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Dr. B. Kendall, Assistant Principal Literacy Linda Hoffman, Literacy Coach/UFT Teacher Center staff

PACING CHART: Sequencing Comprehension Skills for Weekly Focus in Literacy (ELA)/ELL ClassroomsSeptember – January 2007-2008

September 2007 – easing in9/17 – 9/21 Week 3: activate schema, genre characteristics, character traits9/24 – 9/28 Week 4: making predictions Continuous monthly practice with vocabulary in context Continuous spiraling of monthly skills Refer to Laura Robb’s Teaching Reading in the Middle School – Teach repair for meaning/fix up strategies to students Monthly departmental assessments based on skills for the month – teacher-made by grade teams

October 2007 – ramping up10/1 – 10/5 Week 1: author’s purpose10/8 – 10/12 Week 2: making inferences10/15 – 10/19 Week3: drawing conclusions10/22 – 10/26 Week 4: point of view10/ 29 – 11/2 Week 5: compare and contrast Continuous monthly practice with vocabulary in context Continuous spiraling of monthly skills Refer to Laura Robb’s Teaching Reading in the Middle School – Teach repair for meaning/fix up strategies to students Monthly departmental assessments based on skills for the month – teacher-made by grade teams

November 2007 - reviewing11/5 – 11/9 Week 2: main idea11/12 – 11/16 Week 3: recalling facts and details11/19 – 11/23 Week 4: sequence11/26 – 11/30 Week 5: fact and opinion Continuous monthly practice with vocabulary in context Continuous spiraling of monthly skills Refer to Laura Robb’s Teaching Reading in the Middle School – Teach repair for meaning/fix up strategies to students Monthly departmental assessments based on skills for the month – teacher-made by grade teamsPAGE 2

December 2007 – bringing it to a higher level12/3 – 12/7 Week 1: asking questions of the text, determining importance12/10 – 12/14 Week 2: summarizing12/ 17 – 12/21 Week 3: figurative language, poetic devices Continuous monthly practice with vocabulary in context Continuous spiraling of monthly skills Refer to Laura Robb’s Teaching Reading in the Middle School – Teach repair for meaning/fix up strategies to students Monthly departmental assessments based on skills for the month – teacher-made by grade teams

January 2008 – refining1/2 – 1/4 Week 1: Review 1/7 – 1/11 Week 2: Mid-term exams and review1/14 – 1/18 Week 3: New York State ELA exams and make-ups

Based on formative assessments, use weeks in January to revisit strategies based on student need

ELA/ELL IMPORTANT DATES:1. ELL/ELA Mid-Term Exams: Jan. 8 & 92. Mark Mid-Terms: Jan. 10, 11 & 14Review Mid-Term Exams with students3. New York State ELA Exams – January 15, 16, 172008 NYS ELA Exams: Grades 7 and 8: Jan. 15 & 16 (T, W)Grade 6: Jan. 15, 16 & 17 (T, W, Th)

READING COMPREHENSION STRATEGIES: Summarizing Making Predictions Understanding Sequence Identifying Author’s Purpose Making Inferences

PAGE 3

Drawing Conclusions Finding the Main Idea Finding Word Meanings in Context

(vocabulary in context) Comparing and Contrasting Recalling Facts and Details Distinguishing between Fact and Opinion Interpreting Figurative Language Understanding Genre Characteristics Point of View

WRITING PACING CHART: Sequencing Writing Skills for Weekly Focus in Literacy (ELA)/ELL Classrooms - September – January

All months:Use of writing process – drafting, revising, editing, publishing

September:First base-line writing sampleAssess writing needsConduct writing conferencesGive student feedbackELA spellings listsELA vocabulary listsFixing FragmentsFixing Run-OnsSentence SenseParagraphs/Paragraph development

PAGE 4

October:

Second writing sampleAssess writing needsConduct writing conferencesGive student feedbackELA spellings listsELA vocabulary listsSubject-Verb AgreementConsistency in verb tensesSimple past, helping verbs, past participlesSentence SenseParagraphs/Paragraph development

November:Third writing sampleAssess writing needsConduct writing conferencesGive student feedbackELA spellings listsELA vocabulary listsPronoun referentsComma rules – words in a series, introductory phrases, dates, with appositivesCapitalization rules – First letter of first word in a sentence, pronoun I, proper nouns, Homonyms, homophones, other words often confused Sentence SenseParagraphs/Paragraph development

December:Fourth writing sampleAssess writing needsConduct writing conferencesGive student feedback

ELA spellings lists

ELA vocabulary listsQuotation marksTitlesAbbreviations Sentence SenseParagraphs/Paragraph development

January:Fifth writing sampleAssess writing needsConduct writing conferencesGive student feedbackELA spellings listsELA vocabulary listsSentence SenseParagraphs/Paragraph development

Pages 6, 7, 8, and 9

During the school year 2007 to 2008, M. S. 217 will continue to foster the workshop model in literacy by strengthening the rituals and routines of the reading and writing workshop. The following charts outline the components and responsibilities for carrying out this plan in the literacy classroom.

M.S. 217 - Balanced Literacy Rituals and Routines Overview: September 2007 to June 2008

I. Literacy Contract Letter and First Days:

•Contract letter as a working contract in literacy class•First home contact with parents•Student’s signature, dated, parent’s signature as first homework assignment•Establish classroom norms for behavior when working alone and in small groups•Set down homework policy for the year•Require two hard-cover composition notebooks: One as a combination reader’s notebook and writer’s notebook, the other as a test sophistication notebook – both needed by Monday, Sept. 12•Have students keep a small loose-leaf section for homework and writing drafts•Establish procedural norms for entering and leaving room, getting and storing materials, what to do when work is finished, what to do when confused about the work

II. Writing Workshop:•Students will engage in the writing process of brainstorming, collecting seed ideas, drafting, revising, editing and publishing a final piece•Students will use the writer’s notebook on a daily basis to practice different kinds of writing: narrative, expository, persuasive, functional etc.•Students will follow teacher guidelines, rubrics and deadlines

V. Reading Workshop:

•The mini lesson will open the workshop period•Students will practice the strategy or skill of the mini lesson or will know what previous strategies or skills they can go back to and practice during independent reading•Students will be able to reflect on the strategy or skill of the mini lesson by referring to a chart which explains and gives examples of how the strategy or skill works in reading•Students will use the reader’s notebook on a daily basis to practice the strategy or skill of the day or to practice one or more of the seven habits of good readers•Students will have individualized tasks that they can do when they are finished with primary work responsibilities•Students will keep an annotated log of all independent reading•Students will keep an individualized vocabulary that reflects class word work and independent word investigations while they read independent•Students will understand how to choose a “just right” book for independent reading•Students will demonstrate genre knowledge when using the classroom library•Students will read multiple genres in order to acquire adequate test sophistication

VI. Reading Strategies:•Read aloud a text

for writing work•Students will engage in grammar investigations •Students will practice English usage and conventions, will focus on common errors of correction, will practice editing practice sentence and paragraphs and will focus on peer editing when appropriate•Students will focus on individualized errors and problems with English usage and conventions•Students will begin the year by engaging in a writing sample (topic to be determined by the teacher) so that the teacher can access writing strengths and weaknesses•Students will focus on common errors and individualized errors in spelling• Students will engage in shared writing activities

III. Writing Strategies:•Write for different purposes – to inform, to persuade, to entertain, etc.•Scanning a draft for omissions – what has been left out•Real aloud draft to make sure it communicates meaning•Cut out what is repetitious or unnecessary•Look for parts of the writing that work well and develop those parts•Consider the pace when reading the writing – fix slow spots, add suspense, create reader interest•Check for concrete language rather than abstract references•Elevate language by using imagery, metaphor, a more lively way of saying something•Check for varied sentence structure rather than repetitive sentence structure•Possible strategies that aid revision: skip lines, write on one side of the paper, cut and tape for deletions and additions, strike out but don’t erase so that you can see changes in the writing

•Talk about the text•Think aloud about the text• Shared Reading Activities•Re-reading parts of text for different purposes – memorable, love of language, important information, plot development, interesting character, writer’s craft, etc.•Modeling strategies: -Activate prior or background knowledge-Determine importance in both fiction and non-fiction-Ask questions to clarify meaning, speculate about the text yet to be read, determine content, style or craft, locate a specific answer in the text-Visualize using the five senses and the emotions powerful images that emerge from the text-Make inferences from the text – think about what is left out or implied – using clues from the text to draw that conclusion or make that insight-Re-telling: restating using the basic facts and details in the order they appear in the text-Summarizing: Recounting the gist or essence of the text-Synthesizing: Organizing the different pieces in the text in order to convey a new understanding ofthe whole text-Fix-up strategies to repair comprehension:Make a prediction, Stop and think about what was read, Stop and reread what you don’t understand,Retell what you have read,Adjust your reading rate by slowing down or speeding up, Make a connection to your life, the world or another text, Notice patterns in the text structure, Ask yourself a question and try to answer it

VII. Vocabulary Development:

•Choose precise words and use concrete details•Take time to craft and revise leads so that they engage the reader•Use the strategy of “Show, Don’t Tell” to involve the reader actively in the text•Practice descriptions that “Show” objects, places, characters, actions, events, emotions •Practice writing in a consistent verb tense in a piece•Read piece of writing aloud for sentence sense

IV. Conferencing in Reading and Writing Workshops:•The teacher will conference with selected students daily during both reading and writing workshops for short strategy sessions•The conference takes many forms: time to read for fluency, check for comprehension, review a reading or writing strategy, demonstrate a reading or writing strategy again, discuss reading or writing habits on an individual basis, help students find more appropriate books, discuss and develop reading goals, etc.•By the end of a week, the teacher has conferences with all students in the class•The conference goals and results are noted in one of the following ways: status of the class notes, anecdotal notes, of interventions and future plans of action in independent reading and writing•Conference notes and charts of meeting dates are kept in a conference notebook•Students schedule a conference with the teacher it they are having difficulty with the work•The teacher can require a student to have an on-the-spot conference if unexpected work or procedural problems arise•Conferences are conducted outside of the area where students are engaged in independent reading and writing

•Word work – vocabulary in context, work with roots, prefixes, suffixes, words often confused, synonyms, antonyms, homonyms•Classroom word wall – current, frequent updates •Individual student vocabulary glossaries•Word games, vocabulary challenges, quizzes•Test sophistication vocabulary – e.g. excerpt, passage, metaphor, mood, sequence, etc.•Opportunities to transfer reading vocabulary into writing vocabulary•Explore word families•Link vocabulary lessons with follow-up assessments•Investigate English words borrowed from other languages – e.g. lariat, boutique, jubilee, etc.•Teach dictionary skills•Teach strategies for figuring out unfamiliar words without consulting a dictionary – e.g. using the context, using prior knowledge, using other clues from the text – e.g. titles, captions, graphics, sidebars•Use graphic organizers, such as the Frayer Model, to hold understanding of new vocabulary

•The teacher conducts a conference in a area of quiet with focused attention on the individual student•Other students know how to respect the conference time and do not interrupt the process

- M.S. 217 English Language Arts Plan of Instruction FEBRUARY

Scaffolding for Next Year’s ELA Exams - February through June 2008

FEB MON. TUES WED THURS FRI

Week 1

http://litsite.alaska.edu/uaa/workbooks/circle/group.htmlgreat site for understanding the diverse role responsibilities that you can choose from

www.litcircles.orggreat site for planning lessons for literature circles

www.literaturecircles.comgreat site for understanding the routines and responsibilities of literature circles

1Teach Literature Circle Roles: routines and possible role responsibilities to choose from for your classes:

1. Word Wizard2. Passage Illuminator or Passage Picker3. Summarizer4. Synthesizer5. Illustrator6. Questioner7. Connector to the World of Experience8. Discussion Director9. Teacher Facilitator

Week 2

4ReadingWorkshop

Literature Circles Roles/Tradebooks678

Discussion/Accountable Talk

5ReadingWorkshop

Literature CirclesRoles/Tradebooks678Discussion/Accountable Talk

6WritingWorkshopPlanning Page6 Critical Analysis of Lit. Circle Book – Essay Planning7 Critical Analysis of Lit. Circle Book – Essay Planning8 Critical Analysis of Lit. Circle Book – Essay Planning

7WritingWorkshopRough draft6 Critical Analysis of Lit. Circle Book – Draft Essay 7 Critical Analysis of Lit. Circle Book – Draft Essay 8 Critical Analysis of Lit. Circle Book – Draft Essay

8VocabularyWord Work

Context clueswork from literature circles tradebooks

http://www.literaturecircles.com/

http://www.literaturecircles.com/

http://www.litcircles.org/

http://litsite.alaska.edu/uaa/workbooks/circle/group.html



Week 3

11ReadingWorkshop

Literature Circles Roles/Tradebooks 678Lit. Circle RolesDiscussion/Accountable Talk

12ReadingWorkshop

Literature Circles Roles/Tradebooks 678Lit. Circle RolesDiscussion/Accountable Talk

13WritingWorkshop

Create questionsfor open-ended classdiscussions

Review and select final questions for on-going discussion groups

14ReadingWorkshop

Discussion Circles:Pose and discuss questions in discussion groups

Feedback time

Reflection time

15WritingWorkshop

DiscussionCircles:Pose and discuss questions in discussion groups

Feedback time

Reflection time

Week 4

18 OFF 19 OFF 20 OFF 21 OFF 22 OFF

Week 5

25ReadingWorkshop

Literature Circles Roles/Tradebooks678

Discussion/Accountable Talk

26ReadingWorkshop

Literature CirclesRoles/Tradebooks678Discussion/Accountable Talk

27WritingWorkshopRevision of Essays6 Critical Analysis of Lit. Circle Book 7 Critical Analysis of Lit. Circle Book– 8 Critical Analysis of Lit. Circle Book–

28WritingWorkshopEditing of Essays6 Critical Analysis of Lit. Circle Book – Draft Essay 7 Critical Analysis of Lit. Circle Book – Draft Essay 8 Critical Analysis of Lit. Circle Book – Draft Essay

29WritingWorkshopPublish/Share of Essays6 Critical Analysis of Lit. Circle Book 7 Critical Analysis of Lit. Circle Book 8 Critical Analysis of Lit. Circle Book

Page 11

Literature Circles Role Descriptions:

A "Literature Circle" is a structure for talking about a book with your peers as you read it together. Students are in charge of the discussion and for completing reading assignments together. There are between 4 -8 members in each literature circle, and each member rotates one of the following jobs throughout the project.

1. Discussion Director/Facilitator: This student is responsible for writing down 5 thought-provoking questions for the purpose of group discussion based on that day’s reading assignment. As the group Facilitator, it is also this student's job to direct the group discussion, keep track of student work, and rate the group's "Habits of Work" each day the group meets.

2. Literary Passage Luminary/Alternate Facilitator: This student is responsible for choosing parts of the story that he/she wants to read out loud to the group. The idea is to help students remember some interesting, powerful, puzzling, or important sections of the text being read. The Literary Luminary must decide which passages or paragraphs are worth reading aloud, and justify the reason for selecting them. Additionally, if the Discussion Director is absent, this student will serve as the Facilitator.

3. Connector: This student is responsible for finding connections between the text his/her group is reading and the outside world. This means connecting the reading to the following: his/her own life, happenings at school or in the community, similar events at other times and places, other books or stories, other writings on the same topic, or other writings by the same author.

4. Character Captain: This student is responsible for revealing specific personality traits of the character(s) within the novel. This means he/she will find examples in the assigned reading of behaviors/actions that help group members to know the character(s).

5. Artful Adventurer or Illustrator: This student is responsible for sharing an artistic representation of the material read. Avenues for expression may include: artwork in any medium, music, poetry, collage, music, mobile or anything else which represents an aspect of the material read.

6. Vocabulary Enricher or Word Wizard: This student is responsible for finding especially important vocabulary in the story. Vocabulary selected should focus on words that are unfamiliar, interesting, important, repetitive, funny, puzzling, descriptive, vivid or those used in an unusual way. 7. Summarizer8. Synthesizer9. Questioner

– M.S. 217 English Language Arts Plan of Instruction MARCHScaffolding for Next Year’s ELA Exams - February through June 2008

MAR MON. TUES WED THURS FRI

Week 1


PrefixesUn- Re- Non-Il- Im- Ir-In-othersWord families


PrefixesPre- Post-Sub- Super-Multi- Auto-othersWord families


Suffixes-meter -logy-ful -less-ment -tionothersWord families


Suffixes-ness -able-er -ist-ance -enceothersWord families

7VocabularyWord WorkPutting it allTogetherPolysyllabic wordsPolysemousWords

selectedIdioms

Week 2

10ReadingWorkshopSelectedShort Story Unitand Daybooks678Teach Short Story ElementsStory mapsIndependent Rdg/Logs/Assess

11ReadingWorkshopSelectedShort Story Unitand Daybooks678Teach Short Story ElementsStory mapsIndependent Rdg/Logs/Assess

12WritingWorkshopPlanning Page6 Response to Short Story Essay – Characters7 Compare and Contrast Short Stories – Characters 8 Critical Analysis of several Short Stories by One Author/Diff. Authors – Themes

13WritingWorkshopRough draft6 Response to Short Story Essay –Characters7 Compare and Contrast Short Stories – Characters 8 Critical Analysis of several Short Stories by One Author/Diff. Authors – Themes


Context cluesfrom selected short stories

selectedIdioms

Week 3

17ReadingWorkshopShort Story Unitand Daybooks678Teach Short Story ElementsIndependent Rdg/Logs/Assess

18ReadingWorkshopShort Story Unit and Daybooks678Teach Short StoryElementsIndependent Rdg/Logs/Assess

19WritingWorkshopRevision Work6 Response to Literature Essay – Conflicts7 Compare and Contrast (two short stories – characters and conflicts) Essay8 Critical Analysis

20WritingWorkshopRevision Work6 Response to Literature Essay – Conflicts7 Compare and Contrast (two short stories – characters and conflicts) Essay8 Critical Analysis

21

6 Editing Paragraph Skills7 Editing Short Response8 Editing Essays

Essay(characters, conflicts, themes)

Essay(characters, conflicts, themes)

Week 4

25ReadingWorkshopTradebooks and Daybooks678

Independent Rdg/Logs/Assess

26ReadingWorkshopTradebooks andDaybooks678Independent Rdg/Logs/Assess

27WritingWorkshopPublishing6 Response to Literature Essay7 Compare and Contrast Essay8 Critical Analysis Essay(author’s purpose and point of view)

28WritingWorkshopClass Share6 Response to Literature Essay7 Compare and Contrast Essay8 Critical Analysis Essay(author’s purpose and point of view)

29WritingWorkshopClass Share6 Response to Literature Essay7 Compare and Contrast Essay8 Critical Analysis Essay

Week 5

31

VocabularyWord Work

Context cluesfrom selected short stories

Project-BasedLearning:Choose a favorite short story author and select three short stories that have special meaning to you.Write an essay explaining what these stories mean, how they work, and what messages theyconvey to you.

Page 15

- M.S. 217 English Language Arts Plan of Instruction APRILScaffolding for Next Year’s ELA Exams - February through June 2008

APR MON. TUES WED THURS FRI

Week 1

APRIL IS POETRY MONTH!

*Editing Skills*Difference between simple past tense and past perfectRecognizing helping verb and past participleAvoid verb tense shift

*Editing Skills*FIXTitlesAbbreviationsPronounreferentsAppositives set off by commas

*Editing Skills*FIX CapsCommasRun Ons/FragmentsSubject/Verb agreementQuotation marksHomophones

4

6 Editing Paragraph Skills7 Editing Essays8 Editing Essays

Week 2

7ReadingWorkshop

Poetry Unitand Daybooks678


8ReadingWorkshop

Poetry Unitand Daybooks678


9WritingWorkshopPlanning Page6 Response to Two Poems Essay – similarities only7 Compare and Contrast Poems Essay – two poems – similarities and differences 8 Critical Analysis of Two Poems by One Author Essay – similarities and differences

10WritingWorkshopRough draft6 Response to Two Poems Essay- similarities only7 Compare and Contrast Poems Essay – two poems – similarities and differences8 Critical Analysis of two Poems by One Author Essay – similarities and differences


Context clueswork using selected poems

Figurative languageMetaphorSimilePersonificationAlliterationHyperbole

Week 3

14ReadingWorkshop

Poetry Unit and Daybooks678

Independent Rdg/Logs/ Assess

15ReadingWorkshop

Poetry Unit andDaybooks678


16WritingWorkshopRevision Work6 Response to Two Poems Essay – differences only7 Compare and Contrast Essay -themes only8 Critical Analysis Essay – themes only

17WritingWorkshopRevision Work6 Response to Two Poems Essay – differences only7 Compare and Contrast Essay – themes only8 Critical Analysis Essay – themes only

18

6 Editing Paragraph Skills7 Editing Poetry 8 Editing Poetry

Week 4

21ReadingWorkshop



22ReadingWorkshop



27WritingWorkshopPublishing6 Response to Two Poems Essay – Themes only7 Compare and Contrast Poems8 Critical Analysis of Poems Essay(author’s purpose and point of view)

Author’s Purpose:InformEntertainPersuadeDescribe

Point of View:First person narratorOmniscient narrator

Page 17

28WritingWorkshopClass Share6 Response to Two Poems – Themes only Essay7 Compare and Contrast Poems Essay8 Critical Analysis of Poems Essay(author’s purpose and point of view)


Context clueswork using selected poems

Figurative languageMetaphorSimilePersonificationAlliterationHyperbole

Week 5

28WritingWorkshopDrafting Student PoetryPoem DraftsRead aloudsPeer/Teacher Feedback Revise and Edit678

29WritingWorkshopRevising and Editing Student PoetryRead aloudsPeer/Teacher Feedback Revise and EditFinal Piece67

30WritingWorkshopPublish and Share One Student Poem Each in Class– Discuss:●Why I wrote this poem●What this poem means to me●What this poems means to others

Project-BasedLearning:Choose a favorite poet and select three poems that have special meaning to you.Write an essay explaining what these poems mean, how they work, and what messages theyconvey to you.

8 678

Page 18

- M.S. 217 English Language Arts Plan of Instruction MAYScaffolding for Next Year’s ELA Exams - February through June 2008

MAY MON. TUES WED THURS FRI

Week 1

*Editing Skills*FIXTitlesAbbreviationsPronounreferents

*Editing Skills*FIX CapsCommasRun Ons/FragsSubject/Verb agreementQuotation marksHomophones

1WritingWorkshopPlanning Page6 Response to Non-Fiction Essay7 Compare and Contrast Non-Fiction Essay

2


8 Critical Analysis (Non-Fiction Reading) Essay

Week 2

5ReadingWorkshop

Non-fiction Tradebooksand Daybooks678

Independent Rdg/Logs.Assess

6ReadingWorkshop

Non-fiction Tradebooksand Daybooks678


7WritingWorkshopPlanning Page6 Response to Non-Fiction Essay7 Compare and Contrast Non-Fiction Essay8 Critical Analysis (Non-Fiction Reading) Essay

8WritingWorkshopRough draft6 Response to Non-Fiction Essay7 Compare and Contrast Non-Fiction Essay8 Critical Analysis (Non-Fiction Reading) Essay

9VocabularyWord WorkPutting it allTogetherPolysyllabic wordsPolysemouswords

Week 3

12ReadingWorkshop

Non-fiction Tradebooks and Daybooks678

Independent

Rdg/Logs.Assess

13ReadingWorkshop

Non-fiction Tradebooks andDaybooks678


14WritingWorkshopRough draft6 Response to Non-Fiction Essay7 Compare and Contrast Non-Fiction Essay8 Critical Analysis (Non-Fiction Reading) Page 10

Essay

15WritingWorkshopRevision Work6 Response to Non-Fiction Essay7 Compare and Contrast Non-Fiction Essay8 Critical Analysis (Non-Fiction Reading)

Essay

16


Week 4

21ReadingWorkshop


22ReadingWorkshop


27WritingWorkshopRevision Work6 Response to Non-Fiction Essay7 Compare and Contrast Non-Fiction

28WritingWorkshopRevision Work6 Response to Non-Fiction Essay7 Compare and Contrast Non-Fiction

23VocabularyWord WorkPutting it allTogetherPolysyllabic wordsPolysemouswords

8


78


Essay8 Critical Analysis (Non-Fiction Reading) Essay

Essay8 Critical Analysis (Non-Fiction Reading) Essay

Week 5

26ReadingWorkshop



27ReadingWorkshop

Non-fiction Tradebooks andDaybooks678


28WritingWorkshopPublishing6 Response to Non-Fiction Essay7 Compare and Contrast Non-Fiction Essay8 Critical Analysis (Non-Fiction Reading) Essay

29WritingWorkshopClass Share6 Response to Non-Fiction Essay7 Compare and Contrast Non-Fiction Essay8 Critical Analysis (Non-Fiction Reading) Essay


Project-Based Learning for Non-fiction Reading and Writing: Choose a favorite non-fiction author (such as Seymour Simon) and select two pieces (excerpts) of the author’s non-fiction texts that have special interest to you. Write an essay explaining what these texts have taught you in terms of important facts and information that you did not know before reading them.

Page 20 - M.S. 217 English Language Arts Plan of Instruction JUNEScaffolding for Next Year’s ELA Exams - February through June 2008

FEB 08

MON. TUES WED THURS FRI

*Editing Skills*Appositives set off by commas

*Editing Skills*Difference between simple past tense and past perfectRecognizing helping verb and past participleAvoid verb tense shift

*Editing Skills*FIXTitlesAbbreviationsPronounreferents

*Editing Skills*FIX CapsCommasRun Ons/FragmentsSubject/Verb agreementQuotation marksHomophones

Week 1

2ReadingWorkshopSelectedTradebooksand Daybooks678


3ReadingWorkshopSelectedTradebooksand Daybooks678


4WritingWorkshopPlanning Page6 Response to Lit. (Novel) Essay7 Compare and Contrast (Characters and Conflicts) Essay8 Critical Analysis Essay - themes

5WritingWorkshopRough draft6 Response to Lit. (Novel) Essay7 Compare and Contrast (Characters and Conflicts) Essay8 Critical Analysis Essay - themes


Context cluesCLOZEPracticeWord BoxSentence SenseSEED strategy

Idioms

Week 2

Week 3

11ReadingWorkshopSelectedTradebooks and Daybooks678


16Last piece of student writing678

Reflective essay:To what extent did you accomplish yourgoals in ELA?Describe and explain

12ReadingWorkshopSelectedTradebooks andDaybooks678



Reflective essay: To what extent did you accomplish yourgoals in ELA?Describe and explainWhat ELA goals will

13WritingWorkshopRevision Work6 Response to Literature Essay7 Compare and Contrast (Characters and Conflicts) Essay8 Critical Analysis Essay – themes


Reflective essay: To what extent did you accomplish yourgoals in ELA?Describe and explainWhat ELA goals will

14WritingWorkshopEditing Work6 Response to Literature Essay7 Compare and Contrast (Characters and Conflicts) Essay8 Critical Analysis Essay – themes


Reflective essay: To what extent did you accomplish yourgoals in ELA?Describe and explainWhat ELA goals will you

15WritingWorkshopPublish/Share6 Response to Literature Essay7 Compare and Contrast (Characters and Conflicts) Essay8 Critical Analysis Essay – themes

20Publish and share reflective essays678

Week 4

What ELA goals will you set for yourself next year?Describe and explain

23

you set for yourself next year?Describe and explain

24

you set for yourself next year?Describe and explain

25

Page 21

set for yourself next year?Describe and explain

26LAST DAY OF SCHOOL

*************************************************SEE APPENDICES*******************************************************Page 22 - 2007-2008 ELA/ELL LITERACY APPENDIX #1:

1. ELA/ELL STRUGGLING READERS: Decoding Skills

Rhyming Knowledge of ABC's Sound/Symbol Correspondence Blends Use of Visual and Picture Cues Integration of Prior Knowledge

Use of Semantics/Context Use of Syntax/Grammar Structural Analysis Teaching of Root Words Teaching Prefixes and Suffixes Looking for Words within Words Multi-syllabic Strategies and Skills Understanding Punctuation (including white space, periods, question marks, quotation marks, and exclamation marks) Fluency Self-monitoring Strategies (including re-reading and self-questioning)

ELA/ELL READING: Comprehension Skills

Sequencing Recalling Details Fact/Opinion Cause/Effect Inferences Main Idea Retelling/Summarizing Predicting Outcome Character Analysis (including traits, evidence of traits and behavior) Plot Structure Conflict/Resolution

Page 23

Drawing Conclusions Following Directions Comparison/Contrast Visualizing Previewing a Book or Chapter Self-monitoring Strategies (including think aloud, questioning and author style) Reading for Information Reading with Expression

Figurative language – metaphor, simile, alliteration, personification, hyperbole

ELA/ELL BALANCED LITERACY INSTRUCTIONAL STRATEGIES:

Read Alouds: Teacher demonstrates proficient reading Teacher exposes students to texts beyond their abilities Teacher exposes students to a variety of genres and levels of text difficulty

Guided Reading: whole group instruction one text teacher acts as a guide teacher reinforces reading comprehension skills teacher engages students in questioning and discussion students practice reading and strategies and build independence

Shared Reading: Teacher reads Teacher models reading strategies Teacher teaches reading strategies Teacher extends students’ understanding of the reading process

Page 24

Independent Reading: Student self selects book Teacher monitors student’s selection process and okays selection Student reads with fluency and stamina Student maintains independent reading log Student engages in monitoring his/her reading by himself/herself Student engages in writing and discussing his/her reading with proficiency Teacher conferences with student to assess his/her progress

Student and teacher set independent reading goals for the student Student completes the book within a timely fashion Student completes a teacher-assigned activity as an end-of-reading assessment

Habits of Proficient Readers:Proficient readers:

o Activate Prior Knowledgeo Brainstorm/Categorize - lists, graphic organizerso Predict and Supporto Skim and Previewo Post questionso Fast-write and quick writeo Write on demando Create word webs/clustering/mapping o Ask: What do I know? / What's new?o Visualize and recall other sensory experienceso Expand vocabulary by noticing content clues and breaking words into parts, prefixes, suffixes, roots

Proficient readers: Determine Importance: Efficient and experienced readers determine what is most important and useful at all levels – whole text, paragraph, sentence, and word using a variety of criteria. The main ideas or big ideas are separated out from the unimportant information.

Page 25 Ask Questions: Asking questions before during and after reading helps students become meta-cognitive readers. Teaching students to ask their own questions improves their active processing of text and their comprehension. By asking questions, students become aware of whether they can answer the questions and if they understand what they are reading.

Visualize - Proficient readers spontaneously and purposefully create mental images while and after they read. They use their imaginations to see, hear, smell, feel and even imagine tasting what is being described.

Infer: Reading between the lines to determine a character's motivation and personality, to discover themes, and to identify the main points in informational texts is what comprehension is all about. What the author does not say directly Readers infer things about characters based on dialogue or a description of action Readers look for clues in the text

Retelling, Summarizing, and Synthesizing: Retell what has happened in a story up to a point Retell the important facts of a nonfiction text Read aloud a part of a text and create a chart on which you list the most important points. Model synthesis by stopping periodically during a read-aloud/think-aloud describing how you are putting pieces together in your own mind.

Using Fix-Up Strategies when readers identify a confusing part of the text to self correct themselves : Rereading Using context clues Prior knowledge Checking back through the text Breaking words into parts Consulting reference books to clarify unknown words or concepts Talking to others about what a text means or says Illustrations Self monitoring by identifying where the difficulty occurs or what the difficulty is (use sticky notes for commentary)

Page 26 Restate the difficult sentence or passage in their own words Stop and think about what you have read Look forward in the text for information that might resolve the difficulty Visualize the passage Ask yourself a question about the passage Adjust the reading speed: speed it up or slow it down Identifying the purpose for reading Activating prior knowledge to make connections to other texts, to oneself, and to the world in general

Identifying big ideas to focus attention on important information and themes Retelling key events and major ideas to keep track of information Questioning the author and the text (e.g., wondering about a character's motives, an author's writing choices) Visualizing the text to develop mental pictures that help readers make meaning Inferring information that is not directly stated by using clues in the text Repairing understanding (e.g., skipping ahead, rereading, looking at illustrations) when comprehension breaks down.

Story Elements: characterization plot development conflicts / conflict resolution story climax / turning point conclusion themes setting story mapping

Genres: historical fiction realistic fiction fairy talesPage 27

folk tales non-fiction lyric poems narrative poems short stories science fiction biographies biographical sketches

Vocabulary Development Instruction:

Prefixes Suffixes Roots Context Clues:

Definition/Explanation CluesSynonym/Restatement CluesAntonym/Contrast CluesGist Clues

Word families and parts of speech Cloze exercises with word banks or four multiple choices Vocabulary trees Concept definition mapping ELL strategy – S.E.E.D – Sentence, Explanation, Example, Drawing Frayer model Sketch to Stretch Idioms On-going formative assessments

Page 28

Literature Circles Instruction: Roles and responsibilities:

1. Word Wizard – vocabulary enricher2. Passage Illuminator or Passage Picker – explainer of text excerpt3. Summarizer – summary of reading4. Synthesizer – explains connections between different parts of the text5. Illustrator – Artful adventurer who draws parts of the text6. Questioner – Creates questions that promote higher level thinking – the ‘how” and “why” rather than just “what”7. Connector to the World of Experience- Makes connections outside of the text8. Discussion Director – Facilitates a focused discussion of the text9. Character Captain – Focuses on character traits and character development

10. Teacher Facilitator – Rotates among literature circles to assess if all groups are functioning proficiently

ELA/ELL Literacy Extension Activities: Debates Reading partnerships Storytelling Interviews Dramatizations and other Multi-sensory Experiences Bookmaking Poetry Cafes Big Books Books on Tape Videos Technology Integration – Internet research, PowerPoint creation, I-Movies, posting to blogs, Web pages, etc. Graphic Organizers (including webs, Venn diagrams and KWL)

Writing Instruction: memoir vignette

Page 29

narrative account response to literature narrative procedure persuasive writing report of information reflective writing

ASSESSMENT TOOLS:Teacher-made tests on ACUITYOther Teacher-created tests (multiple-choice, written short response, matching, sequencing, true/false, and extended response-essay) Formal and informal assessments to monitor students' progress and inform teaching:

Examples: Quizzes Tests Pre-tests, Post-tests Conferencing Observations Discussion – one-on-one, small and whole group Questioning Goal setting Running Records and Miscue Analysis Student work samples - Portfolios Self-Reflection – essays Surveys Projects Differentiated Work – Student Choice Differentiated Work – Student Interest Differentiated Work – Student Readiness Learning Styles and Multiple-Intelligences

Page 30

GRAMMAR INSTRUCTION: Subject verb agreement Fixing run-on sentences Fixing fragments End punctuation Using quotation marks Commas for words in a series Commas after short and long introductory phrases Commas around appositives Simple past tense Helping verbs and past participles Abbreviations Capitalization

Writing titles of literary pieces Pronoun referents Homophones - Words often confused Editing strategies

WRITING INSTRUCTION: Sentence sense Thesis statement – topic sentence Paragraph structure Paragraph development Using transitions Emotional language – where appropriate Risk with vocabulary usage – sophisticated/thoughtful word choice – thesaurus work Synonyms Antonyms

Page 31

Specific details – elaboration Supporting evidence - reasons Text-to-self connections - insights Text-to-text connections - insights Text-to-world connections - insights Revision strategies – rereading, peer review, read aloud, engaging leads, elaboration, closure

SPELLING:Grade-level spelling expectationsWord listsReview of spelling demons – words often confused, homophonesIndividualized spelling practice

See the following Appendix #2 for suggested New York State ELA exam preparation

2007-2008 ELA/ELL LITERACY APPENDIX #2:

Pages 32 through 47

Suggested New York State Grades 6, 7, and 8 ELA Exam Practice: Reading, Writing, Listening, Editing

January 2008 – Page 32

6 Jan. 2008

“The Bat in the Refrigerator” BOOK 2 Listening skills Listening selection

Note-Taking Skills NotesIdentify Sonar’s (the bat) three homes in the beginning, in the middle and at the end of the story

Graphic organizer

Explain and support why the Short response

authors says the bat will be ‘a nice pet” until spring

Explain and support why Sonar wakes up and starts flying around the house

Short response

Describe what the family does to help Sonar the bat to survive and explain how these actions help the bat to survive

Essay

6 Jan. 2008

“Final Approach” (Harriet Quimby – First Woman to Fly across the English Channel)“Dreams of Flying” (Bessie Coleman – First African-American Pilot) Non-fiction – biographical sketches BOOK 3

Identify two character traits and explain how these character traits helped Harriet Quimby achieve what she did

Graphic organizer

Explain and support why you think Harriet Quimby’s flight is considered a remarkable achievement

Short response

Identify Bessie Coleman’s second dream and explain support how that second dream was fulfilled after her death

Short response

Compare and contrast the challenges ( how the challenges were similar and how the challenges were different) faced by Harriet Quimby and Bessie Coleman

Essay

and used text-based details (evidence) as support

7 Jan. 2008

“Flights of Fancy” (about Jim Davis, Garfield comic strip creator) Non-Fiction BOOK 1

Listening skills Listening selection

Note-taking skills NotesName one difficulty experience in Jim Davis’s childhood. Explain and support how Jim Davis turned that experience into a positive opportunity.

Short response

Page 33

Give two reasons why Jim Davis has been successful as an artist and support with text detail.

Short response

Page 34

7 Jan. 2008

“The Island” Fiction BOOK 2 Reading comprehension skills

Reading Comprehension -Literary selection

The author says that “the newness filled” Wil. Explain what this newness is and how it affects Wil.

Short response

Explain and support how the author helps the reader understand that the island feels like home to Wil.

Short response

“Chess Club” editing Paragraph Editing skills Editing Paragraph

Fix present to past tense verb – enter to entered

Change adjective to adverb –Surprising to surprisinglyPlace a comma after a long introductory phrase – before,Place end quotation marks – over.”Change although to soFix run-on sentences – feat. I

8 Jan. 2008

“Classic jazz Artist” (about Wynton Marsalis) BOOK 2


Note-Taking Skills NotesGive another title for the reading selection. Explain why this title is appropriate for Marsalis.

Graphic organizer

Explain and support why Wynton Marsalis’s musical accomplishments are considered extraordinary.

Short response

Explain and support why Wynton Marsalis’s experiences growing up most likely helped him become an award-winning musician.

Short response

Given a quote from Wynton Marsalis. Explain and support how Marsalis has supported his beliefs about jazz (quality, practice, study and history) throughout his musical career.

Essay

January 2007

Grade Year Selection and Genre Instructional Purposes Question Type6 Jan.

2007“The Unwelcome Neighbor” BOOK 2 Listening skills Listening selection

Folktale - fiction Note taking skills Notes Story problem/solution Graphic organizer

Explain settings Short responseExplain and support why title is appropriate

Short response

Character’s actionsBeginning/End/Changes

Essay

6 Jan.2007

“Home Afloat”about a girl who lives on a boat

Advantages/ DisadvantagesPage 35

Graphic organizer

“Living at the Bottom of the World”about a scientist who lives in Antarctica

Describe freedoms and responsibilities

Short response

two non-fiction selections BOOK 3

Explain and support similarities anddifferences

Short response

Persuasive writing – Which lifestyle do you prefer and why/why not the other one

Essay

7 Jan.2007

”Trampoline” BOOK 2 Listening selection

non-fiction selection about an invention Note taking skillsName challenge/Howovercame challenge

Short response

Describe reasons whyInvention successful

Short response

7 Jan.2007

Editing Paragraph “Mia Hamm” Biographical Sketch BOOK 2

Subject/Verb agreement Editing skills

Capital letter for proper nounFixing run-on sentences:End punctuationBeginning Capital letterSuperlativesSimple past/Helping verb and past participle

8 Jan.2007

“Louis Braille: A Light in the Dark” Biographical Sketch – non-fiction BOOK 2


Taking notes

Page 36Two experiences and significance

Graphic organizer

Explain and support meaning of a quote from the selection

Short response

Choose a personality trait/explain and support why it best fits

Short response

Contrast how Braille system was first received/later received by the world

Essay

8 2007 “This Car Runs On Thin Air!”“Clothes Washer and Dryer”Non-fiction articles - BOOK 3

Name two objects/How does author use objects to explain info in the article

Graphic organizer

Given quote. Explain and support how the author supports this statement.

Short response

Explain why improvementswere necessary for safety reasons. Give support from

Short response

text.Describe benefits of car that runs on air, clothes washer and clothes dryer. Give and support your opinion of which invention had the greater impact on people’s lives

Essay

January 2006

6 Jan. 2006

“The Cave That Talked” BOOK 2 Listening skills Listening selection

Folktale – fiction – from India Note taking skills Notes Page 37

Explain the reasons why the lion acts that way he does twice in the folktale

Graphic organizer

Explain and support how the old lion has changed from his younger days

Short response

Explain and support why either the lion or the jackal appears more intelligent

Short response

Describe the lesson of this folktale and explain the way in which the folktale teaches this lesson to the reader

Essay

6 Jan.2006

“Thinking Like Edison”about a young inventor who emulates Thomas Edison and builds robots“This Keyboard Fits like a Glove”about the inventor Dr. Pratt who invents a glove that takes the place of a computer keyboard

Name two people who influenced the author to become an inventor and describe how the person influenced the author

Graphic organizer

non-fiction selections BOOK 3Use details to support the opinion that an inventor’s work makes life easier

Short response

Use details to support the claim that computers of the future will be different from computers of today

Short response

Persuasive writing – Write how the reading the articles might encourage (persuade) the reader to become an inventor

Essay

7 Jan.2006

“Kate Tamarkin, Conductor” Page 38

Listening selection

non-fiction selection about a female conductor BOOK 2

Note taking skills

Name obstacle/Describe howKate overcame the obstacle to become a successful conductor

Short response

Describe one example from her early life and one example from her years in school and tell how they helped play a positive role in her life

Short response

7 Jan.2006

Editing Paragraph “Carl Sagan” Biographical Sketch BOOK 2

Misplaced comma between subject and verb

Editing skills

Capital letters for proper abbreviationFixing present tense verb to simple past for consistency

Use of adjective Fixing interested to interestingFixing adjective easier to adverb easilyFixing adverb brightly to adjective bright

8 Jan.2006

“The Parrot Who Says He’s Sorry (and Means It, Maybe)” Non-fiction excerpt BOOK 2


Taking notesTwo examples of what Alex the parrot has learned and proof that he understands the information

Graphic organizer

Page 39Explain the meaning of the expression “to parrot” and compare the meaning with what Alex does

Short response

Tell what the author’s purpose was in writing about Alex the parrot – inform, persuade, or entertain – and explain your choice using details from the article

Short response

Describe the method Dr. Pepperberg used to train Alex and tell why it was successful

Essay

8 Jan.2006

“The Man Who Could See Elephants” Folktale - Fiction “Purple Snake” Poem – Fiction BOOK 3

Name the young man’s main problem and explain how his main problem is resolved

Graphic organizer

Choose one of the words that best describes the young man

Short response

– determined, curious, or clever – and explain your choice using details from the story

Read a line from the poem and explain what the line means in the context of the poem

Short response

Describe the attitudes of Don Luis and the old man toward the creation of art and explain how their attitudes are similar

Essay

December 2005 SamplePage 40Page 41

6 Dec.2005Sample

“Lydia’s Lasso” Short story – fiction - BOOK 2


Note taking skills Notes Give one word to describe

how Lydia feels when she is not allowed to join the roundup, and describe an action from the story that supports this feeling

Graphic organizer

Explain how Lydia’s feelings change in the story

Short response

Explain and support why Mike and Uncle Carlos

Short response

throw up their hands and cheer at the end of the story and also explain and support what their actions mean for Lydia’s futureChoose one of the two lessons. Tell and support why you believe this lesson best fits the story

Essay

6 Dec.2005 Sample

“Flights of Fancy” - an article about birds“A Fish With Whiskers” - an article about catfish two non-fiction articles BOOK 3

Name of type of bird, a protective trait, and how the specific trait protects it from enemies

Graphic organizer

Page 42 Explain and support how airplane engineers have been influenced by the study of birds in flight

Short response

Compare the coloring of a catfish living in a Texas cave with the coloring of an upside-down catfish. Explain how environment has affected their coloring.

Short response

Choose whether you would prefer to be a bird or a catfish. Explain your choice using details from both articles.

Essay

7 Dec.2005 Sample

“The Greatest Runner of All Time”about track star Glenn Cunningham biographical sketch – BOOK 2


Note taking skills NotesExplain and support how the author convinces the reader that Glenn Cunningham is the greatest runner of all time

Short response

Read the statement from the selection. Explain why you agree or disagree with the statement. Use support/evidence from the text.

Short response

7 Dec.2005 Sample

Editing Paragraph “Ellen’s Montana Ranch”

Fix time to times -Mornings are …times

Editing skills

Omit comma after eagerlyFixing superlatives - most favorite to favoriteFixing verb tense – raced to raceDirect address – comma after SashaFixing close quotation marks

8 Dec.2005Sample

“Leonardo da Vinci’s Mona Lisa” Non-fiction article BOOK 2


Taking notes NotesIdentify one of Leonardo’s talents and explain how it helped him paint the Mona Lisa

Graphic organizer

Name one possible identity of the Mona Lisa and support your theory with evidence from the text

Short response

Explain and support why people today are still fascinated by the Mona Lisa

Short response

Contrast the various places and conditions under which the Mona Lisa has been placed

Essay

8 Dec.2005 sample

“The Calculating Countess” (Ada Byron Lovelace)

Page 43

Identify two significant events in Ada’s life and explain how each one influenced her life

Graphic organizer

“John Wesley Powell”

Non-fiction – biographical sketches BOOK 3

Explain how “the scientific method” helped Powell and his men survive their river voyages

Short response

Explain and support why the description “daredevil explorer” is an appropriate description for Powell

Explain the different professional training of Ada Lovelace and John Powell and explain how their different approaches in science both led to successful careers

Short response

Essay

8 Jan. “Jacques Cousteau” – BOOK 2 Identify three of Cousteau’s Graphic organizer

2005 Biographical sketch – non-fiction major achievements.

Explain how Cousteau first became interested in the ocean.

Short response

Explain what impact Cousteau had on the general public.

Short response

Page 44

Explain what Sylvia Earle meant when she called Cousteau the “voice for the ocean.” Explain how Cousteau provided a voice for the ocean.

Essay

8 2005 “You Are How You Eat” and “Wrappings” - Non-fiction essays BOOK 3

Identify three different methods of eating ice cream.

Graphic organizer

Explain the meaning of the title “You Are How You Eat.”

Short response

Choose one of Andy Rooney’s reactions to protective coverings – “irritating, funny or civilized” – and explain why the use of a protective covering could be described in this way.

Short response

Choose one of the following descriptions of the authors Nemy and Rooney – humorous, observant of detail, critical – and explain and support why you think it describes both authors.

Essay

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