SRA Corrective Reading

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1 CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM Date: 07/31/2014 Submitted by: Jaclyn Rizzuto 21 st Century College and Career Readiness SRA Corrective Reading Common Core s: Reading Foundational Skills 4.3; ; 5.4 Writing 4.4; 4.5; ; 5.5; ; 6.5 Page 1 of 19

2 Table of Contents Topic Page Overview 3 College and Career Readiness Anchor s for Reading 4 Scope and Sequence 5 Reading Literature 6-11 College and Career Readiness Anchor s for Writing 12 Writing Page 2 of 19

3 COURSE OVERVIEW The Common Core State s provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. The curriculum guide has been generated to not only help students achieve the Common Core State s, but to ensure that students will be prepared for college and career opportunities following high school graduation. Primary Resource(s) Textbook Title: SRA Publisher: McGraw Hill Copyright: 2008 Series Title If Applicable: SRA Corrective Reading Supplemental/Other SRA Reading Labratory Page 3 of 19

4 Reading s Overview College and Career Readiness Anchor s for Reading The standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. *Please see Research to Build Knowledge in Writing and and Collaboration in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. Note on range and content of student reading To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students own thinking and writing. Along with high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts. Page 4 of 19

5 Scope and Sequence Unit Description Common Core (s) Timeline Pacing (must equal 165 days for full-year or 83 days for half-year course) Benchmarking Interdisciplinary Example for Each Subject Area Reading - Benchmark 1 Students will be assessed informally and formally with the SRA Corrective Reading and the Common Core s. Students will be assessed to determine their ability in reading comprehension and decoding in order to assist teachers in making the most appropriate assignment of literature selections to students. Writing Students will research and read various How To manuals to become familiar with the writing technique style. Students will publish their own How To writings and present these to the class. Reading Foundational Skills RF.4.3 RF.4.4 RF.5.3 RF.5.4 Writing W.4.4 W.4.5 W.4.6 W.5.4 W.5.5 W.5.6 W.6.4 W.6.5 Test the students in the beginning of the school year and group accordingly to where they should begin. Complete 1 SRA lesson 3 days per week Complete writing 2 days per week B1 has 16 weeks of instruction B2 has 16 weeks of instruction SRA Corrective Reading Assessment and Assessment at the completion of B1 Assessment at the completion of B2 Career Education Look at structure of nonfiction articles related to subject content area Health/PE How to do a defensive play-ie dripping a ball, pitching a curve ball, etc. Math Counting syllables Planning for completion of Science How to create a science experiment History/Social Studies compare/contrast weapons in war previous to weapons used now Technical Subjects Using the smart technology and websites to incorporate into presentations World Language Using vocabulary words with roots, prefixes, and suffixes from other languages Page 5 of 19

6 Reading s for Literature for Student Accommodation of Special Needs Students (SE, ELL, 504, G&T) RF.4.3 Know and apply gradelevel phonics and word analysis skills in decoding. The students will be able to know and apply phonics and word analysis in decoding. Review and Teacher Created and Teacher Created and Review Reader s Companion RF.4.3a Use combined knowledge of all lettersound correspondences syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar words in context and out of context. The students will be able to use knowledge of all lettersound correspondences syllabication patterns, and morphology to read accurately unfamiliar words in context and out of context. Review and Teacher Created and Teacher Created and Review Reader s Companion Page 6 of 19

7 Reading s for Literature for Student Accommodation of Special Needs Students (SE, ELL, 504, G&T) RF.4.4 Read with sufficient accuracy and fluency to support comprehension. The students will be able to read with sufficient accuracy and fluency to support comprehension. Review and Teacher Created and Teacher Created and Review RF.4.4a Read grade-level text with purpose and understanding. The students will be able to read text with purpose and understanding. Review and Teacher Created and Teacher Created and Review Page 7 of 19

8 Reading s for Literature for Student Accommodation of Special Needs Students (SE, ELL, 504, G&T) RF.4.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. The students will be able to read prose and poetry orally with accuracy, appropriate rate, and expression. Review and Teacher Created and Teacher Created and Review RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. The students will be able to use context to confirm or self-correct word recognition and understanding, rereading as necessary. Review and Teacher Created and Teacher Created and Review Page 8 of 19

9 Reading s for Literature for Student Accommodation of Special Needs Students (SE, ELL, 504, G&T) RF.5.3 Know and apply gradelevel phonics and word analysis skills in decoding words. The students will be able to know and apply gradelevel phonics and word analysis skills in decoding words. Review and Teacher Created and Teacher Created and Review and Teacher Created RF.5.3a Use combined knowledge of all lettersound correspondences syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar words in context and out of The students will be able to use combined knowledge of all lettersound correspondences syllabication patterns, and morphology to read accurately unfamiliar words in context and out of context. Review and Teacher Created and Teacher Created and Review Observations and formal Page 9 of 19

10 context. Reading s for Literature for Student Accommodation of Special Needs Students (SE, ELL, 504, G&T) RF.5.4 Read with sufficient accuracy and fluency to support comprehension. The students will be able to read with sufficient accuracy and fluency to support comprehension. Review and Teacher Created and Teacher Created and Review RF.5.4a Read grade-level text with purpose and understanding. The students will be able to read text with purpose and understanding. Review and Teacher Created and Teacher Created and Review Page 10 of 19

11 Reading s for Literature for Student Accommodation of Special Needs Students (SE, ELL, 504, G&T) RF.5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. The students will be able to read prose and poetry orally with accuracy, appropriate rate, and expression. Review and Teacher Created and Teacher Created and Review RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. The students will be able to use context to confirm or self-correct word recognition and understanding, rereading as necessary. Review and Teacher Created and Teacher Created and Review Page 11 of 19

12 Reading s for Literature for Student Accommodation of Special Needs Students (SE, ELL, 504, G&T) Writing s Overview College and Career Readiness Anchor s for Writing The standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. *These broad types of writing include many subgenres. See Appendix A for definitions of key writing types. Page 12 of 19

13 Note on range and content of student writing For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing for example, to use narrative strategies within argument and explanation within narrative to produce complex and nuanced writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first draft text under a tight deadline as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. Page 13 of 19

14 Writing s for Grade Student Accommodation of Special Needs Students (SE, ELL, 504, G&T) W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. The students will be able to produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. EIRC NASP What Works Clearing House Recipes How to Manuals Graphic Organizer Dictionary Thesaurus Robust Vocabulary Spelling Sentence Mechanics Writing Rubric Model and assist students on proper formatting of a How To writing. Internet Skype Virtual Magazine Google Maps Blogs s needs, ability level, disabilities or 504/IEPs outlines for crafting writing assignments W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. The students, with guidance and support from peers and adults, will be able to develop and strengthen writing as needed by planning, revising, and editing. EIRC NASP What Works Clearing House Recipes How to Manuals Graphic Organizer Dictionary Thesaurus Robust Vocabulary Spelling Sentence Mechanics Writing Rubric Model and assist students on proper formatting of a How To writing. Internet Skype Virtual Magazine Google Maps Blogs s needs, ability level, disabilities or 504/IEPs outlines for crafting writing assignments Page 14 of 19

15 Writing s for Grade Student Accommodation of Special Needs Students (SE, ELL, 504, G&T) W.4.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. The students, with some guidance and support from adults, will be able to use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. EIRC NASP What Works Clearing House Recipes How to Manuals Graphic Organizer Dictionary Thesaurus Robust Vocabulary Spelling Sentence Mechanics Writing Rubric Model and assist students on proper formatting of a How To writing. Internet Skype Virtual Magazine Google Maps Blogs s needs, ability level, disabilities or 504/IEPs outlines for crafting writing assignments W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. The students will be able to produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. EIRC NASP What Works Clearing House Recipes How to Manuals Graphic Organizer Dictionary Thesaurus Robust Vocabulary Spelling Sentence Mechanics Writing Rubric Model and assist students on proper formatting of a How To writing. Internet Skype Virtual Magazine Google Maps Blogs s needs, ability level, disabilities or 504/IEPs outlines for crafting writing assignments Page 15 of 19

16 Writing s for Grade Student Accommodation of Special Needs Students (SE, ELL, 504, G&T) W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. The students, with guidance and support from peers and adults, will be able to develop and strengthen writing as needed by planning, revising, and editing. EIRC NASP What Works Clearing House Recipes How to Manuals Graphic Organizer Dictionary Thesaurus Robust Vocabulary Spelling Sentence Mechanics Writing Rubric Model and assist students on proper formatting of a How To writing. Internet Skype Virtual Magazine Google Maps Blogs s needs, ability level, disabilities or 504/IEPs outlines for crafting writing assignments W.5.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. The students, with some guidance and support from adults, will be able to use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. EIRC NASP What Works Clearing House Recipes How to Manuals Graphic Organizer Dictionary Thesaurus Robust Vocabulary Spelling Sentence Mechanics Writing Rubric Model and assist students on proper formatting of a How To writing. Internet Skype Virtual Magazine Google Maps Blogs s needs, ability level, disabilities or 504/IEPs outlines for crafting writing assignments Page 16 of 19

17 Writing s for Grade Student Accommodation of Special Needs Students (SE, ELL, 504, G&T) W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. The students will be able to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. EIRC NASP What Works Clearing House Recipes How to Manuals Graphic Organizer Dictionary Thesaurus Robust Vocabulary Spelling Sentence Mechanics Writing Rubric Model and assist students on proper formatting of a How To writing. Internet Skype Virtual Magazine Google Maps Blogs s needs, ability level, disabilities or 504/IEPs outlines for crafting writing assignments W.6.5 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. The students, with some guidance and support from adults, will be able to use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. EIRC NASP What Works Clearing House Recipes How to Manuals Graphic Organizer Dictionary Thesaurus Robust Vocabulary Spelling Sentence Mechanics Writing Rubric Model and assist students on proper formatting of a How To writing. Internet Skype Virtual Magazine Google Maps Blogs s needs, ability level, disabilities or 504/IEPs outlines for crafting writing assignments Page 17 of 19

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