NORTH BRUNSWICK SCHOOL DISTRICT Linwood Middle School Balanced Literacy Curriculum Adapted Small Group Instruction Grades 6-8 Summer 2008
Adapted Balanced Literacy Curriculum The self-contained classes at Linwood Middle School will follow the general education LA curriculum. Adaptations were made to the word study component of the general education curriculum. Instead of using Word Journeys the self-contained program will be using the Corrective Reading Direct Instruction Program. In the area of Writing the self-contained program will be using the following programs listed below to supplement the general education curriculum to meet the unique needs of our diverse learners. All other modifications listed within the general education curriculum will be applied to our classrooms. Writing: Reasoning and Writing Level C & D SRA Direct Instruction Program Expressive Writing Level 1 & 2 SRA Direct Instruction Program *The level of the materials used will depend on the unique needs of our students and assessment data.
NJCCCS AREA: North Brunswick Township Public Schools Balanced Literacy Adapted Curriculum Small Group Instruction Acknowledgements Bernadette Baldino Special Education Teacher Ms. Kathleen Dzwilewski Director of Pupil Services Date: New - Summer 2008 Revision Board Adoption
Word Study/Spelling Component of Balanced Literacy Curriculum SRA S Corrective Reading Series Decoding Strand: A, B1, B2, C Decoding A Decoding B1 Decoding B2 Decoding C 65 lessons 65 lessons 65 lessons 125 lessons Decoding A is appropriate for students in the second half of grade 3 through high school who virtually lack decoding skills. These students may recognize a few, but functionally they are non readers. Decoding B1 is appropriate for most problem readers in grades 3 through 12. They guess at. They have trouble reading such as what, that, a, and the when the appear in a sentence context. They often read synonyms or printed and are generally inconsistent in their reading behavior (reading a word correctly one time and missing it the next time). Decoding B2 is appropriate for students in grades 4 through 12 who have some decoding problems, who do not read at an adequate rate, who still tend to confuse with similar spellings, and who tend to make word-guessing mistakes. Decoding C is appropriate for students who have mastered many basic reading skills but who have trouble with multi-syllabic and typical textbook material.
Self-Contained At a Glance (Grades 6 th -8 th ) Literature Guided Reading: 3 times a year (1-2 weeks per unit) Literature Circles: 2 times a year (3 weeks per unit) Whole Class Instruction: 2 times a year (4-8 weeks per unit) 1 st Novel: 2 nd Novel: Short Story Unit: Poetry Unit: Integrate poetry throughout the year in conjunction with other units Drama Unit- 1 time a year (1-2 week unit) Romeo and Juliet (Adapted version-high interest low readability; play on CD) A Christmas Carol (Adapted version-high interest low readability; play on CD) Reader s Workshop: ongoing throughout the year Non-fiction with non-fiction libraries Fiction with any novel Word Study/Vocabulary & Spelling (on-going throughout the year) *Adapted Program: SRA Corrective Reading (instead of word journeys) Word Attack Skills Level A Decoding B1 Decoding B2 Decoding C1 Writing How to. Piece Descriptive Paragraph on a thing Descriptive Paragraph on an event Persuasive Paragraph -2 nd marking period Persuasive Essay-2 nd marking period Creative Story Piece
Poetry Writing Personal Experience/Narrative Essay Research Paper (*align with social studies class-invention convention) Personal Memoir Book (Autobiography) (8 th graders) Grammar *Adapted Program* 1. SRA Reasoning and Writing Level C & D 2. SRA Expressive Writing Levels 1 & 2 3. Houghton Mifflin English Levels 3 and 4
New Jersey Core Curriculum Content Standard Area: Topic/Course: Language Arts *Adapted Word Study Component* Grade: 6,7,8 Date August 2008 **SRA Corrective Reading Word Attack Skills A Essential Question NJCCC Standard How do I figure out a word I do not know? 3.1.6.C Decoding and Word Recognition 3.1.6.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new NJCCCS Skills/Objectives/ Areas of Focus Areas of Focus Phonics Skills/Objectives The student will be able to... Skill: Sound Identification Learn sounds made by each letter of the alphabet Read a letter and says its sound Learn sounds made by the letter combinations (th, sh, ing, ck, wh, ol, er, or, ch, qu) Skill: Pronunciations Pronounce individual sounds Pronounce individual Repeat a group of and pronounce their common vowel sound Pronounce a group of and identify which word has a given Instructional Strategies Activities/ Materials / Technology Interdisciplinary Connections Cultural Diversity Materials: SRA Corrective Reading Word Attack Skills A Workbook *Success Maker (computer program) Lessons 1-65 Lessons 1-65 Lessons 1-65 Lessons 1-5 Lessons 1-27, 29, 32-42, 44-47, 50-65 Lessons 1-13, 18-27 Lessons 4-65 Modifications ESL / Special Education Academic Support/ G&T *Based on entry test students will be placed in Decoding A, B1, B2 or C *Direct Instruction Program Teacher's Guide is needed to successfully implement all lessons. *small group size Assessments Formative Summative Benchmarks *Workbook Exercises *oral and written assessments on sound combinations *Weekly spelling tests *Oral dictation assessments *Observational checklist of skills PACING 1-3 lessons per week based on the level and needs of the student **ongoing throughout the year
3.1.6.C Decoding and Word Recognition 3.1.6.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new sound Repeat a group of similar sounding and identifies each word's meaning Skill: Word Reading Sounds out a written word; orally reads the word at a normal rate Orally read a word at a normal rate, without sounding it out Determine whether a word has a short or long o sound Lessons 50-52, 54-60, 62-65 Lessons 1-24 Lessons 23-32 Lessons 32-36 *Same as above How does fluency affect comprehension? 3.1.6.D Fluency 3.1.6.D.1 Adjust reading speed appropriately for different purposes and audiences. Skill: Sentence Reading Orally read a sentence Orally read a group of sentences Answers comprehension questions about a sentence Lessons 23-29 Lessons 23-65 Lessons 18-29 *Individual Reading Checkouts (sounds out a list of within an error limit, orally reads a group of sentences within an error limit; orally reads a story with a time and error limit Skill: Story Reading Orally read a story Answer comprehension questions about the Lessons 30-65 Lessons 30-65 *Individual Reading checkouts *comprehension
story Answer comprehension questions about the story using illustrations Lessons 30-39,41, 42 quizzes
New Jersey Core Curriculum Content Standard Area: Topic/Course: Language Arts *Adapted Word Study Component* Grade: 6,7,8 Date August 2008 **SRA Corrective Reading Decoding B1 Essential Question NJCCC Standard How do I figure out a word I do not know? 3.1.6.C Decoding and Word Recognition 3.1.6.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new NJCCCS Skills/Objectives/ Areas of Focus Areas of Focus Phonics, and structural analysis to decode new Skills/Objectives The student will be able to... Skill: Vowel Sounds Learn the sounds made by vowels Read vowel and say its name Identify a given vowel sound within a word Learn the sounds made by consonants Instructional Strategies Activities/ Materials / Technology Interdisciplinary Connections Cultural Diversity *Success Maker (computer software program) *Teacher made games to reinforce sounds and word recognition skills *Graphic Organizers Lessons: 1-10 Lessons: 3-11 Lessons: 1-10 Lessons: 1-4, 7 Modifications ESL / Special Education Academic Support/ G&T *Based on entry test students will be placed in Decoding A, B1, B2 or C *Direct Instruction Program Teacher's Guide is needed to successfully implement all lessons. *small group size Assessments Formative Summative Benchmarks *Workbook Exercises *oral and written assessments on sound combinations *Weekly spelling tests *Oral dictation assessments *Observational checklist of skills *SRA Mastery Test PACING 1-3 lessons per week based on the level and needs of the student **ongoing throughout the year Skill: Sound Combination Learn the sounds made by letter combinations (th, ee, she, or, ol, ch, wh, ing, Lessons: 1 ee, th, 3 sh, or, 5 ol, 7 ing, ch, wh, 9 er, 10 ow, 12 oo, 15 ea, 17 oa, 34 ai, 51 ou, 55 ar, 59 oul, 61 ir, 62 igh, 64 al
How do I figure out a word I do not know? 3.1.6.C Decoding and Word Recognition 3.1.6.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new How does fluency affect comprehension? 3.1.6 D Fluency 3.1.6.D.2 Read aloud in ways that reflect understanding of proper phrasing and intonation er, oo, ea, oa, ai, our, ar, oul, ir, igh, al) Read a letter combination and say its sound Read with letter combinations Skill: Word Reading Read irregularly spelled Spell irregular after reading them Orally read a list of silent-e without endings Orally read a list of silent-e with endings Orally read a list of compound Skill: Sentence Reading Orally read a sentence Verbally state the function of quotation marks within a sentence Lessons: 3, 4, 5, 13, 16, 18, 35, 52, 56, 60, 62, 63, 65 Lessons: 1-10, 13, 16, 18, 34, 35, 51, 52, 55, 56, 60-65 Lessons: 3-33, 35-44, 46, 50-64 Lessons: 11-33, 35-44, 46, 50-64 Lessons:15-25, 27, 43, 44 Lessons: 19, 24, 43, 44 Lessons: 37-45, 47, 48, 62, 64 Lessons: 1-10 Lessons: 5-8
Skill: Story Reading/ Comprehension Orally read sentences in a Student Book story Answer comprehension questions about a story Orally reads part of a story within an error limit Orally reads part of a story within a time limit Skill: Comprehension Place story events in the correct order Identify story characters Lessons: 11-65 Lessons: 11-65 Lessons: 1-10 Lessons: 12-65 Lessons: 44-46, 49, 51, 53, 60, 64 Lessons: 56-58, 61, 63, 65 *Same as above
New Jersey Core Curriculum Content Standard Area: Topic/Course: Language Arts *Adapted Word Study Component* Grade: 6,7,8 Date August 2008 **SRA Corrective Reading Decoding B2 Essential Question NJCCC Standard How do I figure out a word I do not know? 3.1.6.C Decoding and Word Recognition 3.1.6.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new NJCCCS Skills/Objectives/ Areas of Focus Areas of Focus Phonics, and structural analysis to decode new Skills/Objectives The student will be able to... Skill: Word Reading Learn how to read irregular spelled Learn how to read a list of containing regular and irregular Read and identify compound Skill: Sound Combination Learn the sounds made by letter combinations (tch, ir, ur, er, wa, oi, ce, ci, Instructional Strategies Activities/ Materials / Technology Interdisciplinary Connections Cultural Diversity *Teacher made games and centers reinforcing sound combinations *Success Maker (computer program) *Graphic Organizers Lessons: 1-4, 6-14, 16-21, 23, 28, 30-35, 37-44, 46-64 Lessons: 1-65 Lessons: 16, 19, 24, 37, 43,46,48,51, 52, 56, 58-62, 64 Lessons: 14-54 Modifications ESL / Special Education Academic Support/ G&T *Based on entry test students will be placed in Decoding A, B1, B2 or C *Direct Instruction Program Teacher's Guide is needed to successfully implement all lessons. *small group size Assessments Formative Summative Benchmarks *Workbook Exercises *oral and written assessments on sound combinations *Weekly spelling tests *Oral dictation assessments *Observational checklist of skills *SRA Mastery Test PACING 1-3 lessons per week based on the level and needs of the student **ongoing throughout the year
How does fluency affect comprehension? 3.1.6 D Fluency 3.1.6.D.2 Read aloud in ways that reflect understanding of proper phrasing and intonation tion, ea, ge, gi, kn) Read a letter combination and say its sound Read with letter combinations Skill: Word Reading Orally read a list of that will appear in Student Book selections without making a mistake Lessons: 15, 16, 21, 31, 38, 48, 53-55 Lessons: 14-17, 20-22, 30, 31, 37, 38, 40, 47-50,52-55 Lessons: 1-65 *Same as above How do readers construct meaning from text? 3.1.6. G Comprehension Skills and Response to Text 3.1.6.G.9 Make inferences using textual information an providing evidence 3.1.6.G.3 Use cause and effect and sequence of events to Skill: Story Reading/ Comprehension Orally read sentences in a Student Book story Answer comprehension questions about a story Orally reads part of a story within an error limit Orally reads part of a story within a time limit Sequence story events in the correct order Lessons: 1-65 Lessons: 1-65 Lessons: 1-65 Lessons: 2-65 Lessons: 4, 9, 12, 19, 27, 32, 37, 42, 48, 54, 59, 63, 64
gain meaning 3.1.6.G.12 Recognize characterization, setting, plot, and point of view in fiction 3.1.6.G.8 Distinguish between major and minor details Identify story characters Lessons: 5, 10, 13, 18, 23, 29, 34, 39, 46, 51, 55, 60
New Jersey Core Curriculum Content Standard Area: Topic/Course: Language Arts *Adapted Word Study Component* Grade: 6,7,8 Date August 2008 **SRA Corrective Reading Decoding C Essential Question NJCCC Standard How do I figure out a word I do not know? 3.1.6.C Decoding and Word Recognition 3.1.6.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new NJCCCS Skills/Objectives/ Areas of Focus Areas of Focus Phonics, and structural analysis to decode new multi-syllabic root prefixes and suffixes Skills/Objectives The student will be able to... Skill: Sound Combinations Learn the sounds made by letter combinations(a i, ou, ir, ur, er, ar, ge, ce, gi, ci, tion, ea, ee, ch, sh, wh, th, igh, al, oa, oi, ure, aw, au, tial, cial) Skill: Pronunciations Pronounce with a Instructional Strategies Activities/ Materials / Technology Interdisciplinary Connections Cultural Diversity *Teacher made games and centers reinforcing sound combinations *Success Maker (computer program) Lesson 1: ai, ou, ir,ur, er Lesson 4: ar; Lesson 7: ge Lesson 8: ce; Lesson 10: tion, ci, gi; Lesson 14: ea (long); Lesson 19: ee; Lesson 21: ch, sh, wh Lesson 22 : th; Lesson 23: igh; Lesson 24: al; Lesson 25: oa; Lesson 29: oi; Lesson 30: ure; Lesson 46: aw, au; Lesson 56: ea (short); Lesson 86: tial, cial Modifications ESL / Special Education Academic Support/ G&T *Based on entry test students will be placed in Decoding A, B1, B2 or C *Direct Instruction Program Teacher's Guide is needed to successfully implement all lessons. *small group size Assessments Formative Summative Benchmarks *Workbook Exercises *oral and written assessments on sound combinations *Weekly spelling tests *Oral dictation assessments *Observational checklist of skills *SRA Mastery Test PACING 1-3 lessons per week based on the level and needs of the student **ongoing throughout the year
particular letter combination Read a word and modified versions of the same word Lessons: 1-87 3.1.6.C Decoding and Word Recognition 3.1.6.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new Skill: Word Reading Orally read a list of that will appear in Student Book selections Lessons: 1-125 *Same as above Why do readers need to pay attention to a writer's choice of? 3.1.6.F Vocabulary and Concept Development 3.1.6.F.1 Infer word meanings from learned roots, prefixes, and suffixes. Skill : Affixes Read containing affix ex Orally read a containing affixes Learn the meanings of common affixes (un, ly, re, dis, pre, tri, sub, less, ness, Lessons: 26, 27 Lessons: 26-29, 31, 32, 34-36, 38-42, 44-47, 49, 50, 52-54 Lesson 26: un; Lesson 28: ly; Lesson 34: re; Lesson 38: dis; Lesson 45: pre; Lesson 46: tri; Lesson 52: sub; Lesson 62: less; Lesson 68: ness; Lesson 76: able
able) View an affix and identify its usual meaning Learn how affixes affect the meaning of a word. Lessons: 26-29; 31, 32, 34-36, 38-42, 44-47, 49, 50, 52-54, 56, 59, 62-64, 66, 68, 69, 71, 73, 74, 76-79, 83, 84, 86, 89, 94, 97, 102, 106, 109, 112, 114, 116, 118, 119, 121, 123 Lessons: 26-28, 34, 38, 39, 45-47, 52, 53, 62-64, 68, 69, 76, 77 3.1.6.F Vocabulary and Concept Development 3.1.6.F.1 Infer word meanings from learned roots, prefixes, and suffixes. Skill: Vocabulary Learn the meaning of vocabulary Recall the meaning of previously taught vocabulary in context. Lessons: 1-125 Lessons: 2-59, 61-69, 71-89, 91, 93, 94, 96, 98-125
How do readers construct meaning from text? 3.1.6. G Comprehension Skills and Response to Text 3.1.6.G.12 Recognize characterization, setting, plot, and point of view in fiction 3.1.6.G.8 Distinguish between major and minor details 3.1.6.G.3 Use cause and effect and sequence of events to gain meaning How does understanding a text's structure help me better understand its meaning? 3.1.6 A. Concepts About Print 3.1.6.A.2 Survey and explain text features that contribute to comprehension (e.g. headings, introductory, Skill: Selection Reading Orally read sentences in a story meeting a specified accuracy criterion Comprehend reading selections 1. Answer literal and inferential comprehension questions presented by the teacher 2. Summarize the events of the previous story 3. Answer questions about characters, settings, events, problems and solutions 4. Identify sentences that express the main idea of a selections 5. Identify causes and effects Lessons: 1-54, 56-59, 61-64, 66-69, 71-74, 76-79, 81-84, 86-89, 91-94, 96-99, 101-104, 106-109, 111-114, 116-119, 121-125 Lessons: 1-54, 56-59, 61-64, 66-69, 71-74, 76-79, 81-84, 86-89, 91-94, 96-99, 101-104, 106-109, 111-114, 116-119, 1`21-125
concluding paragraphs). 3.1.6.A.3. Recognize and use common print formats to obtain information (e.g. newspapers, magazines, electronic sources) 6. compare and contrast characters 7. Identify sequences of events 3.1.6.G.9 Make inferences using textual information an providing evidence 3.1.6 D Fluency 3.1.6.D.2 Read aloud in ways that reflect understanding of proper phrasing and intonation 3.1.6.G.9 Make inferences using textual information an providing evidence Skill: Information- Passage Reading Demonstrate comprehension of an informational passage meeting a specified accuracy criterion Orally read sentences in a passage resembling a newspaper, magazine, or textbook article while meeting a specified Lessons: 55, 60, 65, 70, 75, 80, 85, 90, 95, 100, 105, 110, 115, 120, 125 Lessons: 58, 62, 68, 72, 78, 82, 88, 92, 98, 102, 108, 112, 118, 122
accuracy criterion Answer literal and inferential comprehension questions presented by the teacher Lessons: 55, 58, 60, 62, 65, 68, 70, 72, 75, 78, 80, 82, 85, 88, 90, 92, 95, 98, 100, 102, 105, 108, 110, 112, 115, 118, 120, 122, 125, CORRECTIVE READING LESSON FORMAT Decoding B1 & B2 lesson are divided into four major parts 1. Word-Attack Skills 2. Group Reading 3. Individual Reading Checkouts 4. Workbook Exercises Word Attack Skills take about 10 minutes. Students practice identifying letter combinations, such as tch, ir, ur, and tion, and reading isolated composed of sounds and sound combinations that have been learned by the students. Students earn points for performance in the word-attack portion of the lesson. Group Reading immediately follows Word-Attack Skills. This part of the lesson takes approximately 10 to 15 minutes. Students read from their Student Book. They take turns reading aloud. Students who are not reading follow along. The stories are divided into parts. If the group reads a part within an error limit, all students earn points for that part, also if the part is read within error limit, the teacher presents specified comprehension questions for the part. Individual Reading Checkouts follow Group Reading and takes about 10 minutes. Assigned pairs of students read two passages. The first is from the lesson just read by the group; the second is from the preceding lesson. Each member of the pair first reads the passage from the current story, then the passage from the preceding lesson. A student can earn points for both passages. Points for the first passage are earned if the student reads within a specified rate criterion and also specified error criterion. Workbook Exercises are presented at the last part of the lesson. Some of these activities are teacher directed and very important to the students skill development. Other activities are independent. The Workbook Exercises take about 10 minutes. Students earn points by meeting an error limit in the Workbook for the lesson. (Information obtained from Corrective Reading Decoding B1 & B2 Teacher s Guides)
Table of Contents BALANCED LITERACY CURRICULUM Small Group Instruction (Grades 6-8) SECTION Linwood Middle School Language Arts Mission Statement Small Group Instruction at a Glance (Grades 6-8) NJ Core Curriculum Content Standards for Language/ Nine Categories/ Multiple Intelligences A B C Definitions of Key Terms D Guided Reading E Poetry Whole Class Instruction Reader s Workshop & Non-fiction Word Study/Vocabulary & Spelling Writing/Grammar Instruction Research Paper Unit Special Education Reading Lists and Poems Supplemental Resources F G H I J K L M