general comprehension strategies · ♦ students are given time to practice each strategy during...

Grade 8 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 Preview reading materials using pre‐reading strategies (e.g., skimming, scanning, predicting, SQ3R) 1B.1.

Relate literature selections and informational text to self, world, and other texts. 1B.2 (MAKING CONNECTIONS)

Identify text structure and create a mental/visual representation (e.g., graphic organizer, outline, drawing) to use while reading. 1B.3

Identify how different content areas require different organizational structures (e.g., lists/sequence, comparison, cause/effect, problem/solution, classification). 1B.7

Apply self‐monitoring and self‐correcting strategies continuously to clarify understanding (e.g., in addition to previous skills, draw comparisons to other readings). 1B.4 (SELF‐MONITORING)

Demonstrate an accurate understanding of important information in the text by focusing on the key ideas presented explicitly or implicitly. 1B.5 (DETERMINING IMPORTANCE)

Build, evaluate, and extend text interpretations through collaboration with others. 1B.6 (SYNTHESIS) Select and read books for recreation. 1B.9 Use information from text to form, explain, and support questions and predictions. 1C.1 (INFERRING) Generate and respond to questions that reflect higher level thinking skills (e.g., analysis, synthesis, evaluation). 1C.2 (QUESTIONING)

Ask open‐ended questions to improve critical thinking skills. 1C.3 (QUESTIONING) Summarize and make generalizations from content and relate them to the purpose of the material. 1C.4 (SYNTHESIS)

Explain how the story elements, point of view, and theme contribute to reader understanding of the text. 1C.5 (SYNTHESIS)

Select reading strategies for text appropriate to the readerʹs purpose. 1C.6 (SELF‐MONITORING) Interpret concepts or make connections through analysis, evaluation, inference, and/or comparison. 1C.7 (SYNTHESIS)

Compare story elements. 1C.8 (SYNTHESIS) Analyze and evaluate authorʹs word choice. 1C.9 (SYNTHESIS)



Connect, relate, interpret, and integrate information from various sources and genres (e.g., content area textbooks, novels, newspapers, magazines, poetry, drama, reference materials). 1C.10 (SYNTHESIS)

Synthesize key points and supporting details to form conclusions. 1C.11 (SYNTHESIS) Recognize how illustrations reflect, interpret and enhance the text. 1C.12 (SYNTHESIS) Draw conclusions based on information found in visual information and data. 1C.13 (SYNTHESIS) Explain how visual information and data support written text. 1C.14 (SYNTHESIS) Apply appropriate reading strategies to fiction and non‐fiction texts within and across content areas. 1C.15 (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”

Reading Strategies • Teach visualization using Chapter 8 from Strategies that Work by Harvey & Goudvis

• Teach visualization use pg. 19‐21 from Graphic Organizers and Activities for Differentiated Instruction in Reading (Scholastic)

• Teach making mental pictures pg. 289‐290 from A Complete Resource for Teaching Reading by Laura Robb

• DRTA, SPAWN, PORPE, Text Highlighting, ReQuest, and REAP reading strategies from Tools For Teaching Literacy by Janet Allen

• Teach seven key reading strategies pg. 14‐16 from Teaching Reading in Middle School by Laura Robb

• Utilize Literature Circles: Defining literature circles from Literature Circle Role Sheets by Christine Boardman Moen pg. 6‐14

• Scope magazine (Scholastic)‐utilize class sets for discussion topics and read aloud practice

• Class Discussion: utilize Say Something pg. 30‐31 from Revisit, Reflect, Retell by Hoyt

• Book Clubs

Student Products & Informal Assessments:‐ Response Journals ‐ Reading Logs ‐ Post It Notes

‐ Graphic Organizers that support multiple

strategies: o T‐Chart o 2 Column Notes

Reading Strategies • Use Scene Sketcher pg. 22 Picture Perfect pg.

23, Making Movies pg. 24 to enhance visualization strategies from Graphic Organizers and Activities for Differentiated Instruction in Reading (Scholastic)

• Utilize role sheets to aide comprehension during literature circles from Literature Circle Role Sheets by Christine Boardman Moen. Recommended sheets: Literature Circle Overview, pg. 22; Observation‐Feedback Chart, pg. 26; Character Sketcher, pg. 27; Scene Setter, pg. 34; Story Tree Teller, pg. 40; Conflict Connector, pg. 43; Quality Questions, pg. 20; and Connection Conductor, pg. 53.

• Use graphic organizer Discussion Web pg. 36‐37 from 50 Graphic Organizers for Reading, Writing, and More (Scholastic)

• Turn scene from book into script to be performed by group

• Use graphic organizer for narrative text pattern from website “Writingfix.com”

• Book Bag project‐decorate brown paper lunch bag with title, author, and appropriate decoration. Inside include artifacts from the



Visualization

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

Anchor Text: Twilight Saturdays and Teacakes (picture book)

Making Connections/Schema

‐ T‐S, T‐T, T‐W ‐ Activate Prior Knowledge (Schema) ‐ Previewing/Predicting Anchor Text: The Outsiders

Making Connections/Schema – Teacher Resources

• May use personal connections pg. 7‐9 Graphic Organizers and Activities for Differentiated Instruction in Reading (Scholastic)

• Teach 3 different types of connections: text to text, text to self, and text to world, Chapter 6 Making Connections from Strategies That Work by Harvey and Goudvis

• Making Connections strategy lesson pg. 164‐166 from Teaching Reading in the Middle School by Laura Robb

book and write description of why each item is important to the book. See appendix for guidelines and rubric.

• Book review broadcast (write a book review that includes: brief synopsis, description of main characters, favorite part, why liked/disliked book). Deliver to your classmates as your “studio audience”

Visualization

‐ Drawing pictures ‐ Sketch to Stretch

Making Connections/Schema

Making Connections/Schema – Teacher Resources • Making Personal Connections pg. 10 from Graphic Organizers and Activities for Differentiated Instruction in Reading (Scholastic)

• Connections and Reflections pg. 11 from Graphic Organizers and Activities for Differentiated Instruction in Reading (Scholastic)

• What’s the Message pg. 12 from Graphic Organizers and Activities for Differentiated Instruction in Reading (Scholastic)

• Utilize Have‐in‐Common Connector role



Questioning

‐ Thick and Thin Questions ‐ QAR

Anchor Text: Daniel’s Story A Soldier’s Heart

Questioning Strategies – Teacher Resources

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

• Teach the following strategies: Concept Ladder, Questions Game, Cornell Note‐Taking, and QAR from Tools for Teaching Content Literacy 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

• Teach Read to Discover Answers pg. 12‐21 and use short text sample “The Eagle has Landed” pg. 19 from The Comprehension Toolkit; Ask Questions by Harvey and Goudvis

sheet pg. 46 from 25 Reproducible Literature Circle Role Sheets by Moen

• Utilize Connection Conductor role sheet • pg. 53 from 25 Reproducible Literature Circle Role Sheets by Moen

• Text‐to‐Self Connections pg. 125, Text Connections pg. 126, and Connect To pg. 131 from I Read It, but I Don’t Get It by Tovani

Questioning

‐ KWL Chart ‐ DRTA ‐ Questioning Web ‐ Anticipation Guide

Questioning Strategies – Teacher Resources • Use Quality Questions role sheet from 25

Reproducible Literature Circle Role Sheets by Moen

• Interview activity: Student writes questions for a character and another student answers them as the character from the book

• 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

• Use this graphic organizer pg. 44 to go with Read to Discover the Answers from The Comprehension Toolkit; Ask Questions by Harvey and Goudvis

• Use Quality Questions from 25 Fun and Fabulous Literature Response Activities and Rubrics by Scholastic Professional Books



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

Anchor Text: The Outsiders Twilight The Watsons Go to Birmingham

Infer and Interpret – Teacher Resources • Teach students to make inferences pg. 61‐72

from When Kids Can’t Read by Kylene Beers • Teach reading between the lines pg. 160‐165

from Yellow Brick Roads by Janet Allen • Explore implied meaning pg. 164‐176 from Teaching Reading in Middle School by Laura Robb

• Teach inference pg. 23‐24 from Strategies that Work by Harvey & Goudvis

• Provide anchor experiences for inference pg. 35‐36 from Strategies that Work by Harvey & Goudvis

• Provide inferential reading strategies pg. 105‐115 from Strategies that Work by Harvey & Goudvis

• Teach to infer with informational texts pg. 114 & 165‐169 from A Complete Resource for Teaching Reading by Laura Robb

• Teach how you infer what others imply pg. 175‐179 from Reading Smarter by Osborn

Inferences‐ 2‐column notes/T‐Chart ‐ Anticipation Guide

Infer and Interpret – Teacher Resources • Use inferring a character’s personality sheet

pg. 299 from Teaching Reading in Middle School by Laura Robb

• Use fleshing out a character and looking at our options pg. 270‐271 from Yellow Brick Roads by Janet Allen

• Assess understanding pg. 190‐193 from Strategies that Work by Harvey & Goudvis

• Use inferential thinking and inferring themes pg. 277‐279 & 281 from Strategies that Work by Harvey & Goudvis

• Make inferences with fiction pg. 112‐113 from A Complete Resource for Teaching Reading by Laura Robb

• Cause/effect/infer pg. 115‐117 & 171‐173 from A Complete Resource for Teaching Reading by Laura Robb

• Make inferences pg. 191 from A Complete Resource for Teaching Reading by Laura Robb

• Collect story details to make inferences pg. 211 from A Complete Resource for Teaching Reading by Laura Robb

• Read between the lines pg. 219 from A Complete Resource for Teaching Reading by Laura Robb



Determining Importance in Text ‐ Summary ‐ Sequencing ‐ V.I.P.s ‐ Main Idea & Supporting Details

Anchor Text: The Watsons Go to Birmingham

Determining Importance – Teacher Resources • Teach summarization techniques pg. 20‐30

from Summarization in Any Subject by Rick Wormeli

• Teach Think‐Aloud strategy on finding important information rather than just one main idea pg. 119‐132 from When Kids Can’t Read by Kylene Beers

• Teach story steps role sheet pg. 33 from Literature Circles‐Using Student Interaction to Improve Reading Comprehension (Creative Teaching Press)

• 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

Determining Importance ‐ V.I.P. ‐ Point it Out ‐ KWL

Determining Importance – Teacher Resources • Use 3‐2‐1 Strategy to find key ideas pg. 39‐

40 from Summarization in Any Subject by Rick Wormeli

• Use Backwards Summaries pg. 57‐59 from Summarization in Any Subject by Rick Wormeli

• Use Bloom’s Taxonomy Summary Cubes pg. 60‐63 from Summarization in Any Subject by Rick Wormeli

• Use Body Analogies pg. 64‐67 from Summarization in Any Subject by Rick Wormeli

• Use two word strategy pg. 5 from Revisit, Reflect, Retell by Hoyt

• Use novel reflections strategy pg. 10 from Revisit, Reflect, Retell by Hoyt

• Use what is important strategy pg. 12 from Revisit, Reflect, Retell by Hoyt

• Use graphic organizer Understanding, Connecting, Explaining by Skowron, 2001

• Use graphic organizer Read/ Reflect/Connect by Skowron, 2003

• Use determining importance 282‐283 from Strategies that Work by Harvey & Goudvis



Synthesizing ‐ Theme ‐ Mood ‐ Author’s purpose ‐ Connecting all strategies to make

deeper, personal meaning ‐ Extending meaning through discussion

Anchor Text: The Diary of Anne Frank Twilight

Self Monitoring ‐ Re‐reading ‐ Context clues ‐ Reading aloud to clarify meaning Anchor Text: Night

Self‐Monitoring Strategies – Teacher Resources

• Self‐Monitoring/Fix‐Up Strategies use model lesson from website “readwritethink.org”

• Use strategy lesson: Read/Pause/Retell/Read and Reread pg. 143‐144 from Teaching Reading in Middle School by Laura Robb

• Teach Pause and Reflect on: Self‐Monitoring strategy pg. 152 from Teaching Reading in Middle School by Laura Robb

• Teach Reading Strategies Alive! pg. 9‐10 from Snapshots by Hoyt

• Teach Personal Strategy List pg. 13‐14 from Snapshots by Hoyt

• Teach Lessons That Show Students How to Self Monitor During Reading pg. 98‐109 from Teaching Reading: A Complete Resource for Grades 4 and up by Laura Robb

Synthesizing‐ See Comprehension State Goal 2

Self‐Monitoring

Self‐Monitoring Strategies–Teacher Resources• Use Think‐Aloud Self‐Assessment pg. 126

from When Kids Can’t Read by Beers • Good Reader Strategies list pg. 11‐12 from Snapshots by Hoyt

• Personal Reading Strategies List pg. 15 from Snapshots by Hoyt

• Use graphic organizers: cooperative learning rubric, cooperative learning roles, clunk pattern poster, KWL chart, clunks and clues chart, QAD chart, and question prompts with comprehension strategies lesson from “Read, Write, Think.org”



Self‐Selection of Books • Lesson on Using Text pg. 156‐160 from Yellow Brick Roads by Janet Allen

• Teach how to select books for recreation using book passes pg. 103‐106, 274 from Yellow Brick Roads by Janet Allen

• Introduce students to literature to help select books for recreation pg. 431‐442 from A Complete Resource for Teaching Reading by Laura Robb

• Have a Book Party in your classroom utilize pg. 32 from Revisit, Reflect, Retell by Hoyt

• Talking About Books at Home pg. 38 from Revisit, Reflect, Retell by Hoyt

Self‐Selection of Books • R.C. tests • Self‐selected reading bingo pg. 219 from Modifying Four Blocks for Upper Grades by Sigmon



comprehension General Comprehension Strategies

Additional Teacher Resources Formal Assessments:

• QRI • ThinkLink

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. Evidence of their thinking

includes response journals, post‐it notes, and graphic organizers. ♦ 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 Read extensively. 2A.1 Determine which literacy elements/techniques are dominant and subordinate in text. 2A.2 (SYNTHESIS) Explain how an author uses specific techniques to achieve intended effect. 2A.3 (SYNTHESIS) Explain how specific elements and techniques (e.g., dialect, setting, vocabulary) enhance characterization. 2A.4 (SYNTHESIS)

State how changes in technique might affect aspects of the story. 2A.5 (SYNTHESIS) Analyze nonfiction (e.g., 5 wʹs). 2A.6 (SYNTHESIS) Identify details that reveal the genre (e.g., short stories, novels, dramas, poetry, biographies). 2A.7 (SYNTHESIS)

Use textual structure, word choice and style to identify detail that reveals the authorʹs viewpoint. 2A.8 (SYNTHESIS)

Interpret the effect of authorsʹ decisions regarding word choice, content, and literary elements upon the text. 1A.6

Evaluate how a text reflects a culture, society, or historical period. 2A.9 (SYNTHESIS) Respond to text. 2B.1 Make connections from text to text, text to self, and text to world. 2B.2 (MAKING CONNECTIONS) Paraphrase, summarize, synthesize, and evaluate information from a variety of texts and genres. 2B.3 (SYNTHESIS)

Make connections between text and its culture. 2B.4 (SYNTHESIS) Use literary themes to connect recurring problems over time and across cultures. 2B.5 (SYNTHESIS) Investigate how attitudes toward a situation or problem change in different periods of history or in different cultures. 2B.6 (SYNTHESIS)

Engage in literary discussions (e.g., conflict, resolutions, relevance, background, effectiveness, realism). 2B.7 (SYNTHESIS)



Instructional Elements/Teacher Resources & Anchor Text Read aloud/Think Aloud from a variety of genre Students read a variety of genre • Book Clubs/Literature Circles • Guided Reading Groups • Genre Studies Anchor Texts: Novel sets, informational articles, short stories, and content texts

Read Extensively • Utilize Literature Circles: Defining literature

circles pg. 6‐14 from Literature Circle Role Sheets by Christine Boardman Moen

• Utilize Read‐Aloud method pg. 49‐57 from Yellow Brick Roads by Janet Allen

• Utilize Shared Reading method pg. 58‐79 from Yellow Brick Roads by Janet Allen

• Encourage Independent Reading pg. 98‐113 from Yellow Brick Roads by Janet Allen

• Utilize Guided Reading method pg. 82‐97 from Yellow Brick Roads by Janet Allen

Student Products & Informal Assessments:

Read Extensively • Literature Circle: Role Sheets

• Read Aloud: Reading Review pg. 57‐60 from Literature Response Activities and Rubrics by Christine Boardman Moen

• Shared Reading: Mini Mind‐Map Scrapbook pg. 64‐67 from Literature Response Activities and Rubrics by Christine Boardman Moen

• Utilize reading and interest surveys to encourage reading pg. 38‐39 from A Complete Resource for Teaching Reading by Laura Robb

• Independent Reading: Book Pass pg. 274 from Yellow Brick Roads by Janet Allen

• Independent Reading: RC Tests • Poetry: Theme Shape Poems pg. 43‐45

from Literature Response Activities and Rubrics by Christine Boardman Moen

• Guided Reading: Quality Questions pg. 89‐93 from Literature Response Activities and Rubrics by Christine Boardman Moen



FICTION ESSENTIALS Synthesizing

• Theme d

se

on

• Moo• Author’s purpo• Connecting all strategies to make deeper,

personal meaning • Extending meaning through discussi

Author’s Purpose • Analyze Poetic License pg. 101 from Figuratively Speaking by Heidrich

• Teach questioning of author’s style pg. 273 from When Kids Can’t Read by Kylene Beers

• Teach the hunt for author’s purpose pg. 165‐166 from Deeper Reading by Kelly Gallagher

• Explain information about an author can help you understand their writing better use author profile pg. 2 from Reacting to Literature; Writing Activities for Every Book by Novel Units publisher.

• Discuss how word choice, structure, and style reveals author’s viewpoint

Anchor Text: Narration & Dialogue • Analyze Dialogue/Dialect pg. 21 from Literature Response Activities and Rubrics by Christine Boardman Moen

• Analyze Dialect pg. 68 from Figuratively Speaking by Heidrich

• Analyze Dialogue pg. 71 from Figuratively Speaking by Heidrich

• Analyze local color (how a text reflects culture) pg. 86 from Figuratively Speaking by Heidrich

Anchor Texts: Pink and Say (picture book) The Watsons Go to Birmingham

FICTION ESSENTIALSSynthesizing

Author’s Purpose • Poetic License: Usage and creating pg.

102‐103 from Figuratively Speaking by Heidrich

• Questioning Author’s Style: Questions about structure and theme pg. 291 from Teaching Reading in Middle School by Laura Robb

• Author Authority role sheet pg. 31 from Literature Circle Role Sheets by Moen

• Teach authorial comment pg 342‐345 from Reading Smarter by Osborn

Narration & Dialogue • Dialogue/Dialect: Who said What and

Why pg. 22‐23 from Literature Response Activities and Rubrics by Christine Boardman Moen

• Dialect: Interpreting and identifying dialect pg. 69‐70 from Figuratively Speaking by Heidrich

• Dialogue: Identify and determine purpose of dialogue pg. 72‐73 from Figuratively Speaking by Heidrich

• Local Color: Techniques, locating, and creating pg. 87‐88 from Figuratively Speaking by Heidrich



Point of View • Analyze Point of View pg. 53‐54 from Literature Response Activities and Rubrics by Christine Boardman Moen

• Analyze Point of View pg. 95 from Figuratively Speaking by Heidrich

• Teach Point of View pg. 79‐82 & 256‐257 from Reading Smarter! by Patricia Osborn

• Explain Point of View pg. 73‐75 from Graphic Organizers and activities for Differentiated Instruction in Reading by Scholastic Anchor Text: Barefoot; Ace Lacewing: Bug Detective; Sophie’s Masterpiece; George vs. George: The American Revolution as Seen from Both Sides (Picture Books)

Flashback • Analyze Flashback pg. 61 from Literature Response Activities and Rubrics by Christine Boardman Moen

• Analyze flashback pg. 74 from Figuratively Speaking by Heidrich

Foreshadowing • Analyze foreshadowing pg. 77 from Figuratively Speaking by Heidrich

Allusion • Analyze allusion pg. 59 from Figuratively Speaking by Heidrich

Point of View• Point of View: Point of View pg. 55‐56


• Point of View: Identify and use point of view pg. 96‐97 from Figuratively Speaking by Heidrich

• Point of View: Types and identify 83‐86 & 259‐268 from Reading Smarter! By Patricia Osborn

• Point of View: Visualize, analyze, and determine importance pg. 76‐78 from Graphic Organizers and activities for Differentiated Instruction in Reading by Scholastic

Flashback • Flashback: It Happened in a Flash (Back)!

Pg. 61‐63 from Literature Response Activities and Rubrics by Christine Boardman Moen

• Flashback: Find, explain, and write flashback pg. 75‐76 from Figuratively Speaking by Heidrich

Foreshadowing

• Foreshadowing: Find and write foreshadowing pg. 78‐79 from Figuratively Speaking by Heidrich

Allusion • Allusion: Interpret, appropriate, and

writing allusions pg. 60‐61 from Figuratively Speaking by Heidrich



Irony • Analyze irony pg. 83 from Figuratively Speaking by Heidrich

• Teach irony pg. 199‐208 from Reading Smarter by Osborn

• Define irony pg. 83 from Figuratively Speaking by Heidrich Anchor Text: Pig Tale; Whatever; School Lunch (Picture Books) Romeo and Juliet

Mood/Tone/Theme • Analyze mood/tone pg. 89 from Figuratively Speaking by Heidrich

• Analyze theme pg. 92 from Figuratively Speaking by Heidrich

• Teach theme pg. 337‐341 from Reading Smarter! by Patricia Osborn Anchor Text: The Watsons Go to Birmingham or Seven Blind Mice; The School is Not White! A True Story of Civil Rights Movement; Rosa; This is the Dream (Picture Books)

Character analysis (INFER) • Build background knowledge of literary

elements pg. 76‐77 from Strategies That Work by Harvey and Goudvis

• Analyze character traits pg. 5‐6 and pg. 18 from Literature Response Activities and Rubrics by Christine Boardman Moen

• Analyze characters and characterization pg. 62 from Figuratively Speaking by Heidrich

• Teach characterization pg. 303‐305 from Reading Smarter! By Patricia Osborn

• Teach character analysis pg. 37‐39 from Graphic Organizers and activities for Differentiated Instruction in Reading by Scholastic

• Identify character perspective pg. 43‐45 from Graphic Organizers and activities for

Irony• Irony: Understand, predict, and identify

irony pg. 84‐85 from Figuratively Speaking by Heidrich

• Irony: verbal, situational, and dramatic pg. 200‐201 & 203‐206 from Reading Smarter! By Patricia Osborn

Mood/Tone/Theme

• Mood/Tone: Recognize and match tones and moods pg. 90‐91

• Theme: Recognizing theme pg. 93‐94 from Figuratively Speaking by Heidrich

• Understanding Theme pg. 124‐125 from A Complete Resource for Teaching Reading by Laura Robb

• Tried and True Tools for Finding Theme pg. 178‐179 from A Complete Resource for Teaching Reading by Laura Robb

Character analysis (INFER) • Character Traits: Puzzle Person pg. 7‐9


• Character Traits: Character Ties pg. 19‐20 from Literature Response Activities and Rubrics by Christine Boardman Moen

• Characterization: Kinds, methods, and creating pg. 63‐64 from Figuratively Speaking by Heidrich

• Characterization: Changes, sketch, and diamante pg. 40‐42 from Graphic Organizers and activities for Differentiated Instruction in Reading by Scholastic

• Characterization: Perspective, contrast, support pg. 46‐48 from Graphic Organizers and activities for Differentiated Instruction in



Differentiated Instruction in Reading by Scholastic

• Teach character analysis pg. 26 from Assess in One Page or Less by Teacher Created Resources

• Understand Character’s Personality pg. 120‐123 from A Complete Resource for Teaching Reading by Laura Robb

Anchor Text: The Outsiders Symbolism • Analyze symbolism in reading pg. 346‐348

from Reading Smarter! By Patricia Osborn • Explain symbolism pg. 32‐34 from Jumpstarters for Figurative Language by Heitman

Anchor Text: Freedom Quilt Plot (SUMMARIZING/RETELLING) • Analyze plot turning points pg. 14 & pg. 49


• Analyze plot pg. 98 from Figuratively Speaking by Heidrich

Anchor Text: A Soldier’s Heart Conflict (SUMMARIZING/RETELLING) • Analyze conflict pg. 65 from Figuratively Speaking by Heidrich

Anchor Text: The Watsons Go to Birmingham

Reading by Scholastic • Characterization: Character Analysis Box

pg. 59 from Assess in One Page or Less by Teacher Created Resources

Symbolism • Symbolism: Find and interpret in reading

pg. 349‐356 from Reading Smarter! by Patricia Osborn

• Informal Assessment: Identify Literary Techniques pg. 207‐208 from Reading Smarter! by Patricia Osborn

Plot (SUMMARIZING/RETELLING)

• Plot: Plot Turning Point Posters pg. 15‐17 & Pertinent Plot Parts pg. 50‐52 from Literature Response Activities and Rubrics by Christine Boardman Moen

• Plot: Identify and develop plot pg. 99‐100 from Figuratively Speaking by Heidrich

Conflict (SUMMARIZING/RETELLING) • Conflict: Classify conflict pg. 66‐67 from Figuratively Speaking by Heidrich

• Conflict: Conflict Connector pg. 43 from Literature Circle Role Sheets by Christine Boardman Moen



Visualization • Mental images/”movie in my mind”

ze ns

ge

• Using schema to visuali• Images from all senses and emotio• Powerful languaAnchor Text: Twilight

Setting (VISUALIZE) • Analyze Setting pg. 34 from Literature Response Activities and Rubrics by Christine Boardman Moen

• Teach Setting pg. 49‐51 from Graphic Organizers and activities for Differentiated Instruction in Reading by Scholastic Anchor Text:

GENRE Genre Instruction • Explain and define genre pg. 80 from Figuratively Speaking by Heidrich

• Read and study different genres like realistic fiction pg. 5‐6, folklore pg. 13‐14, adventure pg.23‐24, sports stories pg. 31‐32, science fiction pg. 40‐41, mystery stories pg.54‐55, historical fiction pg. 69‐70, poetry pg. 78‐79, and fantasy pg.89‐90 from Literature Pockets Fiction by Evan‐Moor publishers

• Explain genre pg. 52‐57 (includes section on picture books for older grades) from Strategies That Work by Harvey and Goudvis

• Build background knowledge for literary elements including genre pg. 76‐77 from Strategies That Work by Harvey and Goudvis

Visual Aids • Teach how to read and interpret a graph pg.

272‐276 from A Complete Resource for Teaching Reading by Laura Robb

• Discuss with students why certain photographs are chosen to represent

Visualization• Drawing pictures • Sketch to Stretch

Setting (VISUALIZE)

• Setting: Sizing Up the Setting pg. 35‐36 from Literature Response Activities and Rubrics by Christine Boardman Moen

• Setting: Web, events, actions pg. 52‐54 from Graphic Organizers and activities for Differentiated Instruction in Reading by Scholastic

GENRE Genre Instruction

• Categorize, identify, use, match, and write genres pg. 81-82 from Figuratively Speaking by Heidrich

• Projects for genres realistic fiction pg. 7‐11, folklore pg. 15‐21, adventure pg. 25‐29, sports stories pg. 33‐38, science fiction pg. 42‐46, mystery stories 56‐59, historical fiction pg. 71‐76, poetry 80‐82, fantasy pg. 91‐96 from Literature Pockets Fiction by Evan‐Moor publishers

Visual Aids • Utilize classroom set of Junior Scholastic

and Scope magazine to look at graphs and charts.

• Discuss how books have different covers and why. Compare and contrast the covers



different parts of stories and what significance they have

NON‐FICTION ESSENTIALS Analyze Nonfiction • Explore nonfiction formats pg. 288‐290 from When Kids Can’t Read by Kylene Beers

• Teach inferring with informational texts pg. 114 from A Complete Resource for Teaching Reading by Laura Robb

• Teach summarizing informational texts pg. 130‐131 from A Complete Resource for Teaching Reading by Laura Robb

• Teach making inferences with informational

texts pg. 165‐167 A Complete Resource for Teaching Reading by Laura Robb

• Create book review for nonfiction pg. 281 from Differentiating Reading Instruction by Laura Robb

• Summarize informational texts pg. 199 from A Complete Resource for Teaching Reading by Laura Robb

• Pair up and confer about an informational book pg. 207 from A Complete Resource for Teaching Reading by Laura Robb

• Utilize 5 W’s strategy pg. 215 from A Complete Resource for Teaching Reading by Laura Robb

• Teach Content Area Reading Strategy Checklist pg. 257 from A Complete Resource for Teaching Reading by Laura Robb

• Utilize anticipation guide pg. 265‐266 from A Complete Resource for Teaching Reading by Laura Robb

• Utilize list/group/categorize strategy for

and ask for opinions and reasons why one is better than the other

NON‐FICTION ESSENTIALS Analyze Nonfiction

• Questions for nonfiction pg. 295 from Teaching Reading in Middle School by Laura Robb

• Retelling Checklist for Informational Texts pg. 58 from A Complete Resource for Teaching Reading by Laura Robb

• Informational Books Can Change Your Thinking pg. 194 from A Complete Resource for Teaching Reading by Laura Robb

• Inferring with informational texts pg. 169 from A Complete Resource for Teaching Reading by Laura Robb

• Focus on details and main ideas in nonfiction pg. 197 from A Complete Resource for Teaching Reading by Laura Robb

• Use questions to understand your informational text pg. 212 from A Complete Resource for Teaching Reading by Laura Robb

• 5 W’s Plus H strategy to summarize informational text pg. 225 from A Complete Resource for Teaching Reading by Laura Robb

• Textbook Treasure Hunt pg. 263‐264 from A Complete Resource for Teaching Reading by Laura Robb

• Preview/Connect/Predict pg 267‐269 from A Complete Resource for Teaching Reading by Laura Robb

• Questioning the Author pg. 277‐278 from



nonfiction pg. 270‐271 from A Complete Resource for Teaching Reading by Laura Robb

• Teach pairs reading and questioning pg. 279‐280 from A Complete Resource for Teaching Reading by Laura Robb

Determining Importance in Text • Summary

g .s

ils

• Sequencin• V.I.P• Main Idea & Supporting DetaAnchor Text: The Watsons Go to Birmingham

Text Structures

• Teach students to identify text structures underlying structure pg. 11‐16 from Summarization in Any Subject by Rick Wormeli

• Teach text structures and supports from Tools for Teaching Content Literacy Janet Allen

• Teach Feature/Purpose Chart pg. 9 and 41 from Comprehension Tool Kit; Activate and Connect by Harvey and Goudvis

• Teach text structures to support comprehension pg. 24‐28 from Small‐Group Reading Instruction by Tyner and Green

• Teach guided reading with informational texts pg. 164‐166 from Make It Real by Hoyt

Previewing Materials

• Teach students to use the following previewing strategies: KWL Plus, Skimming and Scanning, List‐Group‐Label, Concept Ladder, and Anticipation Guide from Tools for Teaching Content Literacy by Janet Allen

A Complete Resource for Teaching Reading by Laura Robb

Determining Importance • V.I.P.

ut L

• Point it O• KW Text Structures • Use story map graphic organizer to explain

elements of a narrative text pg. 258 from Small‐Group Reading Instruction by Tyner and Green

• Utilize cause and effect graphic organizer with narrative and expository text pg. 259 from Small‐Group Reading Instruction by Tyner and Green

• Use Venn diagram to compare and contrast ideas pg. 260 from Small‐Group Reading Instruction by Tyner and Green

• Use sequencing graphic organizer to identify and put important events in order pg. 261 from Small‐Group Reading Instruction by Tyner and Green

• Utilize text feature sheets: Searching for Informational Text Features pg. 167, Text Feature Scavenger Hunt pg. 168, and Using the Table of Contents pg. 169-170 from Make It Real by Hoyt

Previewing Materials • Vocab‐O‐gram from Journal of Reading, 29,

643‐649 • KWL Chart pg. 49 from 50 Graphic Organizers for Reading, Writing and More (Scholastic)



• Skimming‐Reinforce skimming using Teaching Reading in the Middle School by Laura Robb pg 76‐77, and 161

• Reinforce Skimming/Scanning understanding using pg. 656‐657 from Reader’s Almanac (Great Source)

• Teach Students how to use the SQ3R & SQP3R strategies using material from website‐ “Study Guides and Strategies”

• Teach students to use a KWL Chart pg. 48 from 50 Graphic Organizers for Reading, Writing and More (Scholastic)

• To informally assess pre‐reading strategies use Assessment Form 5, pg. 44 from A Complete Resource for Teaching Reading by Laura Robb (Scholastic)

• What I Know/What I Learned Activity pg. 28‐32 and 43 from The Comprehension Toolkit: Activate and Connect by Harvey & Goudvis

Additional Teacher Resources: Formal Assessments: • Think Link

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. ♦ 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 group. ♦ 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. Related Descriptors

Read aloud fluently (with accuracy and appropriate speed). 1B.8

Instructional Elements & Anchor Text ‐ Read aloud to model fluency

o (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 Text: Scope Plays by Scholastic (classroom sets available), poetry collection list pg. 255‐262 from Yellow Brick Roads by Janet Allen,

Student Products (Informal Assessments):



Read Fluently • Read aloud to students pg. 20‐21 from The Fluent Reader by Rasinski

• Build fluency pg. 26‐33 from The Fluent Reader by Rasinski

• Partner reading pg. 231‐234 from Teaching Reading in the Middle School by Robb

• Teach Reader’s Theatre pg. 33‐37 from Teaching Fluency Beyond the Primary Grades by Madden and Sullivan

• Teach fluency and automaticity (choral reading and echo reading), chapter 10 from When Kids Can’t Read by Kylene Beers

• Factors that determine fluency pg. 13‐16 from Teaching Fluency Beyond the Primary Grades by Madden and Sullivan

• Read with appropriate phrasing pg. 77‐81 from Teaching Fluency Beyond the Primary Grades by Madden and Sullivan

• Assessing fluency pg. 110‐119 from Teaching Fluency Beyond the Primary Grades by Madden and Sullivan

• Administering fluency assessments pg. 12‐16 and pg. 105 from 3‐Minute Reading Assessments: Word Recognition, Fluency, Comprehension & Vocabulary by Scholastic Teaching Resources

Read Fluently • Informally assess fluency pg. 169‐176

from The Fluent Reader by Rasinski • Reading fluency rating scale pg. 128‐134

from Small Group Reading Instruction by Tyne and Green

• Reader’s Theater: Use Scope magazine by Scholastic for play scripts

• Recognize fluency pg. 20-25 from Teaching Fluency Beyond the Primary Grades by Madden and Sullivan

• Teach phrasing effectively pg. 91-96 from Teaching Fluency Beyond the Primary Grades by Madden and Sullivan

• Choral reading pg. 104‐109 from Teaching Fluency Beyond the Primary Grades by Madden and Sullivan

• Fluency test passages pg. 83-101 from 3‐Minute Reading Assessments: Word Recognition, Fluency, Comprehension & Vocabulary by Scholastic Teaching Resources

Additional Teacher Resources:

Teaching Fluency Beyond the Primary Grades by Madden and Sullivan,

The Fluent Reader by Rasinski

Formal Assessments • Timed reading passages

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 fifteen to thirty minute word study block daily. ♦ Systemic phonics instruction for purpose of teaching students strategies for reading and 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, and 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 word origins and derivations to understand meanings of new words. 1A.1 Apply knowledge of structural analysis to construct meaning of difficult or unfamiliar words. 1A.2

Infer the appropriate meaning of a word in context when the word has multiple meanings. 1A.3

Interpret idioms, similes, analogies, and metaphors to express implied meanings. 1A.4 Identify the effect of literary devices (e.g., allusion, diction, figurative language, imagery) in text. 1A.5

Recognize specialized vocabulary/terminology. 1A.7 Instructional Elements & Anchor Text

Phonics Essentials in Instruction: ‐ Word Sorts ‐ Word Study Notebooks ‐ Word banks & charts ‐ Word pattern activities

o Chunking o Root Word Tree

‐ Word hunts

Student Products (Informal Assessments):

‐ Word Sorts ‐ Word Study Notebooks ‐ Root Tree ‐ Concept Maps & other graphic organizers

for vocabulary



Word Origins • Teach how to use word sorts and the

spelling inventory from Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction by Bear, Invernizzi, Templeton, and Johnston (Each reading teacher should have a copy)

• Teach Prefixes, roots, and suffixes pg 121‐123 from Words, Words, Words by Janet Allen

• Utilize word walls pg. 119‐122 from Inside Words by Janet Allen

Structural Analysis • Utilize word study notebooks pg. 187

from Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction by Bear, Invernizzi, Templeton, and Johnston

• Teach Concept Circles pg. 13‐17 from Inside Words by Janet Allen

• Teach Concept Maps for words pg. 19‐29 from Inside Words by Janet Allen

• Teach how to use word sorts and the spelling inventory from Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction by Bear, Invernizzi, Templeton, and Johnston

• Teach Vocabulary Squares pg. 39 from Assess in One Page or Less by Teacher Created Resources

• Teach Concept and Word Analysis pg. 49‐50 from Words, Words, Words by Janet Allen

• Teach Part to Whole pg. 53‐54 from Words, Words, Words by Janet Allen

• Teach Word Building with Prefixes and Suffixes pg. 153‐155 from A Complete Resource for Teaching Reading by Laura Robb

• Teach Word Building with Latin or Greek Roots pg. 156‐157 from A Complete

Word Origins • Utilize word sorts for Greek and Latin

prefixes and roots from Words Their Way: Word Sorts for Derivational Relations Spellers by Templeton, Johnston, Bear, and Invernizzi (Each reading teacher should have a copy)

• Word sorts pg. 115‐118 from Inside Words by Janet Allen

Structural Analysis

• Vocabulary Poster pg. 38 & 76 from Assess in One Page or Less by Teacher Created Resources

• Concept Circles sheet pg. 124 from Inside Words by Janet Allen

• Concept Maps for words pg. 126 from Inside Words by Janet Allen

• Utilize word sorts for Greek and Latin prefixes and roots from Words Their Way: Word Sorts for Derivational Relations Spellers by Templeton, Johnston, Bear, and Invernizzi

• Vocabulary Squares pg. 77 from Assess in One Page or Less by Teacher Created Resources

• Analysis Map pg. 135 from Words, Words, Words by Janet Allen

• Part to Whole pg. 138 from Words, Words, Words by Janet Allen

• Scavenger Hunts pg. 176‐179 from The Teacher’s Guide to Big Blocks by Arens, Loman, Cunningham, and Hall



Resource for Teaching Reading by Laura Robb

• Utilize word detectives game pg. 175‐177 from The Teacher’s Guide to Big Blocks by Arens, Loman, Cunningham, and Hall

• Teach Semantic Feature Analysis pg. 91‐94 from Inside Words by Janet Allen

Multiple Meanings/Context Clues

• Teach Context‐Content‐Experience pg. 51‐52 from Words, Words, Words by Janet Allen

• Teach words in context pg. 55‐56 from Words, Words, Words by Janet Allen

• Teach word questioning pg. 57‐59 from Words, Words, Words by Janet Allen

• Teach multiple meanings pg. 60‐61 from Words, Words, Words by Janet Allen

• Teach contextual redefinition pg. 31‐34 from Inside Words by Janet Allen

• Play with words pg. 31‐42 from The Word‐Conscious Classroom by Scott, Skobel, and Wells

• Teach context clues pg. 63‐64 from Reading Smarter by Osborn

• Teach how to use new words in context pg. 73‐78 from Reading Smarter by Osborn

VOCABULARY Understand Literary Devices

• Define/interpret imagery pg. 14 from Figuratively Speaking by Heidrich Anchor Text Imagery: Saturday and Teacakes; Stranger in the Woods: A Photographic Fantasy; Dream: A Tale of Wonder, Wisdom, & Wishes (Picture Books)

• Define/interpret idioms pg. 11 from Figuratively Speaking by Heidrich

• Explain idiom from quote of the day pg.

• Semantic Feature Analysis pg. 152 from Inside Words by Janet Allen

Multiple Meanings/Context Clues

• Context‐Content‐Experience pg. 136 from Words, Words, Words by Janet Allen

• Words in Context pg. 139‐140 from Words, Words, Words by Janet Allen

• Word Questioning pg. 141 from Words, Words, Words by Janet Allen

• Multiple Meanings pg. 143 from Words, Words, Words by Janet Allen

• Making the Educated Guess pg. 52‐55 from Reading Smarter by Osborn

• Words with Two Meanings pg. 59‐60 from Reading Smarter by Osborn

• Recognize shades of meaning pg. 65‐66 from Reading Smarter by Osborn

VOCABULARY Understand Literary Devices

• Interpret, use, and write with imagery pg. 15‐16 from Figuratively Speaking by Heidrich

• Imagery daily warm‐ups pg. 2‐5 from Jumpstarters for Figurative Language by Heitman

• Define, illustrate, use, and state idioms pg. 12‐13 from Figuratively Speaking by Heidrich



29, 31, 34, 36, 38‐41, 43, 45‐49, 56‐59, 62, 64, 65, 67‐69 from Quips, Quotes, & Queries by Winget Anchor Text Idiom: Monkey Business; Even More Parts (Picture Books)

• Define/interpret metaphor and simile pg. 17 from Figuratively Speaking by Heidrich

• Explain/identify metaphors and similes pg. 180‐187 from Reading Smarter by Osborn Anchor Text Simile: Elephant Dance: Memories of India; Across the Alley; Grizz! (Picture Books) Anchor Text Metaphor: The Ocean is…; Prairie Train; In November (Picture Books)

• Explain analogies pg. 188‐190 from Reading Smarter by Osborn

• Teach personification pg. 191-193 from Reading Smarter by Osborn

• Define/explain personification pg. 23 from Figuratively Speaking by Heidrich Anchor Text Personification: New York is English; Cave; Hello Harvest Moon (Picture Books)

Identify Effect of Literary Devices

• Develop understanding of figurative language pg. 155 from Yellow Brick Roads by Janet Allen

• Teach/define allusion pg. 59 from Figuratively Speaking by Heidrich

• Define Hyperbole pg. 8 Figuratively Speaking by Heidrich Anchor Text Hyperbole: Thunder Rose; Lies and Other Tall Tales; Dona Flor (Picture Books)

• Idiom daily warm‐ups pg. 18‐21 from Jumpstarters for Figurative Language by Heitman

• Locate, use, and write similes and metaphors pg. 18‐19 from Figuratively Speaking by Heidrich

• Simile daily warm‐ups pg. 6‐9 from Jumpstarters for Figurative Language by Heitman

• Metaphor daily warm‐ups pg. 10‐13 from Jumpstarters for Figurative Language by Heitman

• Interpret analogies pg. 22, 32, and 49 from Quips, Quotes, & Queries by Winget

• Personification daily warm‐ups pg. 26‐28 from Jumpstarters for Figurative Language by Heitman

• Personification quote of the day pg. 51 from Quips, Quotes, & Queries by Winget

• Understand, interpret, use, and write personifications 24‐25 from Figuratively Speaking by Heidrich

Identify Effect of Literary Devices

• Interpret, apply, and write allusions pg. 60‐61 from Figuratively Speaking by Heidrich

• Identify, understand, explain, and use hyperbole pg. 9‐10 Figuratively Speaking by Heidrich



Additional Teacher Resources:

Words Their Way: Word Sorts for Derivational Relations Spellers by Templeton, Johnston, Bear, and Invernizzi (most reading teachers have copies) Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction by Bear, Invernizzi, Templeton, and Johnston (each team has copy)

Formal Assessments: • Think Link

Notes:

general comprehension strategies · ♦ students are given time to practice each strategy during...

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