Curriculum Map for Read 180- Grades 6, 7, 8 First Trimester Note: this is a general overview of instructional objectives. Instruction will be modified to meet individual student goals. Targeted Standard(s): NJCCCS Language Arts Literacy 6.3.1.A.1 7.3.1.A.1 8.3.1.C.2 6.3.1.C. (1,2) 7.3.1.C(2,3) 8.3.1.D.3 6.3.1.E.(1,3,5) 7.3.1.D.3 8.3.1.E.1 6.3.1.F.4 7.3.1.E.1 8.3.1.F.1 6.3.1.G. (3, 10,17) 7.3.1.F.1 8.3.1.G.4 6.3.2.A. (2,4,8,9,11,13) 7.3.1.G.15 8.3.1.G.4 6.3.2.B. (6, 10) 7.3.2.A (4,5,6,7) 8.3.2.A(2,3,4,6,7) 6.3.2.C. (3,6,7,8) 7.3.2.C(5,6,7) 8.3.2.C(5,6,7) 6.3.2.D.(8,10,15) 7.3.2.D(9,11,12,14,15) 8.3.2.D(3,9,10,11,13,14,15) 6.3.3.A. (all) 7.3.3.A(3,6,7) 8.3.3.A(1,6,7) 6.3.3.B(3,4) 7.3.3.B(2,4) 8.3.3.B.2 6.3.3.D(7,9) 7.3.3.C.1 8.3.3.C(1,3) 6.3.4.A(1,2,3) 7.3.3.D(4,8) 8.3.3.D(2,8) 6.3.4.B.1 7.3.4.A(1,2,3) 8.3.4.A(1,2,3) 6.3.5.A(1,6) 7.3.4.B(2,6) 8.3.4.B(2,6) 6.3.5.B.1 7.3.5.A(2,4) 8.3.5.A(1,2,4) Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B; Career Education and Life Skills/Critical Thinking 9.2A, 9.2C, 9.2D Enduring Understandings (The big ideas): Explain text features that contribute to comprehension (e.g. headings, introductory, concluding paragraphs) Recognize and use common print formats to obtain information (e.g. newspapers, magazines, electronic sources) Good readers employ strategies to help them understand text. Good readers make connections to the text. Each part of a word affects the meaning of the word Quick writes allow a writer to briefly express his/her thoughts on a particular topic Good writers develop and refine their ideas. Rules and conventions of language assist readers in understanding what the writer is communicating. Rubrics assist writers in identifying areas of strength and weakness Readers use language structure and content clues to determine word meaning. Read orally for the purpose of increasing speed, fluency and accuracy Essential Questions: What essential information should be in an introductory and concluding paragraph? What strategies do readers employ when they do not understand everything in a text? What are the parts of a word and how does each part affect word meaning? How will making predictions improve comprehension. How does prewriting help a writer construct a written product? How do good writers express themselves? How do writers develop a well-written product? 9/2009 R 1
What are the five types of writing and how do they differ? How do I figure out a word I do not know? Why is visual imagery important? Concepts What students will know Their independent reading level The characteristics of main and supporting characters Literary Elements (setting, characters, plot) Core Content/Objectives Skills What students will be able to do Take some control over the material they use to do research and read for pleasure Identify genre, setting, characters and plot of summer novel. Analyze actions of main characters in summer reading Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections Scholastic Reading Inventory Work in groups to discuss summer reading. Identify literary elements and compare them to various stories and articles. Instructional Actions Assessment How learning will be assessed Administer in the fall and again in the spring Review summer reading worksheets. Writing Sample Identify a character that has similar traits. CD or diorama project. What makes a sentence The four types of sentences and their punctuation Identify sentences, sentence fragments and run-on sentences. Correct sentence fragments & run-on sentences. Identify subjects & verbs in sentences. Use specific nouns & vivid verbs in sentences. Use correct ending punctuation for each sentence type. Direct Instruction Differentiated Instruction group activities Worksheets Writer s Craft Pre-assessment What is a sentence Post-test Identify sentences Definition and types of nouns Identify nouns (common, proper, singular, plural and possessive.) Capitalize proper nouns. Spell plural and possessive nouns correctly. Direct Instruction Differentiated activities Round Robin Activity Students work in groups to write stories on given topics utilizing student created noun word lists. Pre-Assessment Nouns Use specific nouns in writing pieces. Capitalize proper nouns. Plural noun quiz Post-Assessment noun test Definition of verbs Distinguish between action and linking verbs Identify present, past, future tense Spell verb forms correctly Direct Instruction Differentiated activities Round Robin Activity Students work in groups to write stories on given topics utilizing student created verb word lists. Pre-Assessment Verbs Use specific verbs in writing pieces. Post-Assessment verb test Infer word meaning from learned roots, prefixes and suffixes Define prefixes, suffixes and base words Demonstrate how to break the words into parts Word Card Activity break words into parts and have students put the pieces back together Prefix and Suffix definition sheet Prefix and definition matching quiz Suffix and definition matching quiz Word identification and meaning assessment 9/2009 R 2
Elements of plot : conflict, rising action, climax and resolution Identify elements of plot in novel. Pick-A-Part Plot Activity Participation in activity Elements of plot test How to complete prewriting activities Demonstrate how to complete the various prewriting formats available. Utilize various prewriting sheets Writing activity assessment use prewriting strategies Novels are divided into genres Identify genre of selected novel (TBD) How word choice affects the reader s visual image How to use context clues to determine word meaning Identify major and minor characters. Analyze actions of characters. Use dictionary to define unfamiliar vocabulary Use vocabulary words correctly in sentences. Use context clues to determine meaning of vocabulary. Memorize definitions of vocabulary. List of Genres Vocabulary flashcards Context Clues activity -nonsense and real words Use character map to keep track of characters. Journal entries Class discussions Writing activity incorporate new vocabulary words in your writing piece How to have successful book discussions Carry out a variety of roles while reading a book and participate actively in literature circle discussion. Direct instruction literature circle purpose & roles Literature circle discussions Evaluate self and group success Journal entries - conflict Participation in literature circles Proper spelling & spelling rules Use spelling rules to help spell difficult words. Memorize unusual spellings of words. Memorize definitions of words. Spelling Packets Spelling Ball Activity Flash Spelling Spelling Assessments Use of words in context Oral reading increases fluency Fluency aids in comprehension Read short stories and their read aloud packets aloud. Utilize strategies to promote proper pacing. Oral reading Utilize breathing and other various pacing techniques. Activity Punctuation Elimination Participation in the activity Comprehension quizzes How to make logical prediction Introduce strategies that include identifying details that would assist readers in making accurate predictions Prediction sentence starters That s the Facts Jack activity Written predictions Resources/Technology: Read 180 Software Writer s Craft Read 180 R-book activity Grammar Resource Books Spelling Resource Book Computer Access for writing 9/2009 R 3
Curriculum Map for Read 180- Grades 6, 7, 8 Second Trimester Note: this is a general overview of probable instructional objectives. Instruction will be modified to meet individual student goals. Targeted Standard(s): NJCCCS Language Arts Literacy 6.3.1.A.2 7.3.1.A.2 8.3.1.A.1 6.3.1.C.2 7.3.1.C(2,3) 8.3.1.C(1,2,3) 6.3.1.D(3,4) 7.3.1.D(3,4) 8.3.1.D.3 6.3.1.E(1,2,3,5) 7.3.1.E.1 8.3.1.E(1,2) 6.3.1.F(2,4) 7.3.1.F.1 8.3.1.E(1,2) 6.3.1.G(2,3,4,6,8,9,10,12) 7.3.1.G(3,7,11,15) 8.3.1.G(1,4,13) 6.3.2.A(1,2,4,8,9,11,12,13) 7.3.2.A(4,5,6,7) 8.3.1.H.1 6.3.2.B(8,10) 7.3.2.B.4 8.3.2.B(3,4) 6.3.2.C(3,6,7,8,9) 7.3.2.C( 5,6,7) 8.3.2.C(5,6,7) 6.3.2.D(8,10,15) 7.3.2.D(9,11,12,14,15) 8.3.2.D(3,9,10,11,13,14,15) 6.3.3.A(ALL) 7.3.3.A(1,3,6,7) 8.3.3.A(1,6,7) 6.3.3.B(3,4) 7.3.3.B(2,4) 8.3.3.B(2,4) 6.3.3.C.1 7.3.3.C.1 8.3.3.C(1,3) 6.3.3.D(7,9) 7.3.3.D(4,8) 8.3.3.D(2,8) 6.3.4.A(1,2,3) 7.3.4.A(1,2,3) 8.3.3.D(2,8) 6.3.4.B.1 7.3.4.B(2,6) 8.3.4.A(1,2,3) 6.3.5.A(1,6) 7.3.5.A(2,4) 8.3.4.B(2,6) 6.3.5.B.1 7.3.5.B.4 8.3.5.A(1,2,4) 8.3.5.B(1,4 Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B; Career Education and Life Skills/Critical Thinking 9.2A, 9.2C, 9.2D Enduring Understandings (The big ideas): Good readers make connections to the text. Distinguish between essential and non-essential information. Use cause and effect and sequence of events to gain understanding Good writers develop and refine their ideas. Apply graphic organizers to illustrate key concepts and relationship in a text Recognize persuasive and propaganda techniques used to influence readers Identify how setting can affect the plot Apply spelling rules and syllabication that aid in correct spelling Identify and correctly use antonyms, synonyms, homophones and homographs Read orally for the purpose of increasing speed, fluency and accuracy Essential Questions: What do readers do when they do not understand everything in a text? How do readers make connections to the text? How can cause-effect relationships improve text comprehension? How do good writers develop their ideas? How do graphic organizers assist writers in expanding upon their ideas? 9/2009 R 4
How can bias affect outcome? How can persuasion influence readers? How do writers develop a well-written product? How do I figure out a word I do not know? Concepts What students will know Core Content/Objectives Skills What students will be able to do Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections Instructional Actions Assessment How learning will be assessed What is the difference between inference and observation? Connection to the text is an essential tool for good readers Identify events in their own lives that relate or are similar to events in their reading stories. Make connections to the author events that happened in their own lives or lives of people they know. Inference worksheets R-book Identification Game Make Venn Diagrams Group discussion Type 1 writing compare and contrast your life and the life of one of the characters in your novel How does a writer s life experience affect his/her writing? What is a theme? What is the author s purpose? How does the use of context clues or knowledge of phonics, syllabication, prefixes and suffixes help to decode new words? Define life experience. Analyze a writer s purpose in writing the selected novel. Determine word meaning through context clues. Categorize and memorize vocabulary words. Short Stories Read novel orally with peer partners Context Clues worksheets Flashcards Group discussion Quiz context clues Quiz vocabulary Assessment Novel Test What is persuasion? What does persuasive writing look like? What is bias? What is an opinion? How do you support opinions? Group discussion Class debates Debatable Reasons sheet 5 paragraph persuasive essay format Debate topics: year-round schooling ten month schooling; uniforms vs. no uniforms in schools. 5 paragraph essay worksheets. Evaluate, edit and revise writing Peer Review with partner vs. Type 5 essay Mayor wants to impose a 9:00PM curfew. Debate report forms What is a friendly letter? What is a business letter? Purposes of business and friendly letters Format for the friendly letter Format for the business letter Direct instruction friendly and business letter Round Robin letter writing Write a friendly letter to a character in their novel Write a business letter to the owner of Sweet Treats Candies expressing interest in buying a franchise of the store. What is an adjective? What is an adverb? Identify the adjective and adverb in the sentence. Distinguish between adjectives and adverbs. Use and identify correctly in sentences. Direct instruction parts of speech and diagrams Group Activity Diagram sentences at seat and on whiteboards Use of adjectives and adverbs in writing assignments Writer s Craft exercise & worksheets Adverb quiz Adjective quiz 9/2009 R 5
Sentence diagramming quiz Assessment What are some key words and phrases that would be useful in identifying the sequence of events in a novel? How does the setting of the story affect the plot and the actions of the characters in a novel? Answer open-ended questions about literature. Analyze actions of characters. Identify and organize information about characters. Identify details in chronological order Memorize key sequence words. List of key sequence words Silly story activity Character analysis sheets Sequence charts Analysis sheets Key Words quiz How to use reading comprehension strategies to answer questions on standardized tests. Use reading strategies to answer multiple choice and open-ended questions. Discuss and practice for NJ ASK. Completion of practice tests Proper spelling & spelling rules Use spelling rules to help spell difficult words. Memorize unusual spellings of words. Memorize definitions of words. Spelling Packets Spelling Ball Activity Flash Spelling Spelling Assessments Use of words in context Oral reading increases fluency Fluency aids in comprehension Read short stories and their read aloud packets aloud. Utilize strategies to promote proper pacing. Oral reading Utilize breathing and other various pacing techniques. Activity Punctuation Elimination Participation in the activity Read Aloud Comprehension quizzes Resources/Technology: Read 180 Software Writer s Craft Read 180 R-book activity Grammar Resource Books Spelling Resource Book NJ ASK Test Preparation Books Computer Access for Writing 9/2009 R 6
Third Trimester Note: this is a general overview of probable instructional objectives. Instruction will be modified to meet individual student goals. Targeted Standard(s): NJCCCS Language Arts Literacy 6.3.1.A(all) 7.3.1.A(ALL) 8.3.1.A.1 6.3.1.C(ALL) 7.3.1.C(ALL) 8.3.1.C(1,2,3) 6.3.1.D(3,4) 7.3.1.D(3,4) 8.3.1.D(2,3) 6.3.1.E(ALL) 7.3.1.E.1 8.3.1.E.1 6.3.1.F(2,4) 7.3.1.F(1,2,3) 8.3.1.F(1,2,3) 6.3.1.G(2,3,4,6,8,9,10,12) 7.3.1.G(1,3,7,11,15) 8.3.1.G(1,4,9,13) 6.3.1.H.1 7.3.1.H.1 8.3.1.H.1 6.3.2.A(1,2,4,8,9,11,12,13) 7.3.2.A(4,5,6,7) 8.3.2.A(2,3,4,5,6,7) 6.3.2.B(7,8,10) 7.3.2.B.4 8.3.2.B(3,4) 6.3.2.C(3,6,7,8,9) 7.3.2.C(5,6,7) 8.3.2.C(5,6,7) 6.3.2.D(8,10,15) 7.3.2.D(7,9,11,12,14,15) 8.3.2.D(1,3,7,9,10,11,13,14,15) 6.3.3.A(ALL) 7.3.3.A(1,3,6,7) 8.3.3.A(1,6,7) 6.3.3.B(3,4) 7.3.3.B(2,4) 8.3.3.B(2,4) 6.3.3.C.1 7.3.3.C.1 8.3.3.C(1,3) 6.3.3.D(6,7,9) 7.3.3.D(3,4,8) 8.3.3.D(2,4,8) 6.3.4.A(1,2,3) 7.3.4.A(1,2,3) 8.3.4.A(1,2,3) 6.3.4.B.1 7.3.4.B(2,6) 8.3.4.B(2,6) 6.3.5.A(1,3) 7.3.5.A(2,4) 8.3.5.A(1,2,4) 6.3.5.B.1 7.3.5.B.4 8.3.5.B(1,4) Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B; Career Education and Life Skills/Critical Thinking 9.2A, 9.2C, 9.2D Enduring Understandings: Good writers plan and organize their ideas before they begin writing. Good writers continually develop and refine their ideas. Each form of writing serves a different purpose. Identify how similes and metaphors help the reader create visual images. Identify and correctly use homophones and homographs. Good readers employ strategies to help them understand text. Good readers make connections to the text. Readers use content clues to determine word meaning. Obtaining information from more than one source is necessary. Read orally for the purpose of increasing speed, fluency and accuracy Essential Questions: What strategies do readers employ when they do not understand everything in a text? How are inferences and predictions related? How do readers construct meaning from text? What are the various forms of poetry? What is Speculative Writing? 9/2009 R 7
How do writers develop a well-written product? How does the tone of the a written product affect the reader? Why should researchers gather and analyze information from different sources? What is annotation? Concepts What students will know Core Content/Objectives Skills What students will be able to do Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections Instructional Actions Assessment How learning will be assessed How life experiences influence our predictions and our inferring of information from text Analyze a writer s purpose. Relate an experience that they had or have knowledge of is similar to a character s experience in the novel Discussion groups Create and update a character map Partner Up details about characters Find an event that you can relate to Tell your partner about the experience Write about the experience Participation in Activity Type 3 Writing related experience How the tone and the mood of a written product affect the reader Define tone Define mood Identify the tone and the mood of a few short stories Direct instruction Group discussion Listening attentively Participation in activity How various sources can assist the writer in thoroughly obtaining information of the topic Define the term source Demonstrate how to utilize various sources (encyclopedia, the internet, periodicals and interviewing) Integrate with Science research on a current Science topic Research Report Why annotation is important How to use the MLA format Define annotation Demonstrate how to write the sources using the MLA format Annotate sources using the MLA format Annotation page of research report How to write in response to a Speculative Prompt Use creative thinking, life experiences and elements of literature to respond to a speculative writing prompt Direct Instruction Round Robin Writing Activities Practice Prompts Participation in activity Writing samples How to identify simple and compound sentences How to identify prepositional phrases Differentiate between simple and compound sentences Recognize prepositions and prepositional phrases Diagram simple and compound sentences that contain prepositional phrases Direct instruction Practice diagramming sentences Sentence Part activity Prepositional charades Participation in activity Worksheets Diagramming quiz 9/2009 R 8
Poetry comes in various forms Review Cinquain poetry Review Acrostic poetry Review Haiku Poetry Direct instruction Practice writing the various types of poems Poetry Book Type 5 Writing write a poem (Cinquain, Acrostic or Haiku) Oral reading increases fluency Fluency aids in comprehension Read short stories and their read aloud packets aloud. Utilize strategies to promote proper pacing. Oral reading Utilize breathing and other various pacing techniques. Activity Punctuation Elimination Participation in the activity Read Aloud comprehension skills Proper spelling & spelling rules Use spelling rules to help spell difficult words. Memorize unusual spellings of words. Memorize definitions of words. Spelling Packets Spelling Ball Activity Flash Spelling Spelling Assessments Use of words in context Cumulative Spelling Test Resources/Technology: Read 180 Software Writer s Craft Read 180 R-book activity Grammar Resource Books Spelling Resource Book Computer Access for writing 9/2009 R 9