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Pacing Guide and

Curriculum Map

Middle Grades Reading

Updated-2011

Lake County Schools

Using the Middles School Reading Curriculum Map

The content contained in this curriculum map is intended to be the daily focus in the intensive reading

classroom.

This Pacing Guide and Curriculum Map is intended to be used with fluent students who need 90 days (or 45

minutes for 180 days) of intervention as determined by their performance on required assessments. Single

block middle school teachers should be using the adopted core curriculum; AMP. Supplemental materials are

provided by “Bridges to Literature.”, SIPPS Plus, and Six Minute Solution Intermediate Level.

Disfluent students should follow the disfluent map which concentrates on essential basic reading skills and

then moves to this map which focuses on fluency, vocabulary and comprehension. (Or the Read 180 Map for

the integrated curriculum).

It is expected that there is daily instruction in vocabulary, time provided for independent reading with

accountability as outlined in the course description, and teacher read aloud for modeling of fluency and

building background knowledge.

This document, constructed by teams of reading teachers, continues to be a living draft. Teachers are asked

to make notes on the pages to provide feedback throughout the year on content, pacing, relevant resource

materials, engaging lesson plans, etc.

To address the concern of the increasing mobility rate of students within the district, it is the expectation that

the curriculum map is followed, using the Core Reading Materials adopted by the district, and that the content

focus and accompanying essential questions are visible in every reading classroom.

Students should be reading, writing, listening, and speaking daily in the reading classroom. While the pacing

guide and the map are to be followed, teachers should allow time for re-teaching and differentiating

instruction.

Each teacher should download the course description for the course taught using the following instructions.

Accessing the Course Description for Remedial Reading Courses

1. Go to the website www.floridastandards.org

2. On the left margin click on “Course Descriptions”. You should see a section bar. It

contains a drop down box. Click on the down arrow to select a choice from the drop

down box.

3. Click on the “Basic and Adult Education” choice. A second choice will appear.

4. Click on the grade level choice. A subject area will appear.

5. Click on “Language Arts”. A sub subject will appear.

6. Click on “Remedial”. A course will appear.

7. Click on desired course. (M/J Intensive Reading) for Middle Grades: (Intensive Reading)

for Grades 9-10.

8. Scroll down to the bottom of the page, and click “Export to Word”. This action will export

your course description with benchmarks to a Word document.

http://www.floridastandards.org/

Reading the Grade Level Specifications

Listed below are a few of the new or updated features common to all curriculum maps:

Essential Question(s): are designed to challenge preconceived notions and force students to stretch their thinking, using

course content to support and inform answers. In doing so, students discover meaning in the content and connections to

their own lives. Essential questions:

o Provide application of the skills/concepts

o Have more than one right answer which promotes student discourse

o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning

o Require you to make a decision

o Promote critical thinking and problem solving

o Encourage interdependence

Academic Vocabulary:

o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction

o Not necessarily the bold words in the chapter.

o Cumulative and continuously used throughout the year.

o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition.

Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these):

Purpose: For the student to know what is being taught and what the student will learn

o Date

o Benchmark

o Measurable, student-friendly objective

o Essential Question

o Bell work

o Agenda (Specific daily schedule)

o Homework

o Exit Strategy/Card

Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There should be

daily:

o Teacher to student and student to student discourse utilizing academic vocabulary

o Reading and authentic writing

o Writing that includes higher-order thinking

o Incorporation of effective reading and writing instructional strategies

Maps are organized and include the following:

o Pacing

o Objective

o Essential questions, content and understanding, benchmarks, and assessment

Middle Grades Reading Pacing Guide Updated 2011

First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks Week 1-2:

Teach routines and class procedures

Administer required assessments

Set up independent reading program

Introduce morphemes

Week 3-4

Pre-reading strategies

Text features

Text book Tours

Context Clues

Morphemes/word study continue

Main Idea and details

Independent reading program

Begin the writing process

Fluency practice

Student discussions

Weeks 5-7

During reading strategies

Main Idea and details

Methods of organization

Morphemes/word study/ direct vocabulary instruction


FCAT Writing Prompt :Using the writing process

Fluency practice

Student Discussions

Week 8-9

Main idea/methods of organization

Post reading strategies

Reflecting using the writing process

Morphemes/word study/direct vocabulary instruction


Fluency practice

Student discussions

Week1-3

Author’s Purpose Theme/moral/author’s purpose

Application of reading strategies

Morphemes/word study/vocab. instruction


Applying writing-comparing themes

FCAT writing prompt

Student Discussions/presentations

Week 4-6

Continuation of analysis of author’s purpose/main idea/theme

Compare/contrast fiction/nonfiction

Cause and Effect



Morphemes word study/vocabulary instruction

Student discussions/presentations

Weeks7-9

Compare/contrast and Cause and effect

Figurative language

Applied reading strategies

Morphemes/word study/vocabulary instruction


Student discussions/presentation

Study skills

Studying and test taking tips and techniques to prepare for mid-term exam.

Weeks 1-3

Connotative/Denotative

Analyzing symbolism/metaphor

Understanding figurative language and poetry



Morphemes/word study/vocab. Instruction

Student writing using the writing process to analyze symbolism

Student discussions

Weeks 4-6 Persuasive texts/techniques

FCAT Writing Prompt

Reliability/validity of argument

Argument/support

Writing for purpose

Reading strategies applied


Morphemes/ word study/vocabulary

Creating a persuasive writing product

Student debate

Weeks 7-9 Application of strategies to a variety

of non-fiction text

Expository text Independent reading program


Student discussions

Student’s authentic writing

Weeks 1-2 Main idea applied to a variety of

text

Author’s purpose applied

Reading strategies applied

Writing for purpose



Student discussions, dramatic presentation

Creating authentic writing

Weeks 2-4

Nonfiction-expository writing

Create and publish a research project using the writing process

Apply reading strategies

Synthesizing information

Using comparative texts for compare/contrast

Weeks 4-9 Genre study

Using the writing process to present authentic student work with different genres.

Student discussions

Oral presentations

Middle Grades Reading Pacing Guide Updated 2011

Independent reading every day – It is expected that the teacher will provide daily opportunities for silent reading practice with

accountability, including students orally sharing what was read. LA.910.2.1.10

Ongoing vocabulary instruction –It is expected that the teacher will conduct ongoing word study instruction, choosing words based on

root-word studies and incorporating both word wall activities and various methods of direct vocabulary instruction daily. This will include

but not be limited to using words in original stories, illustrating words, examining word parts, study of word origins, and word journals or

notebooks. The teacher is expected to increase student vocabulary though use of targeted words in texts studied and concept words for

each unit, and how the context affects the interpretation of that vocabulary. LA.910.1.6

Ongoing reading strategy instruction—It is expected that the teacher will include in all units, the practice and use of the reading

strategies introduced in the previous weeks, reinforcing the methods of effective readers with each text. LA.910.1.7

Teacher read aloud every day—It is expected that the teacher will read aloud part or all of some of the texts studied in class due to the

need for proper modeling of competent oral reading, vocabulary pronunciation, voice, inflection and emphasis. The teacher may also read

aloud short readings to expose students to a variety of background knowledge (newspaper articles, magazine editorials, etc.) LA.910.1.6.2

Fluency—it is expected that the teacher will model fluency daily through reading aloud, and utilize fluency exercises as needed with

Intensive Reading students including but not limited to modeling of good reading inflection, voice and understanding, with techniques

such as paired reading, reader’s theatre, discussion of tone and intention of author or character, and the context of situation. The FAIR

Toolkit has resources for fluency remediation to be used during small group instruction. LA.910.1.5.1

Small Group Instruction in fluency and decoding as determined by diagnosis- If a student is not placed in an intensive class using the

disfluent curriculum map, it is expected that the teacher will use small group instruction with those students diagnosed as deficient in

phonemic awareness and phonics as determined by diagnostics.

Small Group Instruction to meet differentiated needs for vocabulary and comprehension LA.910.1.6 and LA.910.1.7

Topic: Introduction to the Course: Establishing Routines: Begin Instruction

Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

Why is it important for me to

get to know my classmates?

What are the rules and why do

they matter?

The student will:

Participate in an icebreaker activity.

o http://www.icebreakers.ws/get-to-know-

you

Learn classmates names

Learn and practice rules and procedures

The student will:

Understand the rules

Understand the consequences of not following

rules and procedures.

TEACHER’S Note:

It is important to establish classroom rules and procedures

and to allow students time to get to know each other

in order to create a positive classroom culture.

Formal:

Reading interest

inventory

Pre-survey

Informal:

Word Wall activity:

Welcome words

http://www.icebreakers.ws/get-to-know-you

http://www.icebreakers.ws/get-to-know-you

Topic: Pre-reading Strategies: Text Features: Context Clues: Morphemes: Main Idea and Details (Weeks 2-4) Objectives of Learning: Students will recognize and use before, during and after reading strategies. Students will establish and use vocabulary notebooks. Students will use text features to aid comprehension of text Students will practice reading fluently (in pairs, small groups or 1:1)


What can I do before I read to

help me understand what I will

read?

The student will:

• Practice and use before reading strategies

such as:

o Activate prior knowledge before reading

o Set a purpose of reading

o Preview the text

o Make predictions prior to reading the text

Practice and understand methods of

repairing comprehension while reading

including but not limited to:

o note-taking

o text marking

o re-reading

o chunking text

o using graphic organizers

o summarizing

o asking questions

o check comprehension (clarify)

LA.6.1.7.8 The student will use

strategies to repair comprehension

of grade-appropriate text when

self-monitoring indicates

confusion, including but not

limited to rereading, checking

context clues, predicting, note-

making, summarizing, using

graphic and semantic organizers,

questioning, and clarifying by

checking other sources.

Formal: Teacher made

tests, quizzes, exit cards

Informal: Teacher

observation, student

discussions, student work

Word Wall activity:

Use student generated

words for the word wall.

Include definitions. Add

roots and prefixes.



Why do words matter?

How can talking about what I

read with others help me to

understand what I have read?

Why do pictures and captions

matter?

Why do they put all this “stuff” in

text books?

The student will:

Create a vocabulary notebook to be

used for daily vocabulary activities and

testing.

Participate in word wall activities to

practice and demonstrate

understanding of essential vocabulary.

The student will :

Participate in classroom discussions with

peers in small groups and pairs.

Orally share ideas to the group

Participate in discussions with adults and

peers using academic vocabulary.

The student will:

Understand and analyze features of a

text and how they help to identify

important information and the main idea

including but not limited to

Title

Captions

Subheadings

Bold face

Italics

Notations

Table of Contents


context clues to determine

meanings of unfamiliar words;

LA.6.1.6.4 The student

will categorize key vocabulary

and identify salient features;

LA.6.1.6.5 The student will

relate new vocabulary to familiar

words;


will listen to, read, and discuss

familiar and conceptually

challenging text;


will locate, use, and analyze

specific information from

organizational text features (e.g.,

table of contents, headings,

captions, bold print, italics,

glossaries, indices, key/guide

words);


will analyze a variety of text



Informal: Teacher


discussions, student work,

vocabulary notebooks.

Word Wall activity:

Use student generated

words for the word wall.

Include definitions. Add

roots and prefixes.

Consider Text features:

*The word wall should be

visible for all students.

Current words should be

displayed



How do I know what is

important when everything

seems important?

Index

Glossary

Teacher’s Note: Conduct a scavenger hunt activity or a text

book tour with the students so they are familiar

with their own text book and text books from

other content areas.

The student will:

Recognize the main idea as the

essential message that the author

wants the reader to understand after

reading the text.

Comprehend, record and recall

details and facts to support

conclusions

Understand how to identify both

stated and implied main idea

Understand the difference between

relevant and irrelevant details.

Understand implied main idea (infer)

structures (e.g.,

comparison/contrast,

cause/effect, chronological order,

argument/support, lists) and text

features (main headings with

subheadings) and explain their

impact on meaning in text


will explain how text features (e.g.,

charts, maps, diagrams, sub-

headings, captions, illustrations,

graphs) aid the reader's

understanding;


information from the text to

answer questions related to the

main idea or relevant details,

maintaining chronological or

logical order.


will determine the main idea or

essential message in grade-level

text through inferring,

paraphrasing, summarizing, and

identifying relevant details;


For students at the front of

the room. Words

previously emphasized

should be moved to an

adjacent area, but should

not be removed. Students

should learn approximately

5-8 words per week. Using

pre-fixes and root words

and related words will

assist students

understanding of new

words.



How does reading aloud to a

partner help me read better?

Why do I have to change how I

read when I read different texts?

The student will

Practice oral reading in pairs, small

groups or 1:1 with teacher.

Adjust reading rate based on difficulty of

text.

NOTE: POPCORN READING or ROUND ROBIN

reading is not effective for improving

fluency or comprehension. Paired reading

and partner reading is more effective. For

additional oral reading practice please

consult your LITERACY COACH.

The teacher should also model fluent reading

using daily read alouds.

Teacher Note regarding assessments:

If the Word Analysis testing from FAIR or

observation of written work or reading aloud

shows deficiencies in phonics, the students

must receive instruction in this area during

SMALL GROUP INTERVENTION.

There are resources available to teachers who

need additional materials for intervention with

phonics.

will identify the characteristics of a

variety of types of nonfiction text

(e.g., reference works,

newspapers, biographies,

procedures, instructions,

practical/functional texts); and


interest and recommendation of

others to select a variety of age

and ability appropriate nonfiction

materials (e.g., biographies and

topical areas, such as science,

music, art, history, sports, current

events) to expand the core

knowledge necessary to connect

topics and function as a fully

literate member of a shared

culture.


adjust reading rate based on

purpose, text difficulty, form, and

Formal: ORF

Informal: Teacher


paired reading

Partner readings



How can context clues help me?

How does knowing word parts

make my life easier?

The student will:

Locate context clues in text to help

understand unknown words.

Practice using context clues to learn

new words

Recognize word roots and prefixes in

similar words with similar meaning.

Categorize words with similar meanings

using related root words.

Understand Greek and Roman roots and

prefixes and their meanings.

style.


context clues to determine

meanings of unfamiliar words;


will categorize key vocabulary

and identify salient features;


relate new vocabulary to familiar

words;


will identify and understand the

meaning of conceptually

advanced prefixes, suffixes, and

root words;


will identify advanced

word/phrase relationships and

their meanings;



Informal: Teacher


discussions, student work

Topic: During Reading Strategies: Methods of Organization (Weeks 5-7) Objectives of Learning: Students will recognize and use before, during and after reading strategies. Students will identify the main idea and supporting details in a variety of text. Students will recognize the method an author uses to organize text and understand how it impacts comprehension


What can I do while I read

challenging text to help me to

understand and remember what I

am reading?

What do effective readers do?

Shouldn’t this be easy?

How does the way a text is

organized change?

The student will:

Use a variety of reading strategies while

reading non-fiction text.

o Marking Text

o One sentence Summary

o Sticky notes

o Two column notes

o Paraphrasing

o Re-reading with purpose

o Chunking

o Asking questions

o Think-pair-share

For additional during reading strategies, access

the for-pd website at www.forpd.ucf.edu/ http://www.forpd.ucf.edu/strategies/archive.html

Teacher’s Note: It is very important that students have the opportunity to practice reading strategies

with different text book texts. Often students do not know how to apply strategies to science, math and social studies.

The student will identify the methods an author

uses to organize text.

Recognize an author’s pattern of

organization

o Chronolgoical

o Order of Importance/listing

o Cause/effect

o Compare/contrast


will organize information to show

understanding (e.g., representing

main ideas within text through

charting, mapping, paraphrasing,

summarizing, or

comparing/contrasting);


will listen and gain information for

a variety of purposes, (e.g.,

clarifying, elaborating,

summarizing main ideas and

supporting details);


new vocabulary that is introduced

and taught directly;

Formal:

Teacher made tests,

quizzes

Informal: Teacher

observation, graphic

organizers, student made

work

Word Wall activity:

Add student words to the

word wall.

http://www.forpd.ucf.edu/

http://www.forpd.ucf.edu/strategies/archive.html



How do graphic organizers help

me while I read?

Should I use different graphic

organizers for different types of

text?

Recognize site words and phrases

authors use to signal organizational

patterns including”

o As a result of, consequently for

cause and effect

o Similarly, on the other hand for

comparison/contrast

o First, three… for order of

importance

o Today, meanwhile, for sequential

or chronological.

The student will:

Use graphic organizers to show

similarities and differences in the

information found in several sources

about the topic.

o T-chart

o Venn Diagram

o Cornell Notes

o Column Notes

o Brainstorming

TEACHERS NOTE:

Use engaging samples of text with well defined

text structure, in addition to the students

content area textbooks, as resources in this

unit.






summarizing, or


Formal:

Teacher made tests,

quizzes

Informal:

Examples of student

completed graphic

organizers.

Student discussions

Student brainstorming

Oral discussions

Word Wall activity:

Add student words, words

from text



Help students to understand that they may

encounter a piece of text that is not

organized well and they will have to use

strategies to help them understand the text.

It is important for students to know that they

should be able to predict the organization

of certain types of text.

Topic: Post Reading Strategies: Methods of Organization: Writing to Learn(Weeks 8-9) Objectives of Learning: Students will recognize and use before, during and after reading strategies. Students will recognize the method an author uses to organize text and understand how it impacts comprehension Students will use the writing process to express learning.


Why can’t I just “close the book”

when I am done reading?

What should I do when I am done

reading?

I thought summarizing was easy!

The student will recognize and utilize after

reading strategies to improve comprehension.

The student will:

Practice and understand post reading

strategies including:

o Note taking

o Cornell note/summary

o Paraphrasing

o Reflecting

o Synthesizing

o Evaluating

o Checking for understanding

o Summarizing

The student will understand that effective

readers:

are aware of what they are thinking

while they are reading

hear voices in their heads: a reciting

voice and a thinking voice.

Activate prior knowledge before

reading

Make and confirm predictions

Organize, compare, summarize and

synthesize information

Paraphrase what they have read.

Strategies for Summarizing:

Story maps

Gist

Somebody wanted…but…so

Deleting trivia and redundancy

Substituting a general term for a list

Formal:

Quizzes, Unit tests

Informal:

Teacher observation

Student discussions,

marking text, sticky notes,

work samples, inventories,

vocabulary notebooks.

Word Wall activity:

Continue with morphemes,

continue with student

vocabulary, add content

vocabulary

Topic: Post Reading Strategies: Methods of Organization: Writing to Learn(Weeks 8-9) Objectives of Learning: Students will recognize and use before, during and after reading strategies. Students will recognize the method an author uses to organize text and understand how it impacts comprehension Students will use the writing process to express learning.


Finding and creating a main idea

statement

Teacher’s Note:

While summarizing would appear to be an

easily acquired skill it needs to be explicitly

taught to students to support understanding

of important details, the main message and

overall synthesizing of information.

Topic: Author’s Purpose: Theme: Moral: Application of Reading Strategies: Compare using the writing process (Second Nine Weeks 1-3) Objectives of Learning: Students will understand and recognize the author’s purpose for writing Students will identify common themes and morals and write about them using the writing process Students will apply before, during and after reading strategies to a variety of text.


How does knowing the authors

purpose help me to understand

text?

Why do authors write?

The student will:

Recognize that the author makes

choices to create the text including

word choice, purpose, voice, mood and

point of view.

Create authentic writing pieces using

the writing process to demonstrate the

author’s point of view.

o RAFT (Role Author Format Topic)

is a strategy to help with point of

view (and comprehension)

Understand that the language an author

uses has an impact on comprehension

Understand that the author’s purpose is

the reason why the work was created.

Understand that language choice

influences the piece.

Recognize these and other authors

purpose:

o To persuade

o To inform

o To entertain

o To explain


will analyze the authors purpose

(e.g., to persuade, inform,

entertain, or explain) and

perspective in a variety of texts

and understand how they affect

meaning;


will analyze and evaluate similar

themes or topics by different

authors across a variety of fiction

and nonfiction selections;


will determine the correct

meaning of words with multiple

meanings in context;

Formal:

Teacher made tests,

quizzes, exit cards

Informal:

Student work, student

writing samples

Word Wall activity: Add

student generated words

from reading, root words,

and words from texts.

Topic: Author’s Purpose: Theme: Moral: Application of Reading Strategies: Compare using the writing process (Second Nine Weeks 1-3) Objectives of Learning: Students will understand and recognize the author’s purpose for writing Students will identify common themes and morals and write about them using the writing process Students will apply before, during and after reading strategies to a variety of text.


What is the overall message?

What is the author trying to say?

How does language choice

change meaning?

Student will:

Understand and identify the author’s

theme in a variety of text.

Student will:

Define and recognize the authors tone

and mood

o Serious

o Solemn

o Sarcastic

o Objective

o Enthusiastic

o Humorous

o Hostile

o Disapproving

o Personal

o Impersonal

Student will:

Make inferences and draw conclusions

by examining the author’s word choices.

Make predictions about the authors

purpose and tone.

The student will:

Recognize authors mood

o Feelings

o Disposition

o Attitude

o Frame of mind

Recognize that vocabulary denotes the authors

mood.


will distinguish denotative and

connotative meanings of words;


new vocabulary that is introduced

and taught directly;


will listen to, read, and discuss

familiar and conceptually

challenging text;


will locate and analyze the effects

of sound, meter, figurative and

descriptive language, graphics

(illustrations), and structure (e.g.,

line length, fonts, word

placement) to communicate

mood and meaning;

Topic: Continue Author’s Purpose: Theme: Moral: Application of Reading Strategies: (Second Nine Weeks 4-6) Objectives of Learning: Students will understand and recognize the author’s purpose for writing Students will identify common themes and morals and write about them using the writing process Students will apply before, during and after reading strategies to a variety of text.


How can I figure out the author’s

purpose for writing?

How does the author’s purpose for

writing change?

What reading strategies help me

understand when I am reading

different text?

The Student will:

o Determine the author’s purpose for

writing

o Understand that the type of language

used in a text helps to determine the

purpose for writing.

o Write for a purpose.

The Student will:

o Use reading strategies with different texts

to determine the author’s purpose.


will locate, use, and analyze

specific information from

organizational text features (e.g.,

table of contents, headings,

captions, bold print, italics,

glossaries, indices, key/guide

words);


will analyze the authors purpose

(e.g., to persuade, inform,

entertain, or explain) and

perspective in a variety of texts

and understand how they affect

meaning;

Formal:

Informal:

Word Wall activity:

Topic: Figurative Language: Compare/Contrast: Cause/Effect. (Second Nine Weeks 7-9) Objectives of Learning: Students will understand the difference between figurative and literal Students will understand the purpose and meaning of figurative references in a variety of text Students will create authentic student writing containing examples of figurative language.


How are stories similar and

different?

What is cause and effect and how

do I identify it while I am reading?

The student will be able to:

Recognize how things are alike and

different in one text

Recognize how similarities and

differences in a variety of text.

Compare and contrast multiple

elements of at least two texts to include

fiction and non-fiction

The student will be able:

Identify causes and effects in passages

of varying length.

Write an essay using the writing process

that demonstrates cause and effect

understanding. (analysis).


will write a book report, review, or

critique that compares two or

more works by the same author;


will identify cause-and-effect

relationships in text;


will compare and contrast

elements in multiple texts;

Formal:

Teacher made tests,

quizzes, core assessments

Essays

Informal:

Student work

Student discussions

Student mini oral

presentations of similarities

and differences

Word Wall activity:

Add student generated

words and core text

vocabulary

Topic: Figurative Language: Compare/Contrast: Cause/Effect. (Second Nine Weeks 7-9) Objectives of Learning: Students will understand the difference between figurative and literal Students will understand the purpose and meaning of figurative references in a variety of text Students will create authentic student writing containing examples of figurative language.


What is the author REALLY trying to

say?

What is the difference between

literal and figurative?

The student will:

Recognize the types and purpose of

figurative language.

o Alliteration

o Metaphor

o Onomatopoeia

o Personification

o Simile

o Hyperbole

o Assonance

Create authentic student writing using

various forms of figurative language and

will be able to explain what the

language really means.

Recognize common idioms and explain

their literal meaning.


will locate and analyze an author's

use of allusions and descriptive,

idiomatic, and figurative

language in a variety of literary

text, identifying how word choice

sets the author's tone and

advances the work's theme;


will locate and analyze the effects

of sound, meter, figurative and

descriptive language, graphics

(illustrations), and structure (e.g.,

line length, fonts, word

placement) to communicate

mood and meaning;


will compare and contrast

elements in multiple texts;

Formal:

Teacher made tests

Informal:

Student Discussions

Student created

poetry/figurative language

samples

Word Wall activity:

Poetry vocabulary

Student chosen

vocabulary

Topic: Connotative/Denotative: Analyzing symbols and metaphor: Poetry (Third Nine Weeks: 1-3) Objectives of Learning: Students will understand connotative and denotative meanings of words Students will analyze the use of symbols and metaphors in written text Students will apply reading strategies to poetry and prose.


How can similar words have such

a different tone?

What words can I use to be more

descriptive in my writing?

How can I make my writing come

alive?

The student will:

Understand connotative and

denotative meanings of words

Be able to connect synonyms to

similar words and be able to explain

the levels of difference between

words.

Use the writing process (plan, write,

revise, publish) to create authentic

writing containing examples of

connotative/denotative words

Present orally to the class

Understand how to use a dictionary

and thesaurus to find and use words

with similar meanings.

LA.6.1.6.10

LA.6.3.1.2

LA.6.3.1.3 .

LA.6.3.2.1

LA.6.3.2.2

LA.6.3.2.3

LA.6.3.3.1

LA.6.3.3.2

LA.6.3.3.3

LA.6.3.3.4

LA.6.3.4.1

LA.6.3.4.2

LA.6.3.4.3

LA.6.3.4.4

LA.6.3.4.5

LA.6.3.5.2

LA.6.3.1.1

Formal:

Teacher made tests

Quizzes

Textbook Questions

Informal:

Student discussions

Student poetry reads

Word Wall activity:

Descriptive words

Words that are similar but

with different connotations

(shack, home…eg)

Student generated words

Topic: Connotative/Denotative: Analyzing symbols and metaphor: Poetry (Third Nine Weeks: 1-3) Objectives of Learning: Students will understand connotative and denotative meanings of words Students will analyze the use of symbols and metaphors in written text Students will apply reading strategies to poetry and prose.


What is poetry anyway?

The student will:

Recognize poetic elements in prose and

poetry

Recognize poetic forms

Recognize poetry in everyday life (music

lyrics)

Compare poetry forms (prose, narrative

poem, ballad, music lyrics)

Understand that words have multiple

meanings and what is said isn’t always

literal.

TEACHER’s Note:

Use a mix of contemporary and classic poetry,

including song lyrics (all genres).

Figurative language is often difficult for English

Language Learners it is important for

students to understand that authors use this

language in writing to enhance their writing.


will identify the characteristics of

various genres (e.g., poetry,

fiction, short story, dramatic

literature) as forms with distinct

characteristics and purposes;

Formal:

Teacher made tests and

quizzes, exit cards

Informal:

Teacher observation of

discussions. Student

discussions.

Word Wall activity:

Poetry terms

Student generated

vocabulary.

Topic: Persuasive texts/techniques: Reliable and Valid Arguments (Third Nine Weeks:4-6) Objectives of Learning: Students will understand persuasive techniques Students will produce persuasive text Students will participate in debate.


How am I persuaded?

How can I be persuasive?

How do I know if I am being

“tricked” by an author?

The students will:

Write persuasive arguments of varying

length using the writing process.

Understand what kinds of words are

persuasive and will use those words while

writing

Participate in a debate

The student will:

Recognize a valid argument

Organize a valid argument and use

persuasive techniques in speaking and

writing.


will deliver narrative and

informative presentations,

including oral responses to

literature, and adjust oral

language, body language, eye

contact, gestures, technology and

supporting graphics appropriate

to the situation.


will write persuasive text (e.g.,

advertisement, speech, essay,

public service announcement)

that establishes and develops a

controlling idea, using appropriate

supporting arguments and

detailed evidence;


will include persuasive techniques

(e.g., word choice, repetition,

emotional appeal, hyperbole,

appeal to authority, celebrity

endorsement).

Formal:

Student essays

Teacher made tests

Quizzes

Student debate with a

graded rubric *To create a

rubric for a debate visit:

www.rubistar.com

Informal:

Student discussions

Teacher observations

Word Wall activity:

Persuasive words

Student generated

vocabulary

http://www.rubistar.com/

Topic: Expository texts/techniques: Application of Reading Strategies (Third Nine Weeks: 7-9) Objectives of Learning: Students will understand expository techniques Students will produce expository text Students will apply reading strategies to a variety of expository text.


What is the difference between

expository and narrative and

persuasive?

How do reading strategies apply

to both fiction and non-fiction?

The student will:

Read a variety of expository text and

respond in writing.

Use the writing process to create

authentic expository text samples

Use the writing process to create

authentic persuasive text samples.

The student will:

Use reading strategies to help

understand complex text.


will write in a variety of

informational/expository forms

(e.g., summaries, procedures,

instructions, experiments, rubrics,

how-to manuals, assembly

instructions);


will write informational/expository

essays (e.g., process, description,

explanation, comparison/contrast,

problem/solution) that include a

thesis statement, supporting

details, and introductory, body,

and concluding paragraphs;

Formal:

Student written essays

graded with a rubric

Informal:

Student oral and digital

presentations

Word Wall activity:

Student chosen words

Persuasive words

Topic:: Application of Reading Strategies : Applied knowledge (Fourth Nine Weeks: 1-2) Objectives of Learning: Students will apply reading strategies to a variety of text Students will apply knowledge of main idea, authors purpose and point of view to a variety of non-fiction text


How can I strengthen my skills

while reading?

The student will:

o Apply learned reading strategies to a

variety of expository text

o Practice reading and thinking strategies

to a variety of text






summarizing, or


Formal:

Teacher made tests

Informal:

Observations, student

discussions, student

presentations

Word Wall activity:

Student chosen words

Test taking verbs

Topic:: Research Project: Writing Process (Fourth Nine Weeks: 2-4) Objectives of Learning: Students will write about a topic of interest using the research and writing process Students will publish and present their findings.


How can I write about an

interesting topic?

What is the most effective way to

present my ideas?

The student will:

o Use the writing process to demonstrate

comprehension

The student will:

o Present their ideas and comprehension

of different aspects of what they are

reading.


will write in a variety of

informational/expository forms

(e.g., summaries, procedures,

instructions, experiments, rubrics,

how-to manuals, assembly

instructions);


record information (e.g.,

observations, notes, lists, charts,

legends) related to a topic,

including visual aids to organize

and record information and

include a list of sources used;

Formal:

Teacher made tests:

Quizzes

Informal:

Student discussion

Word Wall activity:

Topic::Genre Study: (Fourth Nine Weeks: 5-9) Objectives of Learning: Students will read and understand myth, drama and/or historical fiction Students will create authentic myths, drama or creative historical fiction using the writing process.


What is Myth?

What is Dramatic Literature?

What is Historical Fiction?

The student will:

o Read and discuss common myths in

literature

o Use the writing process to adapt a myth

to personal life experiences.

The student will:

o Read and discuss dramatic literature

o Understand structural differences in

dramatic literature when compared to

other types of text.

o Write and orally present dramatic writing

The student will

o Read and discuss historical fiction

o Understand the impact of setting on a

story

o Use the writing process to create

authentic historical fiction.


will locate and analyze the

elements of plot structure,

including exposition, setting,

character development,

rising/falling action,

conflict/resolution, and theme in a

variety of fiction;


will identify and explain recurring

themes across a variety of works

(e.g., bravery, friendship, loyalty,

good vs. evil);

Formal:

Teacher made tests,

Quizzes. Final exam

Informal:

Student oral presentation

Student discussions

Student generated work.

Word Wall activity:

Review important

vocabulary words using

word wall games.

Topic::Test taking strategies: (Fourth Nine Weeks: 5-9) Objectives of Learning: Students will understand which strategies are most useful Students will practice and apply study techniques.


What test taking techniques really

help?

The student will:

Understand how the structure of a test

influences performance

Understand how to eliminate incorrect

answer choices to improve correct

responses.

Understand how to mark text to improve

test performance.

Understand study tips to improve test

performance and reduce test anxiety

Teacher’s Note: Understanding the format of

FCAT has only a small effect on a student’s

success on the assessment. Improving the

student’s stamina for reading longer passages

and having success with informational text has

more of an impact than FCAT practice. It is not

necessary to provide repeated practice with

released tests.

Formal:

Final Exam

Informal:

Word Wall activity:

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