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Grade 7 ELA Curriculum Map: p. 1

Charleston Community School District No. 1 Revised 03/09

comprehension general comprehension strategies

State Goal 1: Read with understanding and fluency. 1B: Apply reading strategies to improve understanding and fluency.

Goal 1C: Students who meet the standard can comprehend a broad range of reading materials Best Practices ♦ Comprehension instruction in a Reading Workshop engages students in 3‐5 weeks of in‐depth units of

study focusing on each of the 7 comprehension strategies. ♦ Teachers use mini‐lessons to model/demonstrate/think‐aloud through a read aloud or shared reading

experience. ♦ Students are given time to practice each strategy during independent reading. Evidence of their thinking

includes response journals, post‐it notes, and graphic organizers. ♦ Students receive additional focused instruction in small, flexible groups daily. ♦ Teacher confers with students, providing feedback to individual student readers. Information gathered

from these individual conferences along with formal and informal assessments are used to guide and plan instruction.

Related Descriptors Use skimming to preview reading materials and scanning to detect major visual patterns and identify text structure before reading.

Make connections to real world situations or related topics before and during reading. 1B.2 (MAKING CONNECTIONS)

Define and analyze information needed to carry out a procedure. 1B.3 Infer and draw conclusions about text supported by textural evidence and experience. 1B.5 (INFERRING)

Apply self‐monitoring techniques and adjust rate to increase comprehension. 1B.8 (SELF‐MONITORING) See also: Fluency section

Select and read books for recreation. 1B.9 Use inferences to improve and/or expand knowledge obtained from text and ask open‐ended questions to improve critical thinking skills. 1C.1 (INFERRING)

Synthesize key points and supporting details to form conclusion and to apply text information to personal experience. 1C.2 (SYNTHESIS)

Identify story elements, major and secondary themes in text. 1C.3 Explain how story elements and themes contribute to the readerʹs understanding of text. 1C.4 Compare themes, topic, and story elements of various selections across content areas. 1C.5 (SYNTHESIS) Select reading strategies for text appropriate to the readerʹs purpose. 1C.6 (SELF‐MONITORING) Recognize similarities and differences when presented with varying styles or points of view. 1C.7 (SYNTHESIS)

Recognize the influence of media on a readerʹs point of view concerning the interpretation of fiction or non‐fiction materials. 1C.8 (SYNTHESIS)

Recognize how illustrations reflect cultural styles of art and enhance meaning. 1C.9 (SYNTHESIS) Explain why some points are illustrated. 1C.10 (SYNTHESIS) Evaluate imagery and figurative language. 1C.11 (INFERRING) See: Phonic & Vocabulary Use text information to interpret tables, maps, visual aids, or charts. 1C.12 (SYNTHESIS) Apply appropriate reading strategies to fiction and non‐fiction texts within and across content areas. 1C.13 (SELF‐MONITORING)



Instructional Elements/Teacher Resources & Anchor Text

• Think Aloud/Model during Read Alouds • Allow Opportunities for Discussion • Marking Text • 7 Comprehension Strategies

(before/during/after reading) o See below for essential elements of comp. strategies

o Make class anchor charts for each strategy

• Text Structure • Features of Text • Create culture of “Reading Is Thinking” Anchor Texts: novel sets, short stories, independent reading books, informational articles, content area texts

Making Connections/Schema (Strategy #1)

• Activate Prior Knowledge (Schema) • T‐S, T‐T, T‐W • Previewing/Predicting Anchor Text: short stories, poetry, independent reading books, literature circle books

Making Connections/Schema – Teacher Resources

• Additional Best Practices Information – Making Connections ‐ Strategies that Work pg. 67 – 80

• Additional Best Practices Information ‐ Suggested book lists for making connections – Strategies That Work, pg.197 – 200.

• Model making connections before, during and after reading – Teaching Reading: A Complete Resource ‐ pg. 149

• Comprehension constructor with connections guide – Do I Really Have to Teach Reading? pg. 125

• Response options for making connections,

Student Products & Informal Assessments

• Response Journals • Reading Logs • Post Its Notes

• Graphic Organizers that support multiple

strategies: o T‐Chart o 2 column notes

Making Connections/Schema (Strategy #1) • Anticipation Guide – completed prior to

reading the piece of literature • Venn Diagrams • KWL Chart

Making Connections/Schema ‐ Teacher Resources • Complete connections using pages 186, 206,

222, 337, 394 of Teaching Reading: A Complete Resource

• Complete Comprehension Constructor with connections guide – I Read It But I Don’t Get It, pg. 121, 125, 126, 131

• Teacher evaluation of connections made in literature circles

• Teacher evaluation of connections made in class discussions and journal writes

• Teacher evaluation of connections made when independent reading during



Strategies That Work, pg. 265 – 269 • Personal Connections, pg. 7‐12 • Discuss ways that media (movies, books,

music, etc.) influence connections and interpretation of literature and non‐fiction

Questioning (Strategy #2)

• Thick and Thin Questioning • QAR Anchor Texts: anything that is being read in the class such as literature circle books, independent reading books, informational articles, short stories, poetry, picture books

Questioning Strategies – Teacher Resources

• Asking open‐ended questions, Teaching Reading: A Complete Resource, pg. 127

• Concept Ladder from Tools for Teaching Content Literacy by Janet Allen

• Teach A Different Kind of Questioning pg. 93‐94 from Yellow Brick Roads by Janet Allen

• Teach “I Wonder” questions pg. 16 from Snapshots by Hoyt

• Teach Question the Text pg. 3‐11 from The Comprehension Toolkit; Ask Questions by Harvey and Goudvis

Visualization (Strategy #3)

• Mental images/”movie in my mind” • Using schema to visualize • Images from all senses and emotions • Powerful language

teacher/student conference

Questioning (Strategy #2) • KWL Chart • DRTA • Questioning Web • Anticipation Guide • Discussion with whole and small group

Questioning Strategies ‐ Teacher Resources • Utilize “I Wonder” question sheet before,

during, and after reading pg. 17 from Snapshots by Hoyt

• Use question sheet pg. 43 to go with Question the Text from The Comprehension Toolkit; Ask Questions by Harvey and Goudvis

• 5W’s Information Organizer – Teaching Reading, A Complete Resource, pg. 334 & 347

• Questions Help You Set Purposes and Keep You Interested, Teaching Reading: A Complete Resource pg. 209

• Using Questions to Understand Your Informational Text, Teaching Reading: A Complete Resource, pg. 212

Visualization (Strategy #3)

• Drawing pictures to represent image in head from text descriptions

• Sketch to stretch • Oral descriptions by students for others to

visualize



Anchor Text: poetry, Tuck Everlasting, reading as being done in class

Inferring & Drawing Conclusions (Strategy #4)

• Reading between the lines • Infer to predict • Characterization and story elements • Theme, mood • Drawing conclusions • Cause/effect • Context clues

Anchor Text: independent reading books, literature circle books, short stories, poetry, anything being read in class

Inferring and Drawing Conclusions – Teacher Resources

• Additional Best Practices Information ‐ What is an inference? I Read It But I Don’t Get It, pg. 101 – 106, 123

• Additional Best Practices Information ‐ Exploring Implied Meanings Teaching Reading in the Middle School, pg. 167 – 176

• Making Inferences with Fiction & Informational Text, Teaching Reading: A Complete Resource pg. 111 – 117

• Inference: Reading Between the Lines, Yellow Brick Roads, pg. 160 – 165, H5 & H6

• Asking open‐ended questions, Teaching Reading: A Complete Resource, pg. 127

• Using details to find main idea, Teaching Reading: A Complete Resource, pg. 180 – 181, 213

• Drawing conclusions from dialogue Reading Smarter, pg. 288 – 291

Inferring & Drawing Conclusions (Strategy #4) • 2‐column notes/T‐Chart • Anticipation Guide

Inferring and Drawing Conclusions – Teacher Resources • Complete Fleshing Out a Character, Yellow

Brick Roads,pg. H5 • Complete Looking at our Options, Yellow

Brick Roads, pg. H6 • Complete Collect Story Details to Make

Inferences, Teaching Reading: A Complete Resource, pg. 211

• Complete You Can Read Between the Lines, Teaching Reading: A Complete Resource, pg. 219

• Complete practice passages making inferences, Strategies that Work! Comprehension Practice Pg. 26 ‐ 27

• Complete passages practicing drawing conclusions, Strategies that Work! Comprehension Practice Pg. 34 – 35

• Complete passages practicing finding main idea, Strategies That Work! Comprehension Practice, pg. 18 – 20

• Vocab‐O‐Gram, Making Connections: Alternatives to the Vocabulary Notebook, pg. 38



Determining Importance in Text (Strategy #5)• Summarization • Sequencing • Very Important Points • Main idea and supporting details

Anchor Texts: anything being read in class.

Determining Importance in Text – Teacher Resources

• Using details to find main idea, Teaching Reading: A Complete Resource, pg. 180 – 181, 126

• Teach finding important information rather than just one main idea pg. 131‐132 from Strategies That Work by Harvey and Goudvis

• Teach two word strategy pg. 4 from Revisit, Reflect, Retell by Hoyt

• Teach very important points pg. 6‐7 from Revisit, Reflect, Retell by Hoyt

• Teach what is important pg. 11 from Revisit, Reflect, Retell by Hoyt

Synthesizing (Strategy #6) See Comprehension State Goal 2 for strategies related to characterization, story elements, theme, mood.

• Theme • Mood • Author’s purpose • Connecting all strategies to make deeper,

personal meaning • Extending meaning through discussion

Anchor Text: short stories, literature circle books, novels being used in class, independent reading books

Determining Importance in Text (Strategy #5)• VIP • Point It Out • KWL

Determining Importance in Text – Teacher Resources • Complete Focus on Details and Find the

Main Idea, Teaching Reading: A Complete Resource, pg. 197

• Complete Zoom in on Details and Find the Main Idea, Teaching Reading: A Complete Resource, pg. 213

• Complete practice passages for finding the main idea, Strategies that Work! Comprehension Practice, pg. 18 ‐ 20

Synthesizing (Strategy #6) (See Comprehension State Goal 2)

• Classroom discussion • Story elements graphic organizer



Self‐Monitoring (Strategy #7) • Re‐reading • Using context clues • Reading aloud to clarify meaning

Anchor Texts: anything being read in class or independently

Self‐Monitoring Strategies – Teacher Resources

• Additional Best Practices Information ‐ Lessons to teach self‐monitoring during reading – Teaching Reading: A Complete Resource for Grades 4 and Up binder pages 98 – 110, 163 – 164

• Additional Best Practices Information ‐ Retelling to assess student comprehension – information about the process and assessment, When Kids Can’t Read What Teachers Can Do, pg. 152 ‐ 159

• Additional Best Practices Information ‐ Monitoring Comprehension information – Strategies That Work pg. 16 – 20

• Additional Best Practices Information ‐ Read Alouds/Think Alouds – explanation, roles, materials – Yellow Brick Roads pg. 43 – 55

• Re‐reading to make sense of passage • Using context clues to form meaning • Reading aloud to clarify meaning

Independent Reading

• Use 5 finger rule to select books at independent reading level (see handout in binder)

• Students’ Self‐Selected reading – information on motivation, book selection, organization, recommended titles, teacher’s role, sharing opportunities – Modifying the Four Blocks for Upper Grades pages 28 – 58

• Book Pass – Tools for Teaching Content

Self‐Monitoring (Strategy #7) Self‐Monitoring Strategies – Teacher Resources• Teacher Observation of comprehension and

self‐monitoring • Complete a I Used to…but Now I

can…form, Teaching Reading: A Complete Resource, pg. 66

Independent Reading • Book Bistro – sharing activity • Completion of Book Pass form • Other book sharing opportunities (ie. Power

Point, book talk, flip book, mobile, etc.) • Reading log, content reading conference

form for fiction and nonfiction, book conference form for fiction or nonfiction, strategic reading conference form, peer book conference form – Teaching Reading: A



Literacy flip chart “Book Pass”; explanation on pages 103 – 106 of Yellow Brick Roads by Janet Allen

• Student and teacher book talks – for information see Teaching Reading: A Complete Resource for Grades 4 and Up binder, pages 431 – 443

Complete Resource for Grades 4 and Up binder, pages 422 – 430.

Additional Teacher Resources:

Formal Assessments QRI MAP Assessment ISAT Teacher‐created test items

Notes:



comprehension exploring genre and literary elements

State Goal 2: Read and understand literature representative of various societies, eras, and ideas. 2A: Students who meet the standard can understand how literary elements

and techniques are used to convey meaning. 2B: Students who meet the standard can read and interpret a variety of literary works.

Best Practices ♦ Teachers use mini‐lessons to model/demonstrate/think‐aloud through a read aloud or shared reading

experience. ♦ Students are given time to practice each strategy during independent reading. Classroom libraries should

contain a variety of genres at a range of reading levels. ♦ Students receive additional focused instruction in small, flexible groups daily. ♦ Teacher confer with students, providing feedback to individual student readers. Information gathered

from these individual conferences along with formal and informal assessments are used to guide and plan instruction.

♦ Evidence of their thinking includes response journals, post‐it notes, and graphic organizers.

Related Descriptors Use skimming to preview reading materials and scanning to detect major visual patterns and identify text structure before reading. 1B.1 See Comprehension Goal 1 – Skim & Scan/Text Structures

Demonstrate understanding of structure through the use of graphic organizers and outlining (e.g., mapping, time lines, Venn diagrams). 1B.4

Analyze how structure contributes to the understanding of text. 1B.6 See Comprehension Goal 1 – Text Structures

Identify story elements, major and secondary themes in text. 1C.3 See Comprehension Goal 1 – Elements/Theme

Explain how story elements and themes contribute to the readerʹs understanding of text. 1C.4 See Comprehension Goal 1 – Elements/Theme

Read a wide range of fiction/ nonfiction. 2A.1 See also: Comprehension Goal 1 – Select & Read Books for Recreation

Analyze and evaluate literacy elements (e.g., character, plot, setting, theme, conflict) to determine their importance to the story. 2A.2 (DETERMINING IMPORTANCE) See Comprehension Goal 1 – Elements/Theme

Predict how the story might be different if the author changed certain literary techniques (e.g., dialect, setting, vocabulary). 2A.3 (INFERRING)

Use literature terminology accurately (e.g., flashback, foreshadowing, metaphor, simile, personification, onomatopoeia, alliteration). 2A.4 See Phonics & Vocabulary – Figurative Language

Identify examples of connections among an author, the cultural and historical context, and the work. 2A.5 See Comprehension Goal 1 ‐ Connections

Use new vocabulary from literature in other contexts. 2A.6 See Phonics & Vocabulary Identify, analyze, and compare techniques used by authors to elicit reader response. 2A.7 (SYNTHESIS) Compare characteristics and elements of various literary genre (e.g., short stories, novels, dramas, poetry, biographies). 2A.8 (SYNTHESIS)

Make inferences regarding the motives of characters and consequences of their actions by citing the text. 2A.9 (INFERRING) See Comprehension Goal 1 – Inferences & Elements



Respond to fiction using interpretive and evaluative processes. 2B.1 Make connections from text to text, text to self, and text to world. 2B.2 (MAKING CONNECTIONS) See Comprehension Goal 1 ‐ Connections

Interpret nonfiction text and informational materials. 2B.3 (SYNTHESIS) Sequence information needed to carry out a procedure. 2B.4 See Comprehension Goal 1 – Evaluating Directions

Distinguish between significant and minor details. 2B.5 (DETERMINING IMPORTANCE)See Comprehension Goal 1 – Main Idea

Extend a literary text (e.g., alternate endings, additional dialog for a character). 2B.6 Engage in literary discussions (e.g., conflict, resolutions, relevance, background, effectiveness, realism.)

2B.7 Instructional Elements/Teacher Resources & Anchor Text

• Read aloud/Think Aloud from a variety of genres

• Students read a variety of genres • Book clubs/literature circles • Guided reading groups • Genre studies

Anchor Texts: informational articles, content area texts, novels, short stories

FICTION ESSENTIALS

Fiction Essentials (See Literary Elements descriptors) - combine the teaching of literary elements with comprehension strategies Response to Literature

• Discuss with small groups or whole class the effect of setting, characters, dialogue and other elements on the story and discuss how changes in those elements would impact the story. Share variety of a children’s story (like Cinderella stories) across cultures and discuss common elements and differences

• Discuss author’s style and how another author’s style might change the story, Reacting to Literature, pg. 14

• Practice summarizing a fictional text using “Somebody Wanted But So”, Teaching Reading: A Complete Resource, pg. 182 – 183. Complete according to a change in one of the elements.

Student Products & Informal Assessments

FICTION ESSENTIALS Response to Literature

• Rewrite story from another character’s point of view or from another setting.

• Write RAFT assignment based on another character’s point of view.

• Complete a Personal Response Journal while reading a story/novel

• Complete a Character Study of the story/novel, Reacting to Literature, pg. 13

• Complete a Book Conference Form, Teaching Reading in the Middle School, pg. 304

• Extend a story by writing alternate endings & additional dialogue

• Participate in small group book discussions (lit circles) to discuss story



• Share opinions about reading material and justify those opinions.

• Discuss connections made to the literature in whole class discussion or small group discussion

• Use questions specific to the current genre of study, Teaching Reading in the Middle School, pg. 290 – 295 Anchor Texts: novels used in class, in literature circles, independent reading, short stories

Inferring & Drawing Conclusions (Strategy #4) Additional Best Practices Information – Discussion questions related to elements, When Kids Can’t Read What Teachers Can Do pg. 271 – 273 and discussion cards to discuss elements and literary techniques with partners, Modifying the Four Blocks for Upper Grades, pg. 222 – 224 Character Analysis

• Characters & Characterization, Figuratively Speaking, pg. 62 – 64

• Depth of Character, Reading Smarter, pg. 314 – 315

• Understanding a Character’s Personality, Teaching Reading: A Complete Resource, pg. 120 – 121, 174 – 175

• Character Changes, Teaching Reading: A Complete Resource, pg. 176 – 177, 122 – 123

• Weigh In on a Personality – Teaching Reading: A Complete Resource, pg. 400 – 401

• Complete character maps & character relationship maps, 50 Graphic Organizers for Reading, Writing, & More, pg. 22 – 25

elements, reactions, etc. • Complete topics for Pre‐Discussion

Journal Responses, Literature Circles, pg. 37

• Complete Pre‐Discussion Response #4, Literature Circles, pg. 52

Inferring & Drawing Conclusions (Strategy #4) Character Analysis • Character analysis, Teaching Reading: A

Complete Resource, pg. 192 – 193, 189, 195 • Complete Prove Those Hunches About

Characters, Teaching Reading: A Complete Resource, pg. 220

• Complete Change Makers: How do These Affect Characters? Teaching Reading: A Complete Resource, pg. 221

• Complete Cue In On Characters’ Values, Teaching Reading: A Complete Resource, pg. 222

• Create a Puzzle Person analyzing character traits, 25 Fun and Fabulous Literature Response Activities and Rubrics, pg. 5 – 9

• Rewrite a story from another character’s point of view to see how it changes the story

• Character maps and webs • Character Traits graphic organizers from

Graphic Organizers and Activities for Differentiated Instruction in Reading pg. 40‐41



Setting • Visualization (Strategy # 3) • Discussion of setting and its importance

Plot (Summarizing/Retelling) • Synthesizing (Strategy # 6) • Instruction about plot, Figuratively

Speaking, pg. 98 – 100 • Use Plot Diagram to chart the plot of a

story, 50 Graphic Organizers for Reading, Writing, & More, pg. 66 – 67

Narration & Dialogue

• Inferring & Drawing Conclusions (Strategy #4)

• Effect dialogue has on the story and an understanding of the characters

Point of View

• Inferring & Drawing Conclusions (Strategy #4)

Setting• Complete Be a Storyboard Artist for

Settings, Teaching Reading: A Complete Resource, pg. 398 – 399

• Complete Sizing Up the Setting, 25 Fun and Fabulous Literature Response Activities and Rubrics, pg. 34 – 36

• Graphic organizer Setting the Scene and Setting Web, Graphic Organizers and Activities for Differentiated Instruction in Reading pg. 52‐53

Plot (Summarizing/Retelling) • Complete Pertinent Plot Parts activity, 25

Fun and Fabulous Literature Response Activities and Rubrics, pg. 49 – 52

• Complete Plot Turning Points Posters, 25 Fun and Fabulous Literature Response Activities and Rubrics, pg. 14 – 17

• Story maps • Book Summary Organizer, Graphic

Organizers and Activities for Differentiated Instruction in Reading pg. 86

• Complete Picture Perfect, Graphic Organizers and Activities for Differentiated Instruction in Reading, pg. 23

• Complete Predict‐a‐Plot, Graphic Organizers and Activities for Differentiated Instruction in Reading, pg. 28

Narration & Dialogue • Class discussion about what the dialogue

and dialect tell us about the characters and how it effects the story.

Point of View • Practice comparing point of view, 25

Fun and Fabulous Literature Response



• Share information about First and Third Person Point of View and practice identification, Reading Smarter, pg. 257 – 268 & Figuratively Speaking, pg. 95 – 97

Conflict

• Determining Importance (Strategy #5) • Types of conflict, Reading Smarter, pg. 222

– 230 & Figuratively Speaking, pg. 65 – 67 Theme/Mood

• Additional Best Practices Information – Helping students understand theme, Teaching Reading in the Middle School, pg. 173, 193 – 195

• Teaching guidelines for tried‐and‐true tools for finding theme, Teaching Reading: A Complete Resource, pg. 178 – 179, 196

• Discuss Mood and Tone, Figuratively Speaking, pg. 89 – 91

• Moral and theme, Figuratively Speaking, pg. 92 – 94

• Understanding theme, Teaching Reading: A Complete Resource, pg. 124 – 125

Anchor Text: novels being read in class or in literature circles, short stories

Determining Author’s Purpose

• Synthesizing (Strategy #3) • Discussion of author’s background and how

it impacted their work‐short stories, picture books, novels

• Discuss Authorial Comment, Reading Smarter, pg. 342 – 345

• Poetic license, Figuratively Speaking, pg.

Activities and Rubrics, pg. 53 – 56 • Rewrite a story from another character’s

point of view to see how it changes the story• Graphic organizer, Graphic Organizers and

Activities for Differentiated Instruction in Reading, pg. 76

Conflict • Graphic organizer. Problem Path & Solution

Stew, Graphic Organizers and Activities for Differentiated Instruction in Reading, pg. 65

Theme/Mood • Create a Theme Shape Poem, 25 Fun and

Fabulous Literature Response Activities and Rubrics, pg. 43 – 45

Determining Author’s Purpose

• Author profile sheet, Reacting to Literature, pg. 2

• Group discussion in literature circles of how author achieves intended effect



101 – 103 • Questions to reflect on Author’s Style,

When Kids Can’t Read, pg. 273 • Hunt for author’s purpose, Deeper Reading,

pg. 152 – 153, 165 – 166

GENRE Read Variety of Fiction/Nonfiction

• Self Monitoring (Strategy # 7) • Additional Best Practices Information –

Gaining insights into your students’ independent reading, Teaching Reading: A Complete Resource, pg. 419 – 420

• Additional Best Practices Information – Use reading logs to track reading patterns, Teaching Reading: A Complete Resource, pg. 422‐ 423

• Additional Best Practices Information – Guidelines for conferences with students about independent reading, Teaching Reading: A Complete Resource, pg. 424 – 429

• Incorporate various genres into classroom curriculum via literature circle selections, independent reading choices, etc.

Genres

• Synthesizing (Strategy # 3) • Discuss genres and examples from

literature, Figuratively Speaking, pg. 80 – 82

• Study and identify elements of genres (mystery, fantasy, adventure, science fiction, poetry, realistic fiction, short stories, folklore, historical fiction) using Literature Pockets Fiction, pg. 5‐6, 13‐14, 23 – 24, 40 – 41, 54 – 55, 69 – 70, 78 – 79, 84 – 85, 89 – 90 Anchor Texts: all reading done during the year

GENRE Read Variety of Fiction/Nonfiction

• Complete reading logs • Participate in teacher/peer conferences

about independent reading, Teaching Reading: A Complete Resource, pg. 426 ‐ 430

• Share independent reading books with others using a book talks, book bistros, and other formats

• Complete oral retellings, Revisit, Reflect, Retell, pg. 39 – 43

• Complete informational retellings, Make It Real, pg. 198 – 200

Genres • Complete elements charts for genres

listed in Literature Pockets Fiction (see pages in other column)

• Keep a genre log, Snapshots, pg. 175 – 177



Writing/Evaluating Directions • Reading and following directions Strategies

that Work! Comprehension Practice, pg. 40 • Create directions for how to perform a task

and identify missing directions • Follow written and oral directions • Create a game and write directions for it

NON‐FICTION ESSENTIALS Nonfiction Text

• Determining Importance/Synthesis • Additional Best Practices Information –

Determining importance in nonfiction text, Strategies That Work, pg. 118 – 142

• Additional Best Practices Information – Interpreting Nonfiction, Deeper Reading, pg. 83 – 88

• Additional Best Practices Information – Reading nonfiction – Purposes, strategies that help, determining importance, support for struggling readers, Nonfiction Matters, pg. 67 – 87

• Additional Best Practices Information – Exploring nonfiction genres, Nonfiction Matters, pg. 167 – 189

• Text features, Make It Real, pg. 14 and Informational Text Teaching Points, Make It Real, pg. 21

• Good Reading strategies for informational text, Make It Real, pg. 97 ‐102

• Inferring with Informational Text. Make It Real, pg. 98 – 99

• Drawing Conclusions – Make It Real, pg. 100

• Making Inferences with Informational Text – Teaching Reading: A Complete Resource, pg. 165 – 167, 169

• Self‐Questioning Strategies, Make It Real, pg. 101

• Comprehension Strategies Log, Make It

Writing/Evaluating Directions • Teacher evaluation of written directions for

accuracy • Observation by teacher of following

directions • Practice following directions, Strategies that

Work, Comprehension Practice, pg. 41 – 43

NON‐FICTION ESSENTIALS

Nonfiction Text • Complete book reviews for nonfiction

materials or information book ratings, Revisit, Reflect, Retell, pg. 154 – 155

• Complete a nonfiction scaffold to use before and after reading, Revisit, Reflect, Retell, pg. 131

• Retelling expository text guidelines, Revisit, Reflect, Retell, pg. 125

• Complete a chart of how informational books can change your thinking, Teaching Reading: A Complete Resource, pg. 194

• Complete a pair up and confer form about a biography, Teaching Reading: A Complete Resource, pg. 206

• Use questions to understand informational text, Teaching Reading: A Complete Resource, pg. 212



Real, pg. 102 • Developing guiding questions before

reading & assessment of question quality, Make It Real, pg. 122 – 123, 125

• Skim and scan informational text, Make It Real, pg. 186 – 187

• Sum it up & retelling, Make It Real, pg. 196 – 197

• Summarizing informational text, Teaching Reading: A Complete Resource, pg. 130 – 131, 199, 207, 215, 225

• Practice finding facts, Strategies That Work, Comprehension Practice, pg. 77

• Use web plus to find main ideas or topics of an article, Strategies That Work, Comprehension Practice, pg. 78

• Outlining main topics and supporting details, Strategies That Work, Comprehension Practice, pg. 80 Anchor Texts: Junior Scholastic, informational articles related to content area classes

Skimming and Scanning

• Additional Best Practice Information ‐ Using the strategy – Readers’ Handbook pg. 656 – 657, Teaching Reading in the Middle School, pg. 160 ‐161

• Using the SQ3R method to preview materials

• Checklist of Strategies Students Use Before Reading Teaching Reading: A Complete Resource pg. 44

• Skimming and scanning content text‐ Tools for Teaching Content Literacy flip chart by Janet Allen Anchor Texts: informational articles, Junior Scholastic articles,

Skimming and Scanning • Complete the Skimming and Scanning form

from flipbook • Complete a preview of materials using an

SQ3R chart



Text Structures & Supports • Additional Best Practices Information ‐ Text

structures and supports information – Yellow Brick Roads pg. 156 – 157

• Additional Best Practices Information ‐ Understanding text structure information – Yellow Brick Roads, pg. 138 – 141

• Textbook Activity Guide (TAG), Tools for Teaching Content Reading flip book

• 5 finger rule for reading a textbook (handout in binder) Anchor Text: Information articles, content area texts

Interpret Tables/Charts/Graphs/Maps/Visual Aids/Illustrations

• Use “Junior Scholastic” magazine to discuss and practice interpreting visual aids

• Practice with graphs Teaching Reading: A Complete Resource pg. 350 – 351, 355

• Discuss purposes of illustrations, how they impact the literature and enhance meaning. Anchor Texts: Informational Articles, content area texts

Text Structures & Supports • Graphic Organizer for using titles, clues,

headings to make predictions – 50 Graphic Organizers for Reading, Writing, & More pg. 90

• TAG (Textbook Activity Guide) by Janet Allen pg. 10 ‐ 22

• Completion of TAG (Textbook Activity Guide) from Tools for Teaching Content Literacy for flip chart by Janet Allen

• Completion of chart of information for Informational Text Planning sheet– Make It Real, pg. 253 – 254

Graphic Organizers/Outlining (Text Structure)

• Complete Think‐About Strategies, Graphic Organizers and Activities for Differentiated Instruction in Reading, pg. 17

• Outlining, Strategies That Work pg. 80 • Venn Diagram & Compare Chart, Graphic

Organizers and Activities for Differentiated Instruction in Reading, pg. 88 ‐89

• The News Room (5 W’s) and Web Plus Subs, Strategies That Work, pg. 77 ‐ 78

Interpret Tables/Charts/Graphs/Maps/Visual Aids/Illustrations Practice using table of contents, index, schedules, maps, charts/tables/graphs ‐ Strategies that Work! Comprehension Practice pg. 55 ‐ 65



Additional Teacher Resources: Formal Assessments: • MAP Assessments • Teacher Created Assessments

Notes:



fluency general fluency strategies

State Goal 1: Read with understanding and fluency. 1B: Apply reading strategies to improve understanding and fluency.

Best Practices ♦ Fluency instruction is used to enhance students reading rate, accuracy, phrasing, and expression ♦ Paired Reading is utilized for students who are struggling with fluency ♦ Repeated Readings are utilized for students who are struggling with fluency ♦ Read Alouds provide a model of fluency ♦ Readers Theater, Echo reading and Choral reading are used for all students. ♦ Based on Oral Reading Fluency rates, students should be identified for intervention in this area.

Fluency can then be reinforced and practiced as a focus for small groups. Related Descriptors

□ Read aloud fluently (with expression, accuracy, and appropriate speed). 1B.7

Instructional Elements/anchor texts & Teacher Resources: Read aloud to model fluency (accuracy, phrasing, rate, expression) Daily Independent Reading Time Choral Reading Echo Reading Paired Reading Reader’s Theater Audio-Recorded assistance Repeated reading of familiar text Anchor texts: poetry, readers’ theater scripts, Scope magazine scripts, audio books

• Fluency Development Lesson – The Fluent Reader pg. 129 – 132

• Reader’s Theater – Using Readers Theater as a Method for Developing Fluency – Teaching Fluency Beyond the Primary Grades pg. 33 – 44

• Performing Reader’s Theater Straight from the Book., Snapshots, pg. 62 ‐ 73

Student Products & Informal Assessments • Read with me fluency rubric • Readers Theater performance rubric • Repeated reading graph of progress for

intervention students • Additional Best Practices Information ‐

Assessing Fluency information – Small‐Group Reading Instruction, pg. 98 – 103, 128, 133

• Additional Best Practices Information - Ways to assess fluency – Teaching Fluency Beyond the Primary Grades pg. 114 – 117.

• “Scope Magazine” readers’ theater scripts



• Echo Reading • Paired Reading – The Fluent Reader pg. 68

– 69, pg. 65, pg. 67 • Repeated reading & radio reading – The

Fluent Reader, pg. 78 – 100 • Ideas for Fluency activities – Small Group

Reading Instruction, pg. 120 • Oral reading opportunities to assist fluency

– The Fluent Reader pg. 144 – 155 Choral Reading – Teaching Fluency Beyond the Primary Grades pg. 104 – 109

• Audio‐recorded assistance

Additional Teacher Resources: Formal Assessments • Timed Reading Passages to establish fluency

rates

Notes:



phonics & vocabulary general strategies

State Goal 1: Read with understanding and fluency. 1A: Students who meet the standard can apply word analysis and vocabulary skills to comprehend selections

Best Practices ♦ Allot a 15 – 30 minute Word Study Block daily. ♦ Systemic phonics instruction for purpose of teaching students strategies for reading/spelling. ♦ Teach and model strategies in whole and small groups: context clues, read on, sound out, look for

smaller words, chunking sounds, get your mouth ready, look at the picture (decoding bookmark) ♦ Flexible word study groups ♦ Provide multiple opportunities for reading and writing using a wide variety of materials. ♦ Immerse students in words, find connections among words and concepts, allow students to

personalize word meaning. ♦ Aid students in developing independent strategies for learning words. Explicit teaching of word

learning strategies. ♦ Use of high utility words to teach directly and in‐depth. Related Descriptors

Use prefixes, suffixes, and root words to understand word meanings. 1A.1 Apply knowledge of structural analysis to construct meaning of unfamiliar words. 1A.2 Determine the meaning of words in context using denotation and connotation strategies. 1A.3 Recall multiple meanings of a word in context and select appropriate meaning. 1A.4 Identify and interpret idioms, similes, analogies, and metaphors to express implied meanings. 1A.5

Identify the effect of literary devices (e.g., figurative language, description, and dialogue) in text. 1A.6

Instructional Elements/Anchor Texts & Teacher Resources: Phonics Concepts in Instruction Word Sorts Word Study Notebooks Word banks & charts Word building activities

- Making words - Word ladders

Word pattern activities - Chunking - Root word tree

Word hunts

Student Products & Informal Assessments Phonics Concepts

- Digraphs - Blends - Short and long vowel patterns - Other vowel patterns - Syllable junctures - Easy prefixes and suffixes - R-controlled vowels - Homophone patterns



Vocabulary Essentials in Instruction word sorts (meaning) word journals concept maps, word webs/maps word walls word games (bingo) multi-sensory vocabulary activities dictionary and thesaurus activities modeling & think alouds Landsdown word cards semantic impressions vocabulary web context clues and decoding bookmark Anchor texts: Tuck Everlasting, novels, short stories, poetry Morphemic/Structural Analysis Prefixes/Suffixes/Root Words • Lists of prefixes, suffixes, roots Words, Words, Words pg. 121 ‐ 123 & When Kids Can’t Read pg. 315 – 322

• Word Building with prefixes/suffixes/roots Teaching Reading: A Complete Resource pg. 153 – 157

• Making word lessons Teacher’s Guide To Big Blocks pgs. 162‐165, 166, 167

• Word Sorts using affixes Teacher’s Guide to Big Blocks pg. 168 ‐ 174

• Part to Whole Words, Words, Words pg. 53 and Appendix E14

• Word detectives Teacher’s Guide to Big Blocks pg. 175‐176

• Word walls Teacher’s Guide to Big Blocks pg. 160 & Words, Words, Words pg. 70 – 71, Inside Words, pg. 120 ‐122

Determine Meaning of Unfamiliar Words using context, connotations/denotations, structural analysis • Word Questioning Words, Words, Words pg. 57 – 58, E17

• Word Classification, Words in Context

Informal Assessments - Word sorts - Word study notebooks - Word ladders - Root tree - Concept maps and other graphic organizers - Landsdown word cards

Morphemic/Structural Analysis Prefixes/Suffixes/Root Words

• Informal‐application of affix knowledge to understand words in context as reading

• Vocabulary tree When Kids Can’t Read pg. 188 ‐ 190

• Student illustrations to show word knowledge

• Teacher created test Determine Meaning of Unfamiliar Words using context, connotations/denotations, structural analysis Note: Many of the activities in the left column could also be used for assessment purposes.

• How well do I know these words?



Words, Words, Words pg. 55, E15 • Multiple Meanings Words, Words, Words pg. 60 & E19

• Contextual Redefinition Inside Words pg. 31‐34

• Literary Examples of Connotations/Denotations Figuratively Speaking pg. 5‐7

• Linear Arrays Words, Words, Words pg. 52 ‐ 53

• Word Scrolls and Logographic Cues When Kids Can’t Read pg 194‐195, 326

• Context‐Content‐Experience Words, Words, Words pg. 51 & E12

Figurative Language & Literary Devices (vocabulary) • Introduction to Imagery, Reading Smarter, pg. 180 – 184 & Figuratively Speaking, pg. 14 ‐ 16

• Identify idioms Figuratively Speaking pg. 11 ‐ 13

• Identify metaphors and similes Figuratively Speaking pg. 17 ‐ 19

• Identify metaphors, similes from literature and poetry, Teaching Reading: A Complete Resource pg. 139 – 140

• Creating metaphors – Building Academic Vocabulary pg. 51 ‐ 52

• Practice analogies, create analogies, identify types of analogies Analogy Adventure pg. 5 – 8 & Building Academic Vocabulary pg. 49 ‐ 50

• Language Collection Yellow Brick Roads pg. 277

• Introduce personification using fables • Identify personification using literature and poetry, Teaching Reading: A Complete Resource pg. 141‐142 & Figuratively Speaking, pg. 23 – 25

• Identify onomatopoeia, alliteration, hyperbole Figuratively Speaking pg. 8 – 10, 29 ‐31, 38 – 40

Words, Words, Words pg. 127 ‐ 129 • Formal test • Yellow Brick Roads by Janet Allen chart

adapted for denotations and connotations pg. H 7, pg. 272

• Integration and Meaningful Use‐Words, Words, Words, pg. 97‐100

• Concept Circles Inside Words, pg. 13 ‐ 17 • I’m Thinking of a word activity‐Inside

Words by Janet Allen pg. 55‐58 • Vocabulary Quilting, Teaching Reading:

A Complete Resource, pg. 132 – 134, 227 ‐228

Figurative Language & Literary Devices (vocabulary)

• Use idioms in writing‐illustrate meanings• Use similes/metaphors in writing • Informal‐student response in class • Complete common similes and

metaphors • Creation of poetry using these devices • Test‐identification of types of figurative

language • Explain relationship in analogies • Create a story utilizing personification • Formal test items • Identify and explain use of figurative

language in text



• Identify dialogue, irony (dramatic and situational), foreshadowing, flashback in context and determine its effect Figuratively Speaking pg. 71 – 73, 74 – 76, 77‐ 79, 83 ‐ 85

Additional Teacher Resources: Words Their Way (Bear, Invernizzi, Templeton, Johnston) Word Journey (Kathy Ganske) Making Words (Cunningham) Phonics for Upper Grades (Cunningham & Hall) Prefixes & Suffixes (Cunningham) Making & Writing Words (Rasinski) Creating Strategic Readers (Ellery)

Formal Assessments: Developmental Spelling Inventory Teacher created vocabulary assessment

Notes:

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