best Practices of a Successful Classroom by Judith A. Langer
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Motivating and Engaging Students
Big Ideas: Making Content Meaningful by Robert J. Marzano and Douglas Carnine . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 17
Transforming Your Classroom Through Technology by Alan November . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . 21
Engaging Students with Brain-Based Strategies by William L. McBride . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Providing Differentiation for All Students
Understanding Differentiated Instruction by Carol Ann Tomlinson . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Modifying Instruction to Support English Learners by Mary Lou McCloskey and Lydia Stack . . . . . . . . .. . . . . . . . . . . . . . . . . . 39
Scaffolding Reading, Writing, and Vocabulary Instruction by Mary Lou McCloskey and Lydia Stack . . . . . . . . .. . . . . . . . . . . . 43
Challenging Advanced and Pre-AP Students by Robert J. Marzano . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Strategic Reading and Writing
A Curriculum of Conversation by Arthur N. Applebee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 63
Reading, Literature, and the Middle School Student by Janet Allen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . 67
The Reading/Writing Connection by Carol Booth Olson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 71
Strategic Reading of Informational Texts by Donna M. Ogle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . 77
Building Academic Vocabulary by Robert J. Marzano . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Media Literacy in the Language Arts Classroom by Larkin Pauluzzi and Lisa K. Scheffler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
Research demonstrates that optimal learning is achieved when teachers use the Gradual Release of Responsibility Model.
Gradual Release of Responsibility
Teacher Responsibility
Explicit Instruction
I do it
We do it
Guided Instruction
Collaborative
You do it
Together
Independently
You do it
Alone
Student Responsibility
Adapted from Frey & Fisher, 2006
Explicit Phase
 Teacher explicitly models

Students observe and take notes

Students interact and question

Students work with each other and build learning

Students apply learning and take charge
Guided Instruction

Teacher responds or scaffolds
Collaborative

Teacher interacts and monitors
Independence

Teacher hands over responsibility and evaluates
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
English Language Arts Launch, September 2014:
Recommended Lesson
Resources
Common Core Standards
Provide students with formative
writing assessment
Administer writing prompt
See Secondary ELA page: Assessments
Writing Prompts
 Build a Community of Learners
Develop norms for expectations and behavior
Refer to The Best Practices Toolkit
The Art of Instruction (pages 1-25)
See Secondary ELA page: Research Corner
Motivation and Engagement
See Secondary ELA page: Resources
The First Twenty days of IR
Refer to The Best Practices Toolkit
Organizing and Summarizing Information (Section B)
Excerpt … Each year in their writing, students
should demonstrate increasing sophistication in all
aspects of language use, from vocabulary and
syntax to the development and organization of
ideas, and they should address increasingly
demanding content and sources.*
Excerpt … Prepare for and participate effectively in
a range of conversations and collaborations with
diverse partners, building on others’ ideas and
expressing their own clearly and persuasively*.
Excerpt …By the end of the year, read and
comprehend literature, including stories, dramas,
and poems, in the grades 6–8 text complexity band
proficiently, with scaffolding as needed at the high
end of the range.*
Excerpt …Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade…
texts, and issues, building on others’ ideas and
expressing their own clearly.*
Excerpt …Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience…*

 Establish Independent Reading
How to choose Just Right Books
Establish Reader’s Notebooks: Double entry
and triple entry
 Create Learning Groups
Introduce/Review Reciprocal Teaching

Establish Reading and Writing
Routines
Introduce/Review the writing process
Introduce/Review the reading process

Refer to The Best Practices Toolkit (pages 77-80,
A35)
See Secondary ELA page: Resources
Reciprocal Teaching
Refer to The Best Practices Toolkit (pages 71-77)
Reading Section A
Writing Section C
See Secondary ELA page: Reading and Writing
processes
Refer to McDougal Littell Literature (pages 1-19)
See Secondary ELA page: Resources
Gradual Release of Responsibility
Excerpt …Compare and contrast the experience of
Introduce the Elements in McDougal
reading a story, drama, or poem to listening to or
Littell Literature
viewing an audio, video, or live version of the text,
Introductory Unit: The Power of Ideas
including contrasting what they “see” and “hear”
What Are Life’s Big Questions? (pages 2-3)
when reading the text to what they perceive when
Literary Genres Workshop (pages 4-11)
they listen or watch.*
Becoming an Active Reader (pages 12-15)
Expressing Ideas in Writing (pages 16-19)
For additional planning and support click on the link below for the complete Common Core Standards to guide your instruction:
*http://www.corestandards.org/the-standards
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
Elements of Explicit Instruction
Explicit instruction can be viewed as providing a series of instructional supports or scaffolds—first through the logical selection and
sequencing of content, and then by breaking down that content into manageable instructional units. Instructional delivery is characterized
by clear descriptions and demonstrations of a skill, followed by supported practice and timely feedback. Initial practice is carried out with
high levels of teacher involvement; however, once student success is evident, the teacher’s support is systematically withdrawn, and the
students move toward independent performance.
1. Focus instruction on critical content. Teach skills, strategies, vocabulary terms, concepts, and rules that will empower students in the
future and match the students’ instructional needs.
2. Sequence skills logically. Consider several curricular variables, such as teaching easier skills before harder skills, teaching high-frequency
skills before skills that are less frequent in usage, ensuring mastery of prerequisites to a skill before teaching the skill itself, and separating
skills and strategies that are similar and thus may be confusing to students.
3. Break down complex skills and strategies into smaller instructional units. Teach in small steps. Segmenting complex skills into smaller
instructional units of new material addresses concerns about cognitive overloading, processing demands, and the capacity of students’
working memory. Once mastered, units are synthesized (i.e., practiced as a whole).
4. Design organized and focused lessons. Make sure lessons are organized and focused, in order to make optimal use of instructional time.
Organized lessons are on topic, well sequenced, and contain no irrelevant digressions.
5. Begin lessons with a clear statement of the lesson’s goals and your expectations. Tell learners clearly what is to be learned and why it is
important. Students achieve better if they understand the instructional goals and outcomes expected, as well as how the information or skills
presented will help them.
6. Review prior skills and knowledge before beginning instruction. Provide a review of relevant information. Verify that students have the
prerequisite skills and knowledge to learn the skill being taught in the lesson. This element also provides an opportunity to link the new skill
with other related skills.
7. Provide step-by-step demonstrations. Model the skill and clarify the decision-making processes needed to complete a task or procedure by
thinking aloud as you perform the skill. Clearly demonstrate the target skill or strategy, in order to show the students a model of proficient
performance.
8. Use clear and concise language. Use consistent, unambiguous wording and terminology. The complexity of your speech (e.g., vocabulary,
sentence structure) should depend on students’ receptive vocabulary, to reduce possible confusion.
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
9. Provide an adequate range of examples and non-examples. In order to establish the boundaries of when and when not to apply a skill,
strategy, concept or rules provide a wide range of examples and non-examples. A wide range of examples illustrating situations when the
skill will be used or applied is necessary so that students do not underuse it. Conversely, presenting a wide range of non-examples reduces
the possibility that students will use the skill inappropriately.
10. Provide guided and supported practice. In order to promote initial success and build confidence, regulate the difficulty of practice
opportunities during the lesson, and provide students with guidance in skill performance. When students demonstrate success, you can
gradually increase task difficulty as you decrease the level of guidance.
11. Require frequent responses. Teachers plan for a high level of student–teacher interaction via the use of questioning. Having the students
respond frequently (i.e., oral responses, written responses, or action responses) helps them focus on the lesson content, provides
opportunities for student elaboration, assists you in checking understanding, and keeps students active and attentive.
12. Monitor student performance closely. Carefully watch and listen to students’ responses, so that you can verify student mastery as well as
make timely adjustments in instruction if students are making errors. Close monitoring also allows you to provide feedback to students
about how well they are doing.
13. Provide immediate affirmative and corrective feedback. Follow up on students’ responses as quickly as you can. Immediate feedback to
students about the accuracy of their responses helps ensure high rates of success and reduces the likelihood of practicing errors.
14. Deliver the lesson at a brisk pace. Deliver instruction at an appropriate pace to optimize instructional time, the amount of content that
can be presented, and on-task behavior. Use a rate of presentation that is brisk but includes a reasonable amount of time for students’
thinking/processing, especially when they are learning new material. The desired pace is neither so slow that students get bored nor so
quick that they can’t keep up.
15. Help students organize knowledge. Because many students have difficulty seeing how some skills and concepts fit together, it is
important to use teaching techniques that make these connections more apparent or explicit. Well-organized and connected information
makes it easier for students to retrieve information and facilitate its integration with new material.
16. Provide distributed and cumulative practice. Distributed (vs. massed) practice refers to multiple opportunities to practice a skill over
time. Cumulative practice is a method for providing distributed practice by including practice opportunities that address both previously and
newly acquired skills. Provide students with multiple practice attempts, in order to address issues of retention as well as automaticity.
Archer and Hughes (2011)
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
English Language Arts Grade 6
Core Texts
Anthology Unit/Literary Analysis
Reading Writing Connections
Facing the Lion: Growing Up Maasai on the African
Unit 1: What’s Happening?
Short Stories/Narrative
Savanna, Joseph Lemasolai Lekuton(Nonfiction)
Plot, Conflict, and Setting
The Red Scarf Girl, Ji-Li Jiang
Unit 2: Person to Person
Descriptive Writing
(Nonfiction)
Analyzing Character and Point of View
Maniac Magee, Jerry Spinelli
Unit 4: Writer’s Craft
Comparison-Contrast Essay
(Fiction)
Mood, Tone, and Style
Informative Explanatory
Under The Royal Palms: A Childhood in Cuba,
Unit 7: Life Stories
Personal Narrative
Alma Flor Ada (Nonfiction)
Biography and Autobiography
Reading Concepts and Skills
Writing Concepts and Skills
1. Understanding the writing process
1. Understanding Text Types: Fiction and Nonfiction
 Evaluate the quality of writing for different audiences and purposes
 Apply evidence from text to identify main ideas
 Plan writing with a clear focus, coherent organization, and sufficient
 Apply knowledge of the purpose and elements of
detail
fiction and nonfiction and provide evidence to

Draft writing by organizing ideas in a way that makes sense for the
support ideas
purpose
 Apply evidence from the text to infer
 Revise to demonstrate improvement in organization, content, paragraph
 Apply knowledge of theme to make inferences
development, level of detail, style, tone, and word choice (diction)
2. Vocabulary and Concept Development
compositions after revising
 Apply knowledge of word families to make meaning
 Edit using knowledge of standard English conventions
3. Style and Language
 Publish writing by developing and using appropriate rhetorical, logical,
 Apply knowledge of literary devices to support ideas
and stylistic criteria for assessing final versions before presenting to
varied audiences
2. Apply aspects of the writing process as needed for on-demand writing
3. Style, Vocabulary, and Language
 Apply knowledge of language and literary devices to improve writing
Massachusetts Curriculum Framework for ELA and Literacy Massachusetts Curriculum Framework for ELA and Literacy
Reading
Writing
Key Ideas and Details
Text Types and Purposes
1. Cite textual evidence to support analysis of what the text says 1. Write arguments to support claims with clear reasons and relevant
explicitly as well as inferences drawn from text.
evidence.
2. Determine a theme or central idea of a text and how it is
2. Write informative/explanatory texts to examine a topic and convey ideas,
conveyed through particular details: provide a summary of
concepts, and information through the selection, organization, and
the text distinct from personal opinion.
analysis of relevant content.
3. Describe how a particular story’s … plot unfolds in a series of
3. Write narratives to develop real or imagined experiences or events using
episodes as well as how the characters respond or change as
effective technique, relevant descriptive details, and well-structured event
the plot moves forward toward resolution.
sequence.
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
Independent Reading (8 Weeks)
Launch Independent Reading
Select 10-15 lessons from The First Twenty
Days of Independent Reading (see
Language Arts Secondary page under
Resources)
Refer to The Best Practices Toolkit
Vocabulary (Section E) Strategy Bank (E1E2)
Literary Analysis (Section D)Interacting
with Literature Questioning the Author
QtA (D21)
Independent Reading (5 Weeks)
Monitor Independent Reading
Refer to The Best Practices Toolkit
Choosing and Using the Right Tool for the Job
(Section A) Becoming an Active Reader (A5A44) Vocabulary (Section E) Analyzing Words
(E6-E36)
English Language Arts Grade 6
Anthology Instructional Routines for Reading
Launch McDougal Littell
Introductory Unit: The Power of Ideas
What Are Life’s Big Questions? (Fiction, pp. 2-3)
Literary Genres Workshop (Fiction, pp. 4-11)
Becoming an Active Reader (Fiction, pp. 12-15)
Expressing Ideas in Writing (Fiction, pp. 16-19)
Launch Essential Course of Study
Unit 1: What Makes a Good Story
The School Play (Fiction, pp. 30—41)
The Good Deed (Fiction, pp. 42-61)
All Summer in a Day (Fiction, pp. 62-73)
Lob’s Girl (Fiction, pp. 82-99)
Woodsong (Fiction, pp. 110-121)
Reciprocal Teaching
Launch Reciprocal Teaching with
Core Text: Facing the Lion
Read Reciprocal Teaching (see Language
Arts Secondary page under Research
Corner)
Read Considerations for Implementing RT
(see Language Arts Secondary page under
Resources)
Refer to The Best Practices Toolkit
Reading (Section A) Analyzing Content QAR
Question Answer Relationship (A32) and RT
(A35)
Anthology Instructional Routines: *Close Reads
Reciprocal Teaching
Launch Essential Course of Study
Unit 2: Analyzing Character and Point of View
Eleven(Fiction, pp. 182-189)
Ghost of the Lagoon (Fiction, 190-203)
Tuesday of the Other June (Fiction, pp. 204-221)
*The Problem with Bullies (NF, pp. 222-227)
President Cleveland, Where Are … (NF, pp. 228-253)
*The Red Guards (NF, pp. 266-279)
Integrate Reciprocal Teaching with Core
Text: The Red Scarf Girl
Independent Reading (5 Weeks)
Anthology Instructional Routines:: *Close Reads
Reciprocal Teaching
Monitor Independent Reading
Organizing and Summarizing Information
(Section B) Taking Notes (B3-B10)
Transparency B24-B31
Launch Essential Course of Study
Unit 4: Writer’s Craft
The All-American Slurp (Fiction, pp. 422-437)
Jeremiah’s Song (Fiction, pp.448-461)
The Morning Walk/There’s … (Fiction, pp. 494-501)
*The First Skateboard…(NF, pp. 478-487)
*Skateboard Science (NF, pp. 488-493)
Integrate Reciprocal Teaching with Core
Text: Maniac Magee
Independent Reading (6 Weeks)
Anthology Instructional Routines: *Close Reads
Reciprocal Teaching
Monitor Independent Reading
Launch Essential Course of Study
Unit 7: Biography and Autobiography
*Matthew Henson at the Top of … (NF, pp. 766-779)
Over the Top of the World (NF, pp. 780-785)
*The Story of my Life (NF, pp. 786-795)
Under the Royal Palms (NF, pp. 796-801)
Integrate Reciprocal Teaching with Core
Text: Under the Royal Palms: A Childhood
in Cuba
Refer to The Best Practices Toolkit
Refer to The Best Practices Toolkit
Organizing and Summarizing Information
(Section B)Using Summary Frames (B11B15)
Transparency B32-B36
Refer to The Best Practices Toolkit
Literary Analysis (Section D) Analyzing
Characters, Plot , and Setting (D5-D16)
Integrate Question Answer Relationship
QAR (see Language Arts Secondary page under
Resources)
Refer to The Best Practices Toolkit
Literary Analysis (Section D) Using Analysis
Frames (D23, D24-25)
Refer to The Best Practices Toolkit
Literary Analysis (Section D) Using Analysis
Frames (D23, D50-D51)
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
Spellbinder (NF pp. 802-811)
Written Response to Reading
Unit 1: What Makes a Good Story
The School Play: Analyze the Ending (p. 41)
The Good Deed: Compare and Contrast (p. 61)
All Summer in a Day: Analyze Science Fiction
(p. 73)
Lob’s Girl: Newspaper Article (p. 99)
Woodsong: Write a Scene (p. 121)
Unit 2: Analyzing Character and Point of
View
Ghost of the Lagoon: Retell through
perspective of another character (p. 203)
The Problem with Bullies: Develop Research
Questions (p. 227)
Aaron’s Gift: Compare and Contrast (p. 253)
The Red Guards: Write a News Article (p. 279)
Unit 4: Writer’s Craft
Jeremiah’s Song: Analyze a Character/Write
a Narrative p. 461
The Morning Walk/There Is No Word for
Goodbye: Compare and Contrast p. 501
Unit 7: Biography and Autobiography
Matthew Henson at the Top of the World: Write
a Persuasive Letter (p. 779)
The Story of My Life: Evaluate Autobiography
(p. 795)
Spellbinder: Evaluate Ideas (p. 811)
Anthology Instructional Routines for Writing:
Modeled, Guided, and Independent Writing
Unit 1: What Makes a Good Story
ClassZone: Teacher’s Toolkit
Carol Booth Olson's Reading-Writing Lesson Plans:
All Summer in a Day and Lob’s Girl
Writing, Grammar & Style
Sentence Fragments (p. 41)
Run-on Sentences (p. 61)
Commas in Dates, Addresses, and Letters (p. 73)
Punctuation of Possessives (p. 99)
Pronoun-Antecedent Agreement (p. 121)
What If Questions and Verb Tenses (pp. 158-164)
Unit 2: Analyzing Character and Point of View
ClassZone: Teacher’s Toolkit
Carol Booth Olson’s Reading-Writing Lesson Plans:
Eleven, Tuesday of the Other June, and
President Cleveland Where are You?
Writing, Grammar & Style
Pronoun Cases (Subject and Object Pronouns) (p. 203)
Verb Tenses (p. 221)
Comparative and Superlative Modifiers (p. 279)
Avoidance of Clichés (p. 294)
Commas After Introductory Phrases and in Compound
Sentences (p. 294)
Unit 4: Writer’s Craft
ClassZone: Teacher’s Tool Kit
Carol Booth Olson’s Reading-Writing Lesson Plans:
Assessment of Writing
Writing Product
Unit 1: What Makes a Good Story
Short Story (pp. 158-164)
Unit 2: Analyzing Character and Point of View
Descriptive Writing/Apply the Writing Process
(pp. 288-294)
Unit 4: Writer’s Craft
Write a Comparison Contrast Essay
pp. 526-532
The All-American Slurp
Writing, Grammar & Style
Independent and Dependent Clauses (p. 436)
Sentence Types p.461 and Write Instructions (p. 493)
Transitions for Comparing and Contrasting (p.532)
Corrections for Fragments and Run-On Sentences (p. 532)
Unit 7: Biography and Autobiography
Colons (p. 779)
Capitalization of Proper Nouns (pp. 795, 811)
Punctuation of Dialogue (p. 830)
Unit 7: Biography and Autobiography
Personal Narrative (pp. 824-830)
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
English Language Arts Grade 7
Core Texts
Anthology Unit/Literary Analysis
Reading Writing Connections
The Giver, Lois Lowry
Unit 3: Lessons to Learn
Short Story
(Fiction)
Understanding Theme
Out of the Dust, Karen Hesse
Unit 4: Finding Voice
Interpretive Essay
(Fiction)
Mood, Tone, and Style
Informative/Explanatory
Gifted Hands: The Ben Carson Story, Ben Carson
Unit 7: Writing a Life
Personal Narrative
(Nonfiction)
Biography and Autobiography
Before We Were Free, Julia Alvarez
Unit 8: Face the Facts
Persuasive Essay/Argument
(Historical Fiction)
Information, Argument, and Persuasion
Reading Concepts and skills
Writing Concepts and Skills
1. Understanding the writing process
1. Understanding Text Genre Fiction and Nonfiction
 Evaluate the quality of writing for different audiences and purposes
 Apply evidence from text to identify main ideas
 Plan writing with a clear focus, coherent organization, and sufficient detail
 Apply knowledge of the purpose and elements of
 Draft writing by organizing ideas in a way that makes sense for the
fiction and nonfiction and provide evidence to
purpose
support ideas
 Revise to demonstrate improvement in organization, content, paragraph
 Apply evidence from the text to infer
development, level of detail, style, tone, and word choice (diction)
 Apply knowledge of theme to make inferences
compositions after revising
2. Vocabulary and Concept Development
 Edit using knowledge of standard English conventions
 Apply knowledge of word families to make
 Publish writing by developing and using appropriate rhetorical, logical, and
meaning
stylistic criteria for assessing final versions before presenting to varied audiences
2. Apply aspects of the writing process as needed for on-demand writing
3. Style and Language
3. Style, Vocabulary, and Language
 Apply knowledge of literary devices to support
 Apply knowledge of language and literary devices to improve
ideas
writing
Massachusetts Curriculum Framework for ELA and Literacy
Massachusetts Curriculum Framework for ELA and Literacy
Reading
Key Ideas and Details
1. Cite several pieces textual evidence to support analysis
of what the text says explicitly as well as inferences
drawn from text.
2. Determine a theme or central idea of a text and analyze
its development over the course of the text: provide an
objective summary of the text.
3. Analyze how particular elements of a story… interact
(e.g., how setting shapes the character or plot).
Writing
Text Types and Purposes
1. Write arguments to support claims with clear reasons and relevant
evidence.
2. Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and
analysis of relevant content.
3. Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequence.
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
Independent Reading (8 Weeks)
Launch Independent Reading
Select 10-15 lessons from The First
Twenty Days of Independent Reading (see
Language Arts Secondary page under
Resources)
Refer to The Best Practices Toolkit
Vocabulary (Section E) Strategy Bank
(E1-E2) (Section D)Interacting with
Literature Questioning the Author QtA
(D21)
English Language Arts Grade 7
Anthology Instructional Routines for Reading
Launch McDougal Littell
Introductory Unit: The Power of Ideas
What Are Life’s Big Questions? (pp. 2-3)
Literary Genres Workshop (pp. 4-11)
Becoming an Active Reader (pp. 12-15)
Expressing Ideas in Writing (pp. 16-19)
Launch Essential Course of Study
Unit 3: Understanding Theme
Amigo Brothers (Fiction, pp. 310-325)
What do Fish Have to Do … (Fiction, pp. 338-355)
Homeless (NF, pp. 356-361)
Spring Harvest of Snow Peas … (Fiction, pp. 380-385)
Reciprocal Teaching
Launch Reciprocal Teaching with
Core Text: The Giver, Lois Lowry
Read Reciprocal Teaching (see Language
Arts Secondary page under Research
Corner)
Read Considerations for Implementing RT
(see Language Arts Secondary page under
Resources)
Refer to The Best Practices Toolkit
Reading (Section A) Analyzing Content QAR
Question Answer Relationship (A32) and RT
(A35)
Independent Reading (5 Weeks)
Monitor Independent Reading
Refer to The Best Practices Toolkit
Choosing and Using the Right tool for the Job
(Section A) Becoming an Active Reader (A5A44) Vocabulary (Section E) Analyzing
Words (E6-E33)
Anthology Instructional Routines : *Close Reads
Reciprocal Teaching
Launch Essential Course of Study
Unit 4: Mood, Tone, and Style
Dark They Were… (Fiction, pp. 444-465)
A Day’s wait (Fiction, pp. 466-475)
How Hemingway Wrote (NF, pp. 476-479)
*The People Could Fly (Fiction, PP. 480-487)
*The Only Girl … / Breaking Ice (NF, pp. 494-507)
Integrate Reciprocal Teaching with Core
Text: Out of the Dust, Karen Hesse
Independent Reading (5 Weeks)
Anthology Instructional Routines : *Close Reads
Reciprocal Teaching
Monitor Independent Reading
Launch Essential Course of Study
Unit 7: Biography and Autobiography
*Eleanor Roosevelt (NF, pp. 760-775)
*Names/Nombres (NF, pp. 780-789)
Noble Experiment (NF, pp. 808-821)
Letter to the President General of the/Montreal Signs
Negro Shortstop/Robinson Steals … (NF, pp. 822-827)
Integrate Reciprocal Teaching with Core
Text: Gifted Hands: The Ben Carson Story,
Ben Carson
Independent Reading (6 Weeks)
Anthology Instructional Routines: *Close Reads
Reciprocal Teaching
Monitor Independent Reading
Launch Essential Course of Study
Unit 8: Information, Argument, and Persuasion
What Do You Know About Sharks? (NF, pp. 872-883)
Great White Sharks (NF, pp. 884-893)
Like Black Smoke …A World … (NF, pp. 894-907)
*Pro Athlete’s Salaries Aren’t … (NF, pp. 918-927)
*Why we Shouldn’t go to Mars (NF, pp. 928-935)
Integrate Reciprocal Teaching with Core
Text: Before We Were Free, Julia Alvarez
Refer to The Best Practices Toolkit
Organizing and Summarizing Information
(Section B) Taking Notes (B3-B31)
Instructions (B3-B10)
Transparency (B24-B31)
Refer to The Best Practices Toolkit
Organizing and Summarizing Information
(Section B)Using Summary Frames (B11B36)
Instructions (B11-B15)
Transparency (B22-B36)
Refer to The Best Practices Toolkit
Literary Analysis (Section D) Using Analysis
Frames (D24-D29)
Integrate Question Answer Relationship
QAR (see Language Arts Secondary page
under Resources)
Refer to The Best Practices Toolkit
Literary Analysis (Section D) Using Analysis
Frames (D48-D51)
Refer to The Best Practices Toolkit
Literary Analysis (Section D) Using Analysis
Frames (D46-D47)
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
Written Response to Reading
Anthology Instructional Routines for Writing:
Modeled, Guided, and Independent Writing Anthology
Assessment of Writing
Writing Product
Unit 3: Understanding Theme
Unit 3: Understanding Theme
Unit 3: Understanding Theme
What do Fish Have To Do With Anything?:
Evaluate a Symbol (p. 355)
Homeless: Support an Opinion (p. 361)
Spring Harvest of Snow Peas/Eating Alone:
Recurring Theme(p. 385)
ClassZone: Teacher’s Tool Kit
Carol Booth Olson’s Reading-Writing Lesson Plans:
Amigo Brother
Writing, Grammar & Style
Punctuation in Dialogue(p. 325)
Sentence Combining (p. 355)
Coordinating Conjunctions (p. 355)
Dependent and Independent Clauses (p. 415)
Dialogue (pp. 420, 422, T422, 424, 425)
Pronoun-Antecedent Agreement (p. 426)
Short Story
pp. 420-427
Unit 4: Mood, Tone, and Style
Unit 4: Mood, Tone, and Style
Unit 4: Mood, Tone, and Style
Unit 7: Biography and Autobiography
Unit 7: Biography and Autobiography
Unit 7: Biography and Autobiography
Unit 8: Information, Argument, and
Persuasion
Unit 8: Information, Argument, and Persuasion
Unit 8: Information, Argument, and
Persuasion
A Day’s Wait: Write a Letter (p. 475)
How Hemingway Wrote: Create Instructions
for Writers (p. 479)
The Only Girl .../Breaking the Ice: Compare
Tones (p. 507)
General of the Daughters of the American
Revolution/ The Autobiography of Eleanor
Roosevelt: Draw Conclusions (p. 779)
Montreal Signs Negro Shortstop/ Robinson
Steals Home in Fifth: Evaluate Texts for
Usefulness (p. 827)
What Do You Know About Sharks?: Write a
Summary (p. 883)
Like Black Smoke/ A World Turned…:
Compare and Contrast (p. 907)
Pro Athlete’s…/ Do Professional…: Explore the
Key Idea (p. 927)
ClassZone: Teacher’s Tool Kit
Carol Booth Olson’s Reading-Writing Lesson Plans:
Dark They Were, and Golden-Eyed
Writing, Grammar & Style
Subject-Verb Agreement (Number) (p. 465)
Subject-Verb Agreement (Using Compound Subjects) (p.
475)
Punctuation Marks (p. 530)
Writing, Grammar & Style
Capitalization of Proper Nouns (p. 789)
Punctuation of Titles (p. 843)
Quotations in Dialogue (p. 843)
Verb Tense (p. 856)
Writing, Grammar & Style
Commas in Appositive Phrases (p. 883)
Commas After Introductory Words and Phrases and in a
Series (p. 927)
Colons (p. 943)
Supporting Evidence (pp. 948, 951, 953)
Interrogative Pronouns (p. 954)
Interpretive Essay
(pp. 524-531)
Personal Narrative
(pp. 850-857)
Persuasive Essay
(pp. 948-955)
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
English Language Arts Grade 8
Core Texts
Anthology Unit/Literary Analysis
Reading Writing Connections
Harriet Tubman: Conductor on the Underground
Unit 2: Through Different Eyes
Describing a person/Narrative
Railroad, Ann Petry (Nonfiction)
Character and Point of View
Roll of Thunder, Hear My Cry, Mildred Taylor
Unit 3: The Place to Be
Comparison-Contrast Essay
(Historical Fiction)
Setting and Mood
Informative/Explanatory
A Single Shard, Linda Sue Park
Unit 4: A World of Meaning
Short Story
(Historical Fiction)
Theme and Symbol
The Pearl, John Steinbeck (Novella)
Unit 7: Our Place in the World
Cause-and-Effect Essay
Narrative of the Life of Frederick Douglass, Frederick History, Culture, and the Author
Argument
Douglass (Nonfiction)
Reading Concepts and Skills
Writing Concepts and Skills
1. Understanding the writing process
1. Understanding Text Genre Fiction and Nonfiction
 Evaluate the quality of writing for different audiences and purposes
 Apply evidence from text to identify main ideas
 Plan writing with a clear focus, coherent organization, and sufficient detail
 Apply knowledge of the purpose and elements of
 Draft writing by organizing ideas in a way that makes sense for the
fiction and nonfiction and provide evidence to
purpose
support ideas
 Revise to demonstrate improvement in organization, content, paragraph
 Apply evidence from the text to infer
development, level of detail, style, tone, and word choice (diction)
 Apply knowledge of theme to make inferences
compositions after revising
2. Vocabulary and Concept Development
 Edit using knowledge of standard English conventions
 Apply knowledge of word families to make
 Publish writing by developing and using appropriate rhetorical, logical, and
meaning
stylistic criteria for assessing final versions before presenting to varied audiences
2. Apply aspects of the writing process as needed for on-demand writing
3. Style and Language
3. Style, Vocabulary, and Language
 Apply knowledge of literary devices to support
 Apply knowledge of language and literary devices to improve
ideas
writing
Massachusetts Curriculum Framework for ELA and Literacy
Massachusetts Curriculum Framework for ELA and Literacy
Reading
Key Ideas and Details
1. Cite the textual evidence that most supports an analysis of
what the text says explicitly as well as inferences drawn
from text.
2. Determine a theme or central idea of a text and analyze its
development over the course of the text, including its
relationship to the characters, setting, and plot; provide an
objective summary of the text.
3. Analyze how particular lines of dialogue or incidents in the
story … propel action, reveal aspects of a character, or
provoke a decision.
Writing
Text Types and Purposes
1. Write arguments to support claims with clear reasons and relevant
evidence
2. Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and
analysis of relevant content
3. Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequence.
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
Independent Reading (8 Weeks)
Launch Independent Reading
Select 10-15 lessons from The First
Twenty Days of Independent Reading (see
Language Arts Secondary page under
Resources)
Refer to The Best Practices Toolkit
Vocabulary (Section E) Strategy Bank
(E1-E2)
Literary Analysis (Section D)Interacting
with Literature Questioning the Author
QtA (D21)
English Language Arts Grade 8
Anthology Instructional Routines for Reading
Launch McDougal Littell
Introductory Unit: The Power of Ideas
What Are Life’s Big Questions? (pages 2-3)
Literary Genres Workshop (pages 4-11)
Becoming an Active Reader (pages 12-15)
Expressing Ideas in Writing (pages 16-19)
Launch Essential Course of Study
Unit 2: Character and Point of View
The Treasure of Lemon Brown (Fiction, pp. 168-181)
Rules of the Game (Fiction, pp. 222-237)
Flowers for Algernon(Fiction, pp. 188-215)
Harriet Tubman… (NF, pp.258-273)
The Mysteries of Mr. Lincoln (NF, pp. 274-281)
Reciprocal Teaching
Launch Reciprocal Teaching with
Core Text: Harriet Tubman: Conductor
on the Underground Railroad, Ann
Petry
Read Reciprocal Teaching (see Language
Arts Secondary page under Research
Corner)
Read Considerations for Implementing RT
(see Language Arts Secondary page
under Resources)
Refer to The Best Practices Toolkit
Reading (Section A) Analyzing Content
QAR (A32) and RT (A35)
Independent Reading (5 Weeks)
Monitor Independent Reading
Refer to The Best Practices Toolkit
Choosing and Using the Right tool for the Job
(Section A) Becoming an Active Reader (A5A44) Vocabulary (Section E) Analyzing
Words (E6-E33)
Anthology Instructional Routines: *Close Reads
Reciprocal Teaching
Launch Essential Course of Study
Unit 3: Setting and Mood
The Drummer Boy of Shiloh (Fiction, pp. 316-325)
*The Monkey’s Paw (Fiction, pp. 358-373)
Mi Madre/Canyon de Chelly (Fiction, pp. 416-423)
*The Story of an Eye Witness/Letter from New Orleans:
leaving Desire (NF, pp. 396-415)
Integrate Reciprocal Teaching with
Core Text: Roll of Thunder, Hear My
Cry, Mildred Taylor
Independent Reading (5 Weeks)
Anthology Instructional Routines: *Close Reads
Reciprocal Teaching
Monitor Independent Reading
Launch Essential Course of Study
Unit 4: Theme and Symbol
Gil’s Furniture Bought … (Fiction pp. 448-453)
*Pandora’s Box (Fiction, pp. 454-461)
The Old Grandfather and … (Fiction, pp. 462-475)
The Diary of Anne Frank (NF, pp. 484-543)
*Beyond the Diary of Frank(NF, pp. 544-553)
Integrate Reciprocal Teaching with
Core Text: A Single Shard, Linda Sue
Park
Independent Reading (6 Weeks)
Anthology Instructional Routines: *Close Reads
Reciprocal Teaching
Monitor Independent Reading
Launch Essential Course of Study
Unit 7: History, Culture, and the Author
The Snapping Turtle (Fiction, pp. 766-781)
Out of Bounds (Fiction, pp. 782-799)
One Last Time (NF, pp. 816-829)
*Dreams from My Father (NF, pp. 830-845)
*Out of Many, One (NF, pp. 846-849)
Integrate Reciprocal Teaching with
Core Texts: The Pearl, John Steinbeck
Refer to The Best Practices Toolkit
Organizing and Summarizing Information
(Section B) Taking Notes (B3-B31)
Instruction (B3-B10)
Transparency (B24-B31)
Refer to The Best Practices Toolkit
Organizing and Summarizing Information
(Section B)Using Summary Frames (B11B36)
Instruction (B11-B15)
Transparency (B32-B36)
Refer to The Best Practices Toolkit
Literary Analysis (Section D) Analyzing
Characters, Plot , and Setting (D15-D16)
Transparency (D62-D63)
Instruction (D15-D16)
Refer to The Best Practices Toolkit
Literary Analysis (Section D) Using
Analysis Frames (D23, D24-D25, D34D35)
Narrative of the Life of Frederick Douglass,
Frederick Douglass
Refer to The Best Practices Toolkit
Literary Analysis (Section D) Interacting
with Literature (D17 & D21)
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
Written Response to Reading
Unit 2: Character and Point of View
The Treasure of Lemon Brown: Write a
Dialogue (p. 181)
Rules of the Game: Explore Point of View (p.
237)
Unit 3: Setting and Mood
The Story of an Eyewitness/ Letter From New
Orleans: Leaving Desire: Compare (p. 415)
Unit 4: Theme and Symbol
Gil’s Furniture Bought and Sold: Analyze a
Character (p. 453)
The Old Grandfather and His Little
Grandson/The Wise Old Woman: Compare
and Contrast (p. 475)
A Diary from Another World/ The Last Seven
Months of Anne Frank: Make a Generalization
(p. 553)
Unit 7: History, Culture, and the Author
The Snapping Turtle : Examine Values (p.
781)
Out of Bounds: Create a Community Plan
(p.799)
One Last Time: Compare Narrators (p. 829)
Out of Many, One: Compare and Contrast (p.
849)
Anthology Instructional Routines for Writing:
Modeled, Guided, and Independent Writing
Unit 2: Character and Point of View
ClassZone: Teacher’s Tool Kit
Carol Booth Olson’s Reading-Writing Lesson Plans:
Flowers for Algernon
Harriet Tubman: Conductor on the Underground Railroad
Writing, Grammar & Style
Verb Tenses (p. 181)
Comparative and Superlative Forms of Modifiers (p. 221)
Sentence Combining Using Coordinating Conjunctions
(p. 237)
Independent and Dependent Clauses (p.273)
Clichés (p. 298)
Interrogative Pronouns (Who and Whom) (p. 298)
Unit 3: Setting and Mood
ClassZone: Teacher’s Tool Kit
Carol Booth Olson’s Reading-Writing Lesson Plans:
The Drummer Boy of Shiloh and The Monkey’s Paw
Writing, Grammar & Style
Misplaced Modifiers (p. 357)
Subject-Verb Agreement with Compound Subjects (p.373)
Subject-Verb Agreement with Indefinite Pronouns (p. 395)
Transitions that Signal Comparison and Contrasts (pp. 428,
430)
Sentence Fragments and Run-On Sentences (p.430)
Unit 4: Theme and Symbol
ClassZone: Teacher’s Tool Kit
Carol Booth Olson’s Reading-Writing Lesson Plans:
The Diary of Anne Frank
Writing, Grammar & Style
Subject-verb Agreement Using Prepositional Phrases (p 453)
Active and Passive Voice p. 483 & Capitalization (p. 543)
Questions for Developing a Story (p. 564)
Verb Tenses (p. 564)
Unit 7: History, Culture, and the Author
Writing, Grammar & Style
Compound-Complex Sentences (p.781)
Colons p. 799 & Semicolons (p. 829)
Commas After Introductory Words or Phrases (p. 866)
Assessment of Writing
Writing Product
Unit 2: Character and Point of View
Character Description (pp. 292-298)
Unit 3: Setting and Mood
Comparison –Contrast Essay
(pp. 424-430)
Unit 4: Theme and Symbol
Short Story (pp. 558-564)
Unit 7: History, Culture, and the Author
Writing Product
Cause-and-Effect Essay (pp. 860-866)
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]
For additional information contact Oneida Fox Roye, Sr. Program Director, Department of Secondary ELA & Literacy at [email protected]