the administrators’ guide to monitoring...

THE ADMINISTRATORS’ GUIDE

TO MONITORING AND IMPROVING

SECONDARY ENGLISH AND READING INSTRUCTION

http://blogs.henrico.k12.va.us/hcpsenglish-staff

English Administrator Trainings English: July 27 (middle school) English: July 29 (high school)

9:00‐12:00, 1:00‐4:00 9:00‐12:00, 1:00‐4:00

1. Overview and Goal Setting

2. English Literacy Plan

3. English Non‐negotiables

4. English Look‐for’s

a. Walkthrough and Observation Forms

b. Board write‐ups

c. Anchor Charts and Note‐taking

5. Lesson Resources

a. Pacing Guides

i. Marking Period Guides (for all English/Reading courses)

ii. Vertical Weekly Guides (for 6‐8 SOL courses)

iii. VDOE Test Blueprints

iv. VDOE Curriculum Framework (on VDOE site)

b. Blog Resource Links

c. Big Ideas

d. Sample Lessons and Monday Annotations

e. Structuring the 90‐minute block

f. Instructional Planning Document

g. Skill Probes

6. RTI

a. Activities Guide

b. Sample Lessons

c. Evaluation Rubric

7. Student Growth Measures

8. Professional Development ‐ Content Academies for 2015‐2016

9. Literacy and Remediation Plans (time to work in your teams)

a. Student Identification?

b. Identification of Student Weaknesses ‐ Everything should be prescriptive

c. Tutoring Plans? Before, During, After, and Weekend

d. English Camps

English Goal Setting/Monthly Action Steps School: Year: Use your SDBQ Reports to identify areas of growth for the coming school year:

Writing Reading Research/ Plan/ Compose/ Revise

Vocabulary

Editing

Fiction

Essay

Non-Fiction

Writing Goal: Reading Goal:

Month Writing Action Steps Reading Action Steps

August

September

October

November

December

January

February

March

April

May

Topic/Objective: Name:

Class/Period:

Date:

Essential Question:

Questions: Notes:

Summary:

Questions: Notes:

Summary:

–1–

Henrico County Public Schools Literacy Plan for Secondary English, Reading and Language Arts

PROFESSIONAL DEVELOPMENT Initiate an extensive, ongoing program for professional development in literacy instructional practices Establish, reinforce, and maintain a focus on literacy development

Improvement Goals Strategies Division Action Steps School Action Steps

Ensure that professional development related to literacy is targeted to meet the needs of administrators

Support ongoing communication among administrators to enhance use of existing professional development systems and lesson resources.

Administrator Trainings

Ensure that professional development related to literacy is targeted to meet the needs of teachers and students

Extend the literacy focus to meet student needs and related teaching strategies (e.g., instructional and comprehension strategies for adolescent literacy).

Content/SOL Prep Academies Unpacking the Standards Refreshers

Ensure that professional development related to literacy is accessible for administrators and teachers

Enhance professional development resources by expanding selected materials, adding materials from other programs (e.g., reading comprehension videos), and making everything accessible via a Web portal.

Create page on blog for PD resources, as well as lesson samples

Ensure that professional development related to literacy is research-based, job-embedded, ongoing, and includes coaching and mentoring.

Assist schools with scheduling time for embedded professional development throughout the year at the building level. Define roles of embedded professional development providers (e.g., specialist, literacy instructor, literacy coaches) to improve support for teachers and students. Identify teachers with high reading achievement results to be used as model teachers.

Place Literacy Coaches and Retirees at SI sites Have content teams used common planning tools/templates at weekly meetings. Create/Expand Literacy Coach handbook Create directory of successful teachers for peer observations

Build division and school capacity for providing professional development related to literacy.

Identify model teachers within school division, grouped by similar demographics, which can help deliver professional development and disseminate best practices.

Create directory of successful teachers for peer observations and breakout sessions at planned PDs

–2–


INSTRUCTION AND INTERVENTIONS

Establish, reinforce, and maintain a focus on literacy development Review and strengthen strategic interventions for struggling readers and writers

Improvement Goals Strategies Division Action Steps School Action Steps Promote a comprehensive approach to literacy instruction across grades and subjects at the school level that emphasizes the essential components of reading and writing.

Encourage schools to establish Literacy Teams to develop and oversee plans that are inclusive, streamlined and data-driven. Encourage schools to establish common agreements and instructional practices by grade/course/content for use of literacy strategies so students receive consistent instruction and practice that enables them to use the strategies independently. Encourage schools to include school librarians on Literacy Teams and in school-wide literacy improvement plans. Identify, collect, and provide a myriad of instructional resources that are organized to maximize ease of navigation and usefulness.

Enforce 4 Big Ideas

Establish an expectation that students spend 20 minutes three time per week reading self-selected texts while using a literacy strategy in class Strategy Planning and training with content specialists and ITRTs Continue to update Secondary English Blog Site and include examples of how to differentiate the use of the literacy strategies for students with varying literacy proficiencies

Ensure literacy coaches and school librarians are used for both teacher support and student interventions.

Promote using literacy coaches to enhance the skills of classroom teachers through mentoring, modeling, and training in the use of effective instructional strategies. Promote using school librarians to assist teachers and students with choosing materials/resources related to curricular and learning needs and training in media and information literacy skills. Promote using school librarians to assist teachers with literacy stations.

Enforce the Coaching Cycle (Jim Knight) Ensure all Coaches/Retirees use coaching sheets to track progress Work with library services specialist to promote literacy partnerships

–3–


Expand initiatives and evidence-based models to address the individual learning needs of and instructional approaches for all students.

Encourage schools to implement comprehensive models (such as RtI, Strategic Instruction Model, etc.) that provide a school wide, systematic approach to addressing the needs of all learners. Identify interventions that address the literacy needs of struggling adolescents.

Provide extensive training and support with the instructional menu and lesson planner Expand training and use of Step Up to Writing and Empowering Writers Expand training and use of Rewards, SIM and Reading Express

Review materials used to support instruction, focusing on the match between lexile levels and student reading levels, and how to best match appropriate literacy strategies with specific texts.

Ensure that digital literacy is woven throughout curriculum and instruction for all programs of study.

Use school library and technology staff and resources to enhance integrating educational technology into the curriculum. Include digital literacy information and resources on instructional Web portal.

Strategy Planning and training with content specialists, school librarians and ITRTs Work with library services specialist to promote literacy partnerships and expand teachers’ knowledge of library/media resources

–4–


ASSESSMENT SYSTEMS Expand data-driven decision-making to identify needs and improve students’ literacy skills

Improvement Goals Strategies Division Action Steps School Action Steps

Develop county literacy assessments that expand upon current assessments (screening, formative, and diagnostic).

Expand use of data/data analysis of assessment items (NWEA, Benchmarks, Probes and Quizzes in Interactive Achievement)

Provide common planning/assessment items (probes) Enforce use of question stems from English content blog Continue formative assessment trainings

Enhance support for use of assessments, including professional development in designing and implementing formative assessments, interpretation of results, and use of data for instruction.

Promote professional development focused on using data to identify student needs and inform instruction. Identify assessments that address literacy skills at the adolescent level that can be used to inform intervention strategies needed and their effectiveness. Provide training and support for the use of adolescent literacy assessments.

Continue formative assessment trainings

Explicitly tie expectations and procedures to teacher goal setting, school goal setting, teacher professional development, and teacher evaluation processes.

Pay explicit attention to goal setting with teachers and students around literacy.

Establish collaborative goal setting with teachers and students.

Establish procedures for ongoing progress review of the reading and writing proficiencies of all students.

Secondary English/Reading

Literacy Plan

Highlights ____________________ ____________________

____________________ ____________________

____________________ ____________________

____________________ ____________________

Non‐Negotiable

Items

____________________ ____________________

____________________ ____________________

____________________ ____________________

____________________ ____________________

____________________ ____________________

English/Reading

Literacy Plan

–1–


Mission

To create a literacy plan focused on increased rigor and reflection, using authentic reading and writing experiences that lead to increased academic achievement.

Goals

To make the distinction between reading and literature

To improve overall levels of reading proficiency

To accelerate struggling readers’ development

To improve overall levels of writing proficiency

To encourage greater rigor and integrated, theme-based tasks

To ensure that SOL performance rises with the new SOLs and technology enhanced items

To ensure that all students make at least expected yearly growth in reading ability each school year

To create new resources for professional development that put usable information into the hands ofthose directly responsible for students’ learning

Concerns

Teachers confuse reading and literature. Reading is about giving students skills to attack any text. Itis not about merely finding literary elements (i.e. similes, metaphors, etc.).

Teachers are not comfortable with leveled texts and letting students use their own level texts to tackleskill items.

The New SOLs have increased text complexity. Teachers need to move students to higher levelreadings and more non-fiction readings. Students need to be able to use reading strategies and fix-upsto tackle both on level and higher level texts.

The New SOLs have paired passages and more rigorous questioning. Teachers must move to themebased lessons and away from units focused around text types. Teachers must integrate the study ofgrammar, writing and literature and not teach skills in isolation.

Resources have been built but not used extensively. Teachers need time to review resources on aregular basis.

Action Items

Initiate an extensive, ongoing program for professional development in literacy instructional practices

Establish, reinforce, and maintain a focus on literacy development

Review and strengthen strategic interventions for struggling readers and writers

Expand data-driven decision-making to identify needs and improve students’ literacy skills

–2–


PROFESSIONAL DEVELOPMENT Initiate an extensive, ongoing program for professional development in literacy instructional

practices Establish, reinforce, and maintain a focus on literacy development

Improvement Goals Strategies Division Action Steps Ensure that professional development related to literacy is targeted to meet the needs of administrators

Support ongoing communication among administrators to enhance use of existing professional development systems and lesson resources.

Administrator Trainings

Ensure that professional development related to literacy is targeted to meet the needs of teachers and students

Extend the literacy focus to meet student needs and related teaching strategies (e.g., instructional and comprehension strategies for adolescent literacy).

Content/SOL Prep Academies

Unpacking the Standards Refreshers

Ensure that professional development related to literacy is accessible for administrators and teachers

Enhance professional development resources by expanding selected materials, adding materials from other programs (e.g., reading comprehension videos), and making everything accessible via a Web portal.

Create page on blog for PD resources, as well as lesson samples

Ensure that professional development related to literacy is research-based, job-embedded, ongoing, and includes coaching and mentoring.

Assist schools with scheduling time for embedded professional development throughout the year at the building level.

Define roles of embedded professional development providers (e.g., specialist, literacy instructor, literacy coaches) to improve support for teachers and students.

Identify teachers with high reading achievement results to be used as model teachers.

Place Literacy Coaches and Retirees at SI sites

Have content teams used common planning tools/templates at weekly meetings.

Create/Expand Literacy Coach handbook

Create directory of successful teachers for peer observations

Build division and school capacity for providing professional development related to literacy.

Identify model teachers within school division, grouped by similar demographics, which can help deliver professional development and disseminate best practices.

Create directory of successful teachers for peer observations and breakout sessions at planned PDs

–3–


INSTRUCTION AND INTERVENTIONS Establish, reinforce, and maintain a focus on literacy development Review and strengthen strategic interventions for struggling readers and writers

Improvement Goals Strategies Division Action Steps Promote a comprehensive approach to literacy instruction across grades and subjects at the school level that emphasizes the essential components of reading and writing.

Encourage schools to establish Literacy Teams to develop and oversee plans that are inclusive, streamlined and data-driven.

Encourage schools to establish common agreements and instructional practices by grade/course/content for use of literacy strategies so students receive consistent instruction and practice that enables them to use the strategies independently.

Encourage schools to include school librarians on Literacy Teams and in school-wide literacy improvement plans.

Identify, collect, and provide a myriad of instructional resources that are organized to maximize ease of navigation and usefulness.

Enforce 4 Big Ideas

Establish an expectation that students spend 20 minutes three time per week reading self-selected texts while using a literacy strategy in class

Strategy Planning and training with content specialists and ITRTs

Continue to update Secondary English Blog Site and include examples of how to differentiate the use of the literacy strategies for students with varying literacy proficiencies

Ensure literacy coaches and school librarians are used for both teacher support and student interventions.

Promote using literacy coaches to enhance the skills of classroom teachers through mentoring, modeling, and training in the use of effective instructional strategies.

Promote using school librarians to assist teachers and students with choosing materials/resources related to curricular and learning needs and training in media and information literacy skills.

Promote using school librarians to assist teachers with literacy stations.

Enforce the Coaching Cycle (Jim Knight)

Ensure all Coaches/Retirees use coaching sheets to track progress

Work with library services specialist to promote literacy partnerships

–4–


Expand initiatives and evidence-based models to address the individual learning needs of and instructional approaches for all students.

Encourage schools to implement comprehensive models (such as RtI, Strategic Instruction Model, etc.) that provide a school wide, systematic approach to addressing the needs of all learners.

Identify interventions that address the literacy needs of struggling adolescents.

Provide extensive training and support with the instructional menu and lesson planner

Expand training and use of Step Up to Writing and Empowering Writers

Expand training and use of Rewards, SIM and Reading Express

Review materials used to support instruction, focusing on the match between lexile levels and student reading levels, and how to best match appropriate literacy strategies with specific texts.

Ensure that digital literacy is woven throughout curriculum and instruction for all programs of study.

Use school library and technology staff and resources to enhance integrating educational technology into the curriculum.

Include digital literacy information and resources on instructional Web portal.

Strategy Planning and training with content specialists, school librarians and ITRTs

Work with library services specialist to promote literacy partnerships and expand teachers’ knowledge of library/media resources

–5–


ASSESSMENT SYSTEMS Expand data-driven decision-making to identify needs and improve students’ literacy skills

Improvement Goals Strategies Division Action Steps

Develop county literacy assessments that expand upon current assessments (screening, formative, and diagnostic).

Expand use of data/data analysis of assessment items (NWEA, Benchmarks, Probes and Quizzes in Interactive Achievement)

Provide common planning/assessment items (probes)

Enforce use of question stems from English content blog


Enhance support for use of assessments, including professional development in designing and implementing formative assessments, interpretation of results, and use of data for instruction.

Promote professional development focused on using data to identify student needs and inform instruction.

Identify assessments that address literacy skills at the adolescent level that can be used to inform intervention strategies needed and their effectiveness.

Provide training and support for the use of adolescent literacy assessments.


Explicitly tie expectations and procedures to teacher goal setting, school goal setting, teacher professional development, and teacher evaluation processes.

Pay explicit attention to goal setting with teachers and students around literacy.

Establish collaborative goal setting with teachers and students.

Establish procedures for ongoing progress review of the reading and writing proficiencies of all students.

English Non‐Negotiables

Secondary English Non-Negotiables

Instructional non-negotiables

Research based rationale Monitoring schools’ implementation

Our Secondary English Teachers will—

General Instructional Practices Unpack the standards at the beginning of each year—focusing on Bloom’s level of Understanding

According to VDOE, Common Core sites and Understanding by Design, unpacking the standards allows a careful reading of the standards documents to ensure clarity about the end results and an understanding of how the pieces fit together.

Color coded items from Unpacking sessions should be found in teacher plan book/e-file.

Create unit lesson plans using the instructional menu and county pacing and alignment documents

From Eduplace: “There are many advantages to integrating the language arts. First, children learn all aspects of language by using language in purposeful situations (Halliday, 1975)…By integrating the language arts for classroom instruction, we put children in situations that match the way in which they naturally learn and use language. Second, by integrating the language arts, children and young adults develop better critical thinking abilities. This is especially true when reading and writing are taught together (Tierney & Shanahan, 1991).”

Admin checks lesson plans using the instructional menu, pacing and alignment documents

- Focus on strategies, skills and rigor

- objectives should focus on strategies and skills, not stories

- Create integrated, theme-based lessons (that address all domains of English/Reading)

- each section of the instructional menu should be addressed daily

- Integrate vocabulary, non-fiction and poetry into every unit

- planning should show specific vocabulary, non-fiction and poetry items

- Show reading and writing connection

- planning should show how reading and writing connect and should use mentor texts as a platform to instruct writing and close reading skills

- Ensure individual, choice reading is included in daily plans

- planning should show how student choice reading has a purpose as shown through activities on strategies and reading stamina building

Vocabulary Instructional Practices Teach vocabulary in context using authentic texts, not merely word lists.

From Reading Rockets: Seeing vocabulary in rich contexts provided by authentic texts, rather than in isolated vocabulary drills, produces robust vocabulary learning (National Reading Panel, 2000).

From The Reading Teacher: Most of the academic words and challenging multisyllabic words in English are derived from Latin and Greek (Author, 2008).

Vocabulary should be taught integrally in a meaningful language context, and attention should be paid to cultural connotation (Ramirez 1995).

Admin checks of lesson should show where in the text the vocabulary has been taken from

Emphasize common Greek and Latin roots and affixes.

Admin checks of lesson should show this study (both in and out of the context of the texts)

Have students differentiate between denotation and connotation.

Admin checks of lesson should show graphic organizers, annotation exercises or tasks examining vocabulary at this higher level

Have students analyze and determine rhetorical purpose (i.e. author’s purpose, mood, etc.) of word choice and style

Admins should see mini lessons using mentor texts and student practice/annotations of vocabulary analysis

Close Reading Instructional Practices Choose richly-layered texts for the strategies and skill(s) they teach

From ASCD: Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. (PARCC, 2011, p. 7)

Lesson plans should indicate a variety of skills for each text taught

Use a graphic organizer or annotation strategy with every selection

Teacher should attach graphic organizers to lesson plans

Include before, during, and after reading strategies.

Evident in lesson items and organizers

Emphasize making inferences and drawing conclusions.

Evident by the graphic organizer/strategy attached to lesson plan

Include emphasis on text structures and organizational patterns to pinpoint author’s purpose.

Evident in lesson items and organizers

Grammar Instructional Practices Teach grammar in the context of professionally-written texts.

From NCTE Brief: Effective writing instruction and assessment incorporates many different facets of writing that have traditionally been taught in isolation, including grammar, syntax, spelling, mechanics…

Evident in lesson items --DOL and other grammar sentences can be found in the reading/writing of mentor texts

Have grammar focused correction assignments

Evident in lesson items--Teachers focus on one to two areas (i.e. comma usage, agreement) in writing instruction and practice

Hold students accountable for the grammar they are taught in the writing they produce.

Evident in lesson items --Editing, Peer conference sheets and teacher conference sheets should indicate usage/mechanic items

Writing Instructional Practices Create daily writing opportunities From NCTE Brief: The growing

demand for good writers requires more time and attention devoted to writing instruction and assessment in order to prepare all students for a changing world… Students who create high quality writing plans… produce stronger papers. Teachers can help students with this process by examining and responding to prewriting…

Evident in lesson items and organizers - Have students constantly

writing (short items) to gauge comprehension of reading and understanding of writing techniques

- Focus on pre-writing strategies and skills (especially 6th, 7th, 9th)

Model writing techniques and strategies Evident in observations Use mentor texts for writing Evident in lesson items and organizers Research Instructional Practices Stress citation of primary and secondary sources.

From Empowering Struggling Readers: “the Internet inquiry process is a challenging task…(Eagleton 2003) *as such, it needs to be approached weekly in small segments instead of one large project

Evident in lesson items

Provide mini research skill items each unit, not just one big research project each year

Evident in lesson items

Assessment Practices Ensure assessments focus more on strategies and skills than on content.

From ASCD: Assessment becomes responsive when students are given appropriate options for demonstrating knowledge, skills, and understanding.

Evident in observations; Admin pulls and reviews assessments during monthly content meetings Daily formative assessments should be

used Use "Cold" reading passages for most assessments.

English Look‐fors

Henrico County Public Schools Secondary English/Language Arts/Reading Classroom Observation Form

School: [Type here] Teacher’s Name: [Type here]

Date Observed: [Type here] Time: [Type here]

Content Area: [Type here] ☐ Walkthrough ☐ Observation

HCPS VDOE Secondary English/Reading Look-fors1: Professional Knowledge

The teacher demonstrates an understanding of pedagogy, the curriculum, subject content, and the developmental needs of students by providing rigorous and relevant learning experiences.

1.0 Demonstrates accurate knowledge and skills relevant to the subject area(s) taught 1.1 Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications 1.2 Is knowledgeable of current educational practices and standards in a global digital society 1.3 Displays an understanding of the diverse needs of students 1.4 Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group

1.1 Effectively addresses appropriate curriculum standards. 1.2 Integrates key content elements and facilitates students’ use of higher level thinking skills in instruction. 1.3 Demonstrates ability to link present content with past and future learning experiences, other subject areas, and realworld experiences and applications. 1.4 Demonstrates an accurate knowledge of the subject matter. 1.5 Demonstrates skills relevant to the subject area(s) taught. 1.6 Bases instruction on goals that reflect high expectations and an understanding of the subject. 1.7 Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group. 1.8 Communicates clearly and checks for understanding.

☐ Unpacks the standards ☐ Creates integrated, theme-based lessons (that address all domains of English/ Reading) with choice reading

☐ Uses richly-layered, authentic and mentor texts ☐ Focuses on strategies, skills and rigor ☐ Emphasis is on critical thinking, problem solving, and accountability.☐ Integrates vocabulary, fiction, non-fiction and poetry ☐ Shows reading and writing connection (writing to gauge comprehension of reading and understanding of writing techniques)☐ Has students analyze and determine rhetorical purpose (i.e. author’s purpose, mood, etc.) of word choice and style ☐ Includes before, during, and after reading strategies w/ graphic organizers.

☐ Uses formative assessments

Henrico County Public Schools Secondary English/Language Arts/Reading Classroom Observation Form

HCPS VDOE Secondary English/Reading Look-fors 3: Instructional Delivery

The teacher effectively engages students in rigorous and relevant learning through a variety of instructional strategies in order to meet the needs of all students and the complex requirements of 21st century citizenship.

3.0 Communicates learning objectives that reflect the Virginia SOLs and the Henrico Curriculum 3.1 Provides well organized lessons with learning activities that are relevant for students 3.2 Presents information accurately and clearly, ensuring that materials and information can be read, seen, or heard by all students 3.3 Gives clear directions and checks for understanding 3.4 Differentiates instruction appropriate to varied student learning styles and levels 3.5 Engages students in active learning 3.6 Incorporates 21st century skills 3.7 Provides opportunities for cross‐curricular learning 3.8 Uses a variety of teaching methods and instructional tools and strategies, including technology, to engage students creatively and meaningfully in their learning 3.9 Provides opportunities for students to locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media to support their learning, and construct new knowledge

3.1 Engages and maintains students in active learning. 3.2 Builds upon students’ existingknowledge and skills. 3.3 Differentiates instruction to meet the students’ needs. 3.4 Reinforces learning goals consistently throughout lessons. 3.5 Uses a variety of effective instructional strategies and resources. 3.6 Uses instructional technology to enhance student learning. 3.7 Communicates clearly and checks for understanding.

☐ Creates integrated, theme-based lessons ☐ Follows vocabulary instruct. practices ☐ Lessons use authentic texts, not merely word lists. ☐ Instruction emphasizes common Greek and Latin roots and affixes. ☐ Instruction includes differentiation between denotation and connotation.

☐ Follows close reading instruct. practices ☐ Text Annotation is taught, modeled, and expected of students. ☐ The function of literary devices to develop the meaning is valued more than memorizing definitions. ☐ Text study emphasizes making predictions, inferences and drawing conclusions. ☐ Instruction includes emphasis on text structures and organizational patterns.

☐ Follows grammar and writing instruct. practices ☐ Grammar is taught in the context of professionally-written texts. ☐ Students are held accountable for the grammar they are taught in the writing they produce. ☐ The function of syntactical devices to develop the meaning of a text is valued more than memorizing definitions. ☐ Daily writing opportunities ☐ Writing revolves around mode, purpose, audience, and process ☐ Self- and peer-editing opportunities for students are stressed.

☐ Follows research instruct. practices (and incorporates media literacy) ☐ Citation of primary and secondary sources is stressed. ☐ Consequences of plagiarism are emphasized. ☐ MLA or APA documentation is incorporated ☐ Students critically evaluate the accuracy, quality, and validity of information ☐ Students frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge

☐ Follows assessment practices ☐ Uses formative assessments daily ☐ Assessments focus more on skills than on text. ☐ "Cold" reading passages are used for assessments. ☐ Assessments contain question stems from blog ☐ Multiple choice questions contain multiple answers and completion items to mimic new SOL tests.

What Should Be on the

English/Reading Board Each Day!

Targeted Learning SOLs

(these should be written out—may be on a flip chart type

item—at least key words need to be very apparent to

students and visitors)

Objective and Goal

Students need to learn how to (insert strategy)

In order to (gain skill of _____)

while reading ___________________________________

and writing on the topic/theme of __________________

so that they can create a __________________________

and demonstrate their understanding of _____________.

Lesson Agenda

Lily Newman – October, 2010

Anchor Charts: Making Thinking Visible

Purpose • Anchor charts build a culture of literacy in the classroom, as teachers and students make thinking

visible by recording content, strategies, processes, cues, and guidelines during the learning process. • Posting anchor charts keeps relevant and current learning accessible to students to remind them of

prior learning and to enable them to make connections as new learning happens. • Students refer to the charts and use them as tools as they answer questions, expand ideas, or

contribute to discussions and problem-solving in class.

Building Anchor Charts • Teachers model building anchor charts as they work with students to debrief

strategies modeled in a mini-lesson. • Students add ideas to an anchor chart as they apply new learning, discover• interesting ideas, or develop useful strategies for problem-solving or

skill application.• Teachers and students add to anchor charts as they debrief student

work time, recording important facts, useful strategies, steps in aprocess, or quality criteria.

• Students create anchor charts during small group and independentwork to share with the rest of the class. Above: http://www.suite101.com

Above: http://twowritingteachers.wordpress.com/2010/08/23 /evolution-of-anchor-charts/

A Note on Quality• Anchor charts contain only the most relevant or

important information so as not to confuse students. • Post only those charts that reflect current learning and avoid

distracting clutter—hang charts on clothes lines or set-up in distinct places of the room; rotate charts that are displayed to reflect most useful content.

• Charts should be neat and organized, with simple icons andgraphics to enhance their usefulness (avoid distracting, irrelevant details and stray marks).

• Organization should support ease of understanding and beaccordingly varied based on purpose.

• Charts are best in simple darker earth tones that are easily visible(dark blue, dark green, purple, black and brown—use lighter colors for accents only).

For a wide variety of sample anchor charts, see http://www.readinglady.com/mosaic/tools/AnchorChartPhotographsfromKellyandGinger/

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Topic/Objective: Name:

Class/Period:

Date:

Essential Question:

Questions: Notes:

Summary:

Questions: Notes:

Summary:

Dialectical Journal Template

Directions: In the first column: Write down a direct quote from the text In the second column: cite the page In the third column: Write your response to the quote. (Explain why you selected this quotation. Why is it important? What do you not understand? Of what did it make you think?)

Quotation From the Text Page Number

Response

Lesson Resources

Middle School Pacing Schedule Marking Period 1

Category/Strand Grade 6—Growing and Changing Grade 7—Independence and Identity Grade 8—Coming of Age

Communication 6.1a Communicate as leader and contributor.

7.1a Communicate ideas and information orally in an organized and succinct manner.

8.1a Prepare and ask relevant questions for the interview.

6.1b Evaluate own contributions to discussions.

8.2g Assume shared responsibility for collaborative work.

6.1c Summarize and evaluate group activities.

7.1e Use a variety of strategies to listen actively.

8.2h Use a variety of strategies to listen actively.

6.1d Analyze the effectiveness of participant interactions.

8.1b Make notes of responses.

6.2a Distinguish between fact and opinion.

7.3b Distinguish between fact and opinion, and between evidence and inference.

8.2c Use appropriate verbal and nonverbal presentation skills.

6.2d Paraphrase and summarize what is heard.

8.1c Compile, accurately report, and publish responses.

6.2e Use language and vocabulary appropriate to audience, topic, and purpose.

8.2e Differentiate between standard English and informal language.

6.3a Compare and contrast auditory, visual, and written media messages.

7.3d Compare and contrast the techniques in auditory, visual, and written media messages.

8.2a Choose topic and purpose appropriate to the audience.

6.3b Identify the characteristics and effectiveness of a variety of media messages.

Reading/ Vocabulary

6.4a Identify word origins and derivations.


8.4d Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling and usage of words.

6.4b Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.


8.4c Use roots, affixes, cognates, synonyms and antonyms to determine the meaning of unfamiliar words and technical vocabulary.

6.4c Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

7.4e Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

8.4b Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases.

6.4f Extend general and specialized vocabulary through speaking, listening, reading, and writing.



Reading/ Fiction 6.5a Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.

7.5a Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict.

8.5c Explain how authors use characters, conflict, point of view, voice and tone to create meaning.

6.5g Explain how character and plot development are used in a selection to support a central conflict or story line.

7.5c Identify conventional elements and characteristics of a variety of genres.

8.5d Understand the author’s use of conventional elements and characteristics within a variety of genres.

7.5b Compare and contrast various forms and genres of fictional text.

6.5e Use prior and background knowledge as context for new learning.

7.5f Use prior and background knowledge as a context for new learning.

8.5l Use prior and background knowledge as a context for new learning.

6.5h Identify the main idea. 7.5h Identify the main idea. 8.5h Identify the main idea.

6.5i Identify and summarize supporting details.

7.5i Summarize text relating supporting details.

8.5i Summarize text relating supporting details.

6.5l Use reading strategies to monitor comprehension throughout the reading process.


8.5m Use reading strategies to monitor comprehension throughout the reading process.

Middle School Pacing Schedule Reading/ Non-fiction

6.6b Use prior knowledge and build additional background knowledge as context for new learning.

7.6a Use prior and background knowledge as a context for new learning.

8.6a Draw on background knowledge and knowledge of text structure to understand selections.

6.6f Differentiate between fact and opinion.

7.6e Differentiate between fact and opinion.

8.6f Differentiate between fact and opinion.

6.6g Identify main idea. 7.6h Identify the main idea. 8.6g Identify the main idea.

6.6h Summarize supporting details. 7.6i Summarize text identifying supporting details.

8.6h Summarize the text identifying supporting details.

6.6i Compare and contrast information about one topic, which may be contained in different selections.




Writing 6.7b Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.

7.7b Use a variety of prewriting strategiesincluding graphic organizers to generate and organize idea.

8.7b Use prewriting strategies to generate and organize ideas.

6.7d Establish a central idea and organization.

7.7d Establish a central idea and organization.

8.7d Organize details to elaborate the central idea and provide unity.

6.7e Compose a topic sentence or thesis statement if appropriate.

7.7e Compose a topic sentence or thesis statement.

8.7c Distinguish between a thesis statement and a topic sentence.

6.7j Use computer technology to plan, draft, revise, edit, and publish writing.

7.7k Use computer technology to plan, draft, revise, edit and publish writing.

8.7h Use computer technology to plan, draft, revise, edit, and publish writing.

6.8a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.



6.8e Eliminate double negatives. 7.8f Demonstrate understanding of sentence formation by identifying the eight parts of speech and their functions in sentences.

6.8g Choose adverbs to describe verbs, adjectives, and other adverbs.

7.8b Choose appropriate adjectives and adverbs to enhance writing.

8.8e Use comparative and superlative degrees in adverbs and adjectives.

6.8h Use correct spelling for frequently used words.

7.8h Use correct spelling for commonly used words.

8.8g Use correct spelling for frequently used words.

Research 6.9c Use technology as a tool to research, organize, evaluate, and communicate information.

7.9c Use technology as a tool to research, organize, evaluate, and communicate information.


6.9d Cite primary and secondary sources.

7.9d Cite primary and secondary sources. 8.9e Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological Association (APA) style.

Middle School Pacing Schedule Pacing Suggestions for this nine-week period:

Week MP 1 Pacing Activities Formal Assessments 1 Set up writing portfolios (preferably online portfolios) 1st Writing Sample

2 Introduce Vocabulary Tools (list of activities students may use for vocabulary assignments this year)

Notes on Pre-Writing and discuss Pre-Writing Tools (i.e. hamburger, four square, listing, clusters, etc.) for the year and explain purpose/when to use each with sample prompts Give second prompt and have students pre-write for portfolio (focus on prompt, topic and subtopics)

Pre-Writing Quiz (m.c.)

3 *Start pulling vocabulary from texts for students each week* Review Parts of Speech (nouns, pronouns, verbs) Teach Basic Sentence Diagramming Pick out nouns and verbs in poem, non-fiction article and short story Summarize using the nouns and verbs Compare poem, non-fiction article and short story Give third prompt and have students pre-write for portfolio (focus on prompt, topic and subtopics)

Reading Pre-Test

4 *Continue pulling vocabulary from texts for students each week* Review fact and opinion Discuss primary and secondary sources Create packets with primary and secondary sources (make sure to include media items)—have students distinguish the primary from secondary sources, as well as pick out facts and opinions contained in each Give fourth prompt and have students pre-write for portfolio (focus on subtopics (opinions) and details (facts))

Pre-Writing Quiz (short answer)

5 *Continue pulling vocabulary from texts for students each week* Focus on Topic, Main Idea, Summary and Theme Notes and anchor charts on Topic, Main Idea, Summary and Theme Introduce students to best tools to use to analyze Topic, Main Idea, Summary and Theme (i.e. RAP; Someone Wanted, But, So; Summary Cards, Summary Frames, etc.) Practice using tools Compare topics, main ideas and details in a poem, non-fiction selection, print ads and a short story Give fifth prompt and have students pre-write for portfolio focus on subtopics (opinions) and details (facts))

Fact and Opinion Quiz

6 *Continue pulling vocabulary from texts for students each week* Focus on Narrative Structure Introduce students to best tools to use to graph narrative structure (i.e. Story Map, Plot Chart, etc.) Practice using tools Compare a narrative poem and short story Give sixth prompt and have students pre-write for portfolio (focus on topic sentences and thesis statement)

Pre-Writing Quiz (short answer)

7 *Continue pulling vocabulary from texts for students each week* Review Parts of Speech (adjectives, adverbs) Expand basic Sentence Diagram to include adjectives and adverbs Pick out adjectives and adverbs in horror and suspense poem, non-fiction article and short story Summarize texts Compare poem, non-fiction article and short story Give seventh prompt and have students pre-write for portfolio (focus on topic sentences and thesis statement)

Main Idea, Summary and Theme Quiz

8 Review MP 1 topics (preferably in stations) Writing Workshop

Pre-Writing Quiz (topics and thesis statements)


MP1 Reading Assessment


Category/Strand 6th—Reaching Out 7th—Common Threads 8th—Extraordinary Occurrences



8.1b Make notes of (interview) responses.

7.1b Ask probing questions to seek elaboration and clarification of ideas.

8.1d Evaluate the effectiveness of the interview.


7.1d Use language and style appropriate to audience, topic, and purpose.

8.2b Choose vocabulary and tone appropriate to the audience, topic, and purpose.


7.2b Use nonverbal communication skills, such as eye contact, posture, and gestures to enhance verbal communication skills.

8.2d Respond to audience questions and comments.





7.3a Identify persuasive/informative techniques used in non-print media including television, radio, video, and Internet.

8.3a Evaluate the persuasive/ informational technique being used in nonprint media including television, radio, video, and Internet.





Reading/ Vocabulary













6.4d Identify and analyze figurative language.

7.4c Identify and analyze figurative language.

8.4a Identify and analyze an author’s use of figurative language.

6.4e Use word-reference materials. 8.4e Discriminate between connotative and denotative meanings and interpret the connotation.

Reading/ Fiction 6.5g Explain how character and plot development are used in a selection to support a central conflict or story line.


8.5d Understand the author’s use of conventional elements and characteristicswithin a variety of genres.

6.5k Identify transitional words and phrases that signal an author’s organizational pattern.

7.5j Identify the author’s organizational pattern.

8.5j Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.

6.5d Describe cause and effect relationships and their impact on plot.

7.5k Identify cause and effect relationships.


6.5b Make, confirm, and revise predictions.

7.5e Make, confirm, and revise predictions.




Middle School Pacing Schedule 6.5f Use information in the text to draw conclusions and make inferences.

7.5g Make inferences and draw conclusions based on the text.

8.5b Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.


8.5f Compare and contrast author’s style.

6.5j Identify and analyze the author’s use of figurative language.

8.5a Explain the use of symbols and figurative language.




Reading/ Non-fiction

6.6a Use text structures such as type, headings, and graphics to predict and categorize information in both print and digital texts.

7.6b Use text structures to aid comprehension.

8.6d Analyze the author’s use of text structure and word choice.

6.6j Identify the author’s organizational pattern.

7.6c Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.

8.6i Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.


7.6j Identify cause and effect relationships.





6.6c Identify questions to be answered. 8.6e Analyze details for relevance and accuracy.

6.6d Make, confirm, or revise predictions.

6.6e Draw conclusions and make inferences based on explicit and implied information.

7.6d Draw conclusions and make inferences on explicit and implied information.

8.6b Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.


8.6k Evaluate, organize, and synthesize information for use in written and oral formats.




Writing 6.7a Identify audience and purpose. 7.7a Identify intended audience. 8.7a Identify intended audience.

8.7e Select specific vocabulary and information for audience and purpose.

6.7b Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.

7.7b Use a variety of prewriting strategies including graphic organizers to generate and organize idea.


6.7c Organize writing structure to fit mode or topic.

7.7c Organize writing structure to fit mode or topic.

8.7g Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs.

6.7f Write multi-paragraph compositions with elaboration and unity.

7.7f Write multi-paragraph compositions with unity elaborating the central idea.

8.8b Use and punctuate correctly varied sentence structures to include conjunctions and transition words.







6.8b Use subject-verb agreement with intervening phrases and clauses.

7.8d Use subject-verb agreement with intervening phrases and clauses.

6.8c Use pronoun-antecedent agreement to include indefinite

7.8c Use pronoun-antecedent agreement to include indefinite pronouns.

8.8c Choose the correct case and number for pronouns in prepositional phrases

Middle School Pacing Schedule pronouns. with compound objects.

6.8d Maintain consistent verb tense across paragraphs.

7.8e Edit for verb tense consistency and point of view.

8.8d Maintain consistent verb tense across paragraphs.









8.9e Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological Association (APA) style.8.9a Collect and synthesize information from multiple sources including online, print and media.

6.9e Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

7.9e Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

8.9g Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

8.9b Evaluate the validity and authenticity of texts.

8.9d Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.

Middle School Pacing Schedule Pacing Suggestions for this nine-week period:

Week MP 2 Pacing Activities Formal Assessments 1 *Continue pulling vocabulary from texts for students each week*

*Start discussion on plagiarism as students will pull notes from sources this nine weeks* Notes and anchor charts on Text Structures (include word reference materials and large focus on cause/effect items) Create packets with primary and secondary sources (make sure to include media items)—have students distinguish the primary from secondary sources, as well as pick out key text structures elements and categorize sources Have students summarize each source Give list of prompts and have students categorize types of prompts—match prompts with appropriate primary or secondary source that could be used to support a thesis—highlight the facts in each source that support the thesis Have students pick one prompt to outline in portfolio

Plagiarism and Research Pre-Quiz

2 *Continue pulling vocabulary from texts for students each week* *Continue discussion on plagiarism as students will pull notes from sources this nine weeks* Discuss text types and purpose and audience for each Introduce students to tools to use to find and set up purpose and audience (i.e. SOAPS, RAFT, etc.) Give students functional texts, non-fiction articles and media items to analyze using the tools (7th and 8th—focus on persuasive techniques in the media) Give student list of complementary prompts to last week’s (i.e. same topic) and have students determine appropriate audience and purpose for each one that corresponds to the prompt they picked last week. Have students take chosen prompts--outline each in portfolio

Text Structures Quiz

3 *Continue pulling vocabulary from texts for students each week* *Continue discussion on plagiarism as students will pull notes from sources this nine weeks* Notes and anchor charts on Agreement (subject-verb and pronoun-antecedent) Diagram sample sentences (pull from readings) to determine s-v and p-a agreement, as well as determine topics for readings Create holiday themed packets with primary and secondary sources (make sure to include media items)—have students distinguish the primary from secondary sources, as well as pick out key text structures elements (and persuasion in 7th and8th) and categorize sources Compare and contrast holiday texts by purpose and audience Have students use RAFT to create their own stories that correspond to themes in chosen prompts this nine weeks—outline in portfolio

Purpose and Audience Quiz

4 *Continue pulling vocabulary from texts for students each week* *Continue discussion on plagiarism as students will pull notes from sources this nine weeks* Notes and anchor charts on Prediction, Drawing Conclusions and Inference Play a quick inference game (i.e. Who’s trash is this) Have students use RAFT and create a story about the family from their inferences (or something similar based on the quick game) in portfolio Introduce students to inference tools (i.e. DRTA, QAR, Learning Log, etc.) Practice using tools

Agreement Quiz 1

5 *Continue pulling vocabulary from texts for students each week* *Continue discussion on plagiarism as students will pull notes from sources this nine weeks* Pull student writings or rewrite texts with agreement errors. Have students correct issues, making sure to state problems as warm-ups Continue Practice using inference tools Continue inference story (focus on consistent verb tense and agreement)

Predictions/Drawing Conclusions/Inference Quiz 1

6 *Continue pulling vocabulary from texts for students each week* *Continue discussion on plagiarism as students will pull notes from sources this nine weeks* Notes on Figurative Language Introduce students to best tools to use to analyze texts with figurative language (i.e. FIDDS, DIDLS, SIFTT, etc.) Practice using tools Compare Figurative Language (be specific) in narrative poem, biographical text and short story

Plagiarism and Research Quiz

7 *Continue pulling vocabulary from texts for students each week* *Continue discussion on plagiarism as students will pull notes from sources this nine weeks* Continue practice analyzing figurative language

Figurative Language Quiz


Agreement Quiz 2


Predictions/Drawing Conclusions/Inference Quiz 2


Category/Strand 6th—Proving Yourself 7th—What Matters 8th





7.1c Make statements to communicate agreement or tactful disagreement with others’ ideas.

8.2f Critique oral presentations.



8.2b Choose vocabulary and tone appropriate to the audience, topic, and purpose.

8.2d Respond to audience questions and comments.



6.2b Compare and contrast viewpoints. 8.3b Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations.

6.2c Present a convincing argument. 7.3c Describe how word choice and visual images convey a viewpoint.



7.2a Use verbal communication skills, such as word choice, pitch, feeling, tone, and voice appropriate for the intended audience.





8.3d Evaluate sources for relationships between intent and factual content.

Reading/ Vocabulary













7.4d Identify connotations.

Reading/ Fiction 6.5c Describe how word choice and imagery contribute to the meaning of a text.

7.5d Describe the impact of word choice, imagery, and literary devices including figurative language.





8.5d Understand the author’s use of conventional elements and characteristicswithin a variety of genres.


8.5e Compare and contrast the author’s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts.

Middle School Pacing Schedule 8.5f Compare and contrast authors’

styles.

8.5g Identify and ask questions that clarify various viewpoints.








7.6g Describe how word choice and language structure convey an author’s viewpoint.

8.6c Analyze the author’s qualifications, viewpoint, and impact.

7.6f Identify the source, viewpoint, and purpose of texts.









6.7g Select vocabulary and information to enhance the central idea, tone and voice.

7.7g Select vocabulary and information to enhance the central idea, tone, and voice.

6.7h Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.

7.7h Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.

7.7i Use clauses and phrases for sentence variety.

8.7f Use interview quotations as evidence.

6.7i Revise sentences for clarity of content including specific vocabulary and information.

7.7j Revise sentences for clarity of content including specific vocabulary and information.







6.8f Use quotation marks with dialogue.

7.8g Use quotation marks with dialogue. 8.8f Use quotation marks with dialogue and direct quotations.




Research 6.9a Collect information from multiple sources including online, print, and media.

7.9a Collect and organize information from multiple sources including online, print and media.

8.9a Collect and synthesize information from multiple sources including online, print and media.

6.9b Evaluate the validity and authenticity of texts.

7.9b Evaluate the validity and authenticity of sources.

8.9b Evaluate the validity and authenticity of sources.






8.9e Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological Association (APA) style.

6.9e Define the meaning and consequences of plagiarism and follow

7.9e Define the meaning and consequences of plagiarism and follow

8.9g. Define the meaning and consequences of plagiarism and follow

Middle School Pacing Schedule ethical and legal guidelines for gathering and using information.

ethical and legal guidelines for gathering and using information.

ethical and legal guidelines for gathering and using information.

8.9f Publish findings and respond to feedback.

Pacing Suggestions for this nine-week period:

Week MP 3 Pacing Activities Formal Assessments 1 *Have students pull their own vocabulary this week*

Introduce Research Project—Short Story Authors, etc. Notes on evaluating sources and authenticity of texts Have students begin researching author—pull primary and secondary sources—pull facts from sources—categorize sources by text types *8th—Writing SOL Reviews*

Review Quiz

2 *Have students pull their own vocabulary this week* Students should continue researching author—compare viewpoints in at least two literary reviews of the author’s writing style *8th—Writing SOL Reviews*

Evaluating Sources Quiz

3 *Have students pull their own vocabulary this week* Have students read selections (min. 2) from chosen author—summarize, plot chart and conflicts, analyze character and figurative language *8th—Writing SOL Reviews*

Review Quiz

4 *Have students pull their own vocabulary this week* Students should continue reading and analyzing selections Have students read selected poems for chosen author—analyze using one of the taught tools—compare two stories and poem *8th—Writing SOL Reviews*

Review Quiz

5 *Have students pull their own vocabulary this week* Notes on imagery Practice imagery with research texts Create or finds visuals/cartoons of imagery in researched texts *8th—Writing SOL Reviews*

Review Quiz

6 *Have students pull their own vocabulary this week* Notes on dialogue and punctuation of dialogue Have students create story between themselves and a character from one of the readings—have students map character traits, plot and conflict as a pre-writing task--make sure students use dialogue in the story *8th—Writing SOL Reviews* *SOL Writing Window*



9 Presentations Imagery and Figurative Language Quiz


Category/Strand 6th—Seeing It Through 7th—Meeting Challenges 8th





7.1b Ask probing questions to seek elaboration and clarification of ideas.









7.2c Compare/contrast a speaker’s verbal and nonverbal messages.



6.3c Craft and publish audience-specific media messages.

7.3e Craft and publish audience-specific media messages.

8.3c Use media and visual literacy skills to create products that express new understandings.

Reading/ Vocabulary

6.4f Extend general and specialized vocabulary through speaking, listening, reading and writing



Reading/ Fiction 6.5e Use prior and background knowledge as context for new learning.







8.5e Compare and contrast the author’s use of word choice, dialogue, for, rhyme, rhythm, and voice in different texts.

8.5f Compare and contrast authors’ styles.






7.6k Organize and synthesize information for use in written formats.











7.7i Use clauses and phrases for sentence variety.




6.8a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence

7.8a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and

8.8a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and

Middle School Pacing Schedule formation and paragraph structure. paragraph structure. paragraph structure.









8.9e Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological Association (APA) style.

Pacing Suggestions for this nine-week period:

Week MP 4 Pacing Activities Formal Assessments 1 *Continue pulling vocabulary from texts for students each week*

2 *Continue pulling vocabulary from texts for students each week*



*SOL Window*




8 *Continue pulling vocabulary from texts for students each week* Review MP 4 topics (preferably in stations) Writing Workshop

9 *Continue pulling vocabulary from texts for students each week* Review MP 4 topics (preferably in stations) Writing Workshop

HCPS Reading Standards (all standards have been correlated with English 6-8 SOLs in the Pacing Guides)

R1. Continue to develop oral language and listening skills.

Model active listening in both formal and informal settings. Know and use rules for conversations. Continue to formulate and respond to questions from teachers and classmates. Organize and share information, stories, experiences, ideas, and feelings with others in both formal and

informal situations. Participate in creative responses to text (e.g., dramatizations, speeches). Deliver an oral presentation or recitation that conveys a clear point, using information from any content

area and utilizing visual aids for contextual support. Introduce the importance of using correct stress, pitch, and juncture in oral reading and presenting. Continue to interpret and use a variety of non-verbal communication techniques to enhance meaning

(e.g., posture, gestures, facial expressions, tone of voice, eye contact). R2. Develop an understanding of the concepts of print.

Continue to use parts of text effectively for learning (e.g., title page, preface, table of contents, glossary, appendix, index).

Continue to demonstrate knowledge of the structure and organization of various text features to locate information (e.g., headings, key words, graphics, pictures, captions, sidebars).

Continue to recognize that print format varies according to purpose and genre (e.g., prose, poetry, newspaper/magazine, letters, dramas, technical manuals, textbooks).

R3. Expand reading skills through phonemic awareness.

Continue to develop an awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poems, music lyrics, books on tape, read alouds).

R4. Use decoding strategies to read unfamiliar words.

Use knowledge of root words, prefixes, suffixes, and syllabication to decode unfamiliar words. Use context clues to determine unknown words and to discriminate between multiple meaning words. Decode unknown grade level words utilizing previously learned strategies to verify the word’s meaning

within the context of the selection. R5. Read to develop fluency, expression, accuracy, and confidence.

Demonstrate the ability to read fluently with expression, accuracy, and with poise from a variety of texts (e.g. paired reading, choral reading, read alongs, and readers’ theater).

Participate in guided reading. Read using appropriate pronunciation, expression, and rate. Adjust speed based on the purpose for reading. Read independently on a daily basis.

R6. Expand reading vocabulary. Build vocabulary by listening to literature, participating in class discussions, and reading self-selected

and/or assigned texts. Build vocabulary by reading from a wide variety of print and non-print texts and literary genres. Increase knowledge of roots, prefixes, and suffixes to infer word meanings. Determine the meaning of unfamiliar words using context clues, dictionaries, electronic sources,

glossaries, and other resources. Replace unknown words with appropriate synonyms and/or antonyms to determine word meaning. Continue to use appropriate synonyms, antonyms, homonyms, and multiple meaning words in reading,

writing, and speaking. Continue to foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of

words, new and unusual words to share). Continue to determine the correct meaning/usage of multiple meaning words. Use the correct word to complete an analogy.

R7. Employ pre-reading strategies to facilitate comprehension.

Continue to establish a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific questions, to identify information/facts, to discover models of writing).

Utilize personal experiences to build background knowledge for reading. Use previously learned strategies to front load text (e.g., skimming and scanning). Preview text, using supports (e.g., illustrations/pictures, captions, graphs, diagrams, headings,

subheadings, and footnotes). Identify the importance and the significance of the reading selections to learning and life. Explore significant words to be encountered in the text. Make predictions about text. Relate text to prior personal experiences or opinions as well as previously read print and non-print texts.

R8. Use active comprehension strategies to derive meaning while reading and to check for understanding after reading

Derive meaning while reading by continuing to formulate clarifying questions while reading. predicting outcomes, state reasonable generalizations, and draw conclusions from the reading selection

based on prior knowledge and information. using metacognitive and self-monitoring strategies while reading (e.g. pausing, rereading, recognizing

miscues, consulting other sources, reading ahead, asking for help). engaging in reading between the lines (i.e. stating implied information). continuing to create mental pictures from abstract information. continuing to relate text to prior personal experiences or opinions as well as previously read print and

non-print texts. continuing to make inferences. verifying or modifying pre-reading purpose as addition information is obtained. exploring ways to interact with text (e.g., mark the text, use post-it notes, ask questions and make

comments within the text). Derive meaning after reading by indicating the sequence of events. recognizing and stating the main idea/central element in a given reading selection noting details that

support the main idea/central element. identifying the author’s purpose.

discussing similarities and differences in events and characters using evidence cited from the text or various texts.

finding contextual support for responses to questions, for assistance in formulating ideas and opinions, and for supporting personal responses (i.e. grounding students in the text).

determining cause and effect relationships. determining whether a given statement is a fact or an opinion. demonstrating an understanding of stated and implied themes and recognizing that themes recur

throughout literature. reflecting upon comprehension strategies used to make meaning from texts. making connections among various print (e.g. other stories) and non-print texts (e.g., movies,

photographs, artwork). making connections among the various literary genres and themes with personal, historical, and cultural

experiences. R9. Develop skills to facilitate reading in the content areas.

Develop and maintain vocabulary specific to content areas and to current events. Locate information using available text features (e.g., tables of content, maps, time lines, charts,

graphics, indexes, glossaries, and footnotes). Continue to apply comprehension skills and strategies to informational text in the content areas. Continue to use self-correction strategies while reading (pausing, rereading, consulting other sources,

asking for help). Interact with the text (e.g., mark the text, use post-it notes, ask questions and make comments within the

text). Analyze the reliability of sources by examining the authors’ backgrounds.

R10. Experience and explore the elements of various literary and media genres.

Read, view, and recognize various literary (e.g., short stories, novels, plays, legends, poetry, autobiographies/biographies, non-fiction of high interest) and media (e.g. music, films, videos, documentaries, the arts, photographs) genres.

Recognize the elements of each literary and media genre. Identify the theme and determine if theme is stated or implied. Recognize that certain themes recur and be familiar with commonly recurring themes. Explore deductive reasoning to facilitate and to extend understanding of texts. Explore the concepts of foreshadowing and flashback.

R11. Develop and sustain a motivation for reading.

Visit libraries/media centers, book fairs, bookstores, and other print rich environments to explore books. Use personal criteria to select reading material (personal interest, knowledge of authors, text difficulty,

text genres, and recommendation of others). Read daily from self-selected materials. Relate literary experiences (book discussions, literary circles, writing, oral presentations, artistic

expressions). Experience and develop an awareness of literature that reflects a diverse society. Maintain a personal reading list/or reading log/journal to reflect reading gains and accomplishments. Engage in reading as a leisure time activity.

Grade 9 MP 1: The Lighter Side/Spine Tinglers Category/Strand SOL

Communication 9.1b Use relevant details to support main ideas.

9.1d Use grammatically correct language, including vocabulary appropriate to the topic, audience and purpose.

9.1g Credit information sources.

9.1i Give and follow spoken directions to perform specific tasks, answer questions, or solve problems.

9.1j Use a variety of strategies to listen actively.

9.1l Assume shared responsibility for collaborative work.

9.2b Determine the purpose of the media message and its effect on the audience.

Reading/ Vocabulary

9.3a Use structural analysis of roots, affixes, synonyms, antonyms and cognates to understand complex words.

9.3f Extend general and specialized vocabulary through speaking, reading, and writing.

Reading/ Fiction

9.4a Identify author’s main idea and purpose.

9.4b Summarize text relating supporting details.

9.4c Identify the characteristics that distinguish literary forms.

9.4d Use literary terms in describing and analyzing selections.

9.4l Make predictions, inferences, draw conclusions and connect prior knowledge to support reading comprehension.


Reading/Non-fiction

9.5a Recognize an author’s intended purpose for writing and identifying the main idea.

9.5b Summarize the text identifying supporting details.

9.5c Understand the purpose of text structures and use those features to locate information and gain meaning from texts.

9.5d Identify characteristics of expository, technical and persuasive texts.

9.5h Draw conclusions and make inferences on explicit and implied information using textual support as evidence.

9.5i Differentiate between fact and opinion.

9.5k Use reading strategies to monitor comprehension throughout the reading process.

Writing 9.6a Generate, gather and organize ideas for writing.

9.6b Plan and organize writing to address a specific audience and purpose.

9.6c Communicate clearly the purpose of the writing using a thesis statement where appropriate.

9.6f Arrange paragraphs into a logical progression.

9.6i Use computer technology to plan, draft, revise, edit, and publish writing.

9.7a Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective, and coordinating conjunctions.

9.7f Proofread and edit writing for intended audience and purpose.

Research 9.8a Use technology as a tool to research, organize, evaluate, and communicate information.

9.8b Narrow the focus of a search.

9.8f Credit the sources of quoted, paraphrased and summarized ideas.

9.8g Cite sources of information using a standard method of documentation such as that of the Modern Language Association (MLA) or American Psychological Association (APA).

9.8h Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

MP 2: Challenges and Choices Category/Strand SOL

Communication 9.1a Include definitions to increase clarity.

9.1c Illustrate main ideas through anecdotes and examples.

9.1d Use grammatically correct language, including vocabulary appropriate to the topic, audience and purpose.

9.1e Use verbal and nonverbal techniques for presentation.





9.2c Describe possible cause and effect relationships between mass media coverage and public opinion trends.

Reading/ Vocabulary

9.3b Use context, structure and connotations to determine meanings of words and phrases.

9.3c Discriminate between connotative and denotative meanings and interpret the connotation.


Reading/ Fiction

9.4e Explain the relationship between and among elements of literature: characters, plot, setting, tone, point of view, and theme.

9.4k Analyze how an author’s specific word choices and syntax achieve special effects and support the author’s purpose.



Reading/Non-fiction


9.5g Analyze and synthesize information in order to solve problems, answer questions or complete a task.



Writing 9.6d Write clear, varied sentences using specific vocabulary and information.

9.6e Elaborate ideas clearly through word choice and vivid description.

9.6g Use transitions between paragraphs and ideas.





9.8c Find, evaluate and select appropriate sources to access information and answer questions.

9.8d Verify the validity and accuracy of all information.



MP 3: Moments of Discovery Category/Strand SOL

Communication 9.1d Use grammatically correct language, including vocabulary appropriate to the topic, audience and purpose.

9.1f Evaluate impact and purpose of presentation.


9.1h Give impromptu responses to questions about presentation.



9.1k Summarize and evaluate information presented orally by others.


9.2a Analyze and interpret special effects used in media messages including television, film and internet.

9.2d Evaluate sources including advertisements, editorial and feature stories for relationships between intent and factual content.

9.2e Monitor, analyze and use multiple streams of simultaneous information.

Reading/ Vocabulary

9.3e Identify literary and classical allusions and figurative language in text.


Reading/ Fiction

9.4f Compare and contrast the use of rhyme, rhythm, sound, imagery and other literary devices to convey a message and elicit the reader’s emotion.

9.4h Explain the relationship between the author’s style and literary effect.

9.4j Compare and contrast author’s use of literary elements within a variety of genres.



Reading/Non-fiction


9.5e Identify a position/argument to be confirmed, disproved or modified.

9.5f Evaluate clarity and accuracy of information.



Writing 9.6h Revise writing for clarity of content, accuracy and depth of information.



9.7b Use parallel structures across sentences and paragraphs.



9.8e Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.



MP 4: Visions of the Future Category/Strand SOL

Communication 9.1d Use grammatically correct language, including vocabulary appropriate to the topic, audience and purpose.





Reading/ Vocabulary

9.3d Identify the meaning of common idioms.


9.3g Use knowledge of the evolution, diversity and effects of language to comprehend and elaborate the meaning of texts.

Reading/ Fiction 9.4g Analyze the cultural or social function of a literary text.

9.4i Explain the influence of historical context on the form, style and point of view of a written work.



Reading/Non-fiction

9.5c Understand the purpose of text structures and use those features to locate information and gain meaning from texts. 9.5h Draw conclusions and make inferences on explicit and implied information using textual support as evidence.

9.5j Organize and synthesize information from sources for use in written and oral presentations.


Writing 9.6i Use computer technology to plan, draft, revise, edit, and publish writing.

9.7a Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective, and coordinating conjunctions. 9.7c Use appositives, main clauses and subordinate clauses.

9.7d Use commas and semicolons to distinguish and divide main and subordinate clauses.

9.7e Distinguish between active and passive voice.





Grade 10 MP 1: On the Edge Category/Strand SOL

Communication 10.1a Assume responsibility for specific group tasks.

10.1b Collaborate in the preparation or summary of the group activity.

10.1c Include all group members in oral presentation.

10.1d Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.

10.1e Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.

10.1f Collaborate with others to exchange ideas, develop new understandings, make decisions and solve problems.

10.1h Evaluate one’s own role in preparation and delivery of oral reports.

10.1i Use a variety of strategies to listen actively.

10.2c Determine the author’s purpose and intended effect on the audience for media messages.

10.2d Identify the tools and techniques used to achieve the intended focus.

Reading/ Vocabulary



Reading/ Fiction

10.4a Identify main idea and supporting details.

10.4b Make predictions, draw inferences and connect prior knowledge to support reading comprehension.

10.4c Explain similarities and differences of techniques and literary forms represented in the literature of different cultures and eras.

10.4e Identify universal themes prevalent in the literature of different cultures.

10.4i Compare and contrast literature from different cultures and eras.


Reading/Non-fiction

10.5a Identify text organization and structure.

10.5b Recognize an author’s intended audience and purpose for writing.

10.5c Skim manuals or informational sources to locate information.

10.5e Interpret and use data and information in maps, charts, graphs, timelines, tables and diagrams.

10.5f Draw conclusions and make inferences on explicit and implied information using textual support as evidence.

10.5h Use reading strategies throughout the reading process to monitor comprehension.

Writing 10.6a Generate, gather and organize ideas for writing to address a specific audience and purpose.

10.6c Elaborate ideas clearly through word choice and vivid description.

10.6e Organize ideas into a logical sequence using transitions.

10.6f Revise writing for clarity of content, accuracy and depth of information.

10.6g Use computer technology to plan, draft, revise, edit and publish writing.

10.7c Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.

10.7d Differentiate between in-text citations and works cited on the bibliography page.

10.7e Analyze the writing of others.

10.7f Describe how the author accomplishes the intended purpose of a piece of writing.

10.7g Suggest how writing might be improved.

10.7h Proofread and edit final product for intended audience and purpose.

Research 10.8a Use technology as a tool to research, organize, evaluate, synthesize and communicate information.

10.8b Develop the central idea or focus.

10.8e Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or American Psychological Association (APA).

10.8f Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

MP 2: Striving for Success Category/Strand SOL






10.1g Access, critically evaluate, and use information accurately to solve problems.



10.2b Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion.

Reading/ Vocabulary


10.3c Discriminate between connotative and denotative meanings of words and phrases.


Reading/ Fiction



10.4h Evaluate how an author’s specific word choices, syntax, tone and voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose.


10.4l Compare and contrast character development in a play to characterization in other literary forms.


Reading/Non-fiction


10.5d Compare and contrast informational texts.


10.5g Analyze and synthesize information in order to solve problems, answer questions and generate new knowledge.


Writing 10.6b Synthesize information to support the thesis.

10.6d Write clear and varied sentences, clarifying ideas with precise and relevant evidence.



10.7a Distinguish between active and passive voice.

10.7b Apply rules governing use of the colon.








10.8c Verify the accuracy, validity and usefulness of information.


MP 3: Clashing Forces Category/Strand SOL








Reading/ Vocabulary



Reading/ Fiction




10.4j Distinguish between a critique and a summary.

10.4k Compare and contrast how rhyme, rhythm, sound, imagery, style, form and other literary devices convey a message and elicit a reader’s emotions.


Reading/Non-fiction




Writing 10.6f Revise writing for clarity of content, accuracy and depth of information.








10.8d Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.


MP 4: Expanding Horizons Category/Strand SOL








10.1j Analyze and interpret other’s presentations.

10.1k Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.2a Use media, visual literacy, and technology skills to create products.

Reading/ Vocabulary




Reading/ Fiction


10.4d Analyze the cultural or social function of literature.


10.4f Examine a literary selection from several critical perspectives.

10.4g Explain the influence of historical context on the form, style and point of view of a literary text.



Reading/Non-fiction




Writing 10.6f Revise writing for clarity of content, accuracy and depth of information.









Grade 11

MP 1: Puritan/Early Colonial /Age of Reason Category/Strand SOL

Communication 11.1a Gather and organize evidence to support a position.

11.1b Present evidence clearly and convincingly.

11.1e Use grammatically correct language, including vocabulary appropriate to the topic, audience and purpose.

11.1f Monitor listening and use a variety of active listening strategies to make evaluations.

11.2a Use technology and other information tools to organize and display knowledge in ways others can view, use and assess.

11.2b Use media, visual literacy and technology skills to create products.

11.2c Evaluate sources including advertisements, editorials, blogs, Web sites and other media for relationships between intent, factual content and opinion.

11.2d Determine the author’s purpose and intended effect on the audience for media messages.

Reading/ Vocabulary



Reading/ Fiction Review basic literary elements from 9 and 10, including main idea, summary, predictions, inference and themes

11.4c Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres.

11.4e Analyze how context and language structures convey an author’s intent and viewpoint.

11.4f Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, and theme.

11.4g Explain how imagery and figures of speech appeal to the reader’s senses and experience.

11.4h Explain how an author’s specific word choices, syntax, tone, and voice support the author’s purpose.

11.4i Read and analyze a variety of American dramatic selections.

11.4k Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts.

Reading/Non-fiction

Review basic text features from 9 and 10, including main idea, summary, and fact/opinion.

11.5a Use information from texts to clarify understanding of concepts.

11.5b Read and follow directions to complete an application for college admission, for a scholarship, or for employment.

11.5d Draw conclusions and make inferences on explicit and implied information using textual support.

11.5e Analyze two or more texts addressing the same topic to identify authors’ purpose and determine how authors reach similar or different conclusions.

11.5h Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts.

Writing 11.6a Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose.

11.6b Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.

11.6c Organize ideas in a sustained and logical manner.

11.6d Clarify and defend position with precise and relevant evidence elaborating ideas clearly and accurately.


11.6g Use computer technology to plan, draft, revise, edit, and publish writing.

11.6h Write and revise correspondence to a standard acceptable both in the workplace and in postsecondary education.

11.7a Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.

11.7b Use verbals and verbal phrases to achieve sentence conciseness and variety.

11.7c Distinguish between active and passive voice.


11.7e Adjust sentence and paragraph structures for a variety of purposes and audiences.



11.8b Narrow a topic and develop a plan for research.

11.8c Collect information to support a thesis.

11.8d Critically evaluate quality, accuracy, and validity of information.

11.8f Synthesize and present information in a logical sequence.

11.8g Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).

11.8h Revise writing for clarity of content, accuracy, and depth of information.

11.8i Edit writing for grammatically correct use of language, spelling, punctuation, capitalization, and sentence/paragraph structure.

11.8j Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

MP 2: Romanticism/Transcendentalism/Realism/Naturalism Category/Strand SOL

Communication 11.1c Address counterclaims.


11.1g Use presentation technology.

11.1h Collaborate and report on small-group learning activities.





Reading/ Vocabulary




Reading/ Fiction Review basic literary elements from 9 and 10, including main idea, summary, predictions, inference and themes







11.4j Analyze the use of literary elements and dramatic conventions including verbal, situational and dramatic irony used in American literature.


Reading/Non-fiction

Review basic text features from 9 and 10, including main idea, summary, and fact/opinion.

11.5c Generalize ideas from selections to make predictions about other texts.



11.5f Identify false premises in persuasive writing.




11.6e Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.













11.8e Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.






MP 3: Modern Period/Harlem Renaissance Category/Strand SOL

Communication 11.1e Use grammatically correct language, including vocabulary appropriate to the topic, audience and purpose.





Reading/ Vocabulary




Reading/ Fiction








Reading/Non-fiction



11.5g Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.





















MP 4: Post Modernism/Modern Times Category/Strand SOL

Communication 11.1d Support and defend ideas in public forums.






Reading/ Vocabulary



Reading/ Fiction

11.4a Describe contributions of different cultures to the development of American literature.

11.4b Compare and contrast the development of American literature in its historical context.


11.4d Analyze the social or cultural function of American literature.







Reading/Non-fiction



11.5 Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts.




















Grade 12 MP 1: College Readiness/Medieval Times Category/Strand SOL

Communication 12.1a Choose the purpose of the presentation.

12.1b Choose vocabulary, language, and tone appropriate to the audience, topic, and purpose.

12.1d Use media, visual literacy, and technology skills to create and support the presentation.

12.1e Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

12.1h Use a variety of listening strategies to analyze relationships among purpose, audience, and content of presentations.

12.2a Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion.

12.2b Determine the author’s purpose and intended effect on the audience for media messages.

Reading/ Vocabulary

12.3a Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.

12.3e Expand general and specialized vocabulary through speaking, reading, and writing.

Reading/ Fiction

12.4b Recognize major literary forms and their elements.

12.4c Recognize the characteristics of major chronological eras.

12.4d Relate literary works and authors to major themes and issues of their eras.


12.4i Compare and contrast dramatic elements of plays from American, British, and other cultures.

Reading/Non-fiction

12.5b Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.

12.5c Analyze two or more texts addressing the same topic to identify authors’ purpose and determine how authors reach similar or different conclusions.

12.5e Identify false premises in persuasive writing.

12.5f Draw conclusions and make inferences on explicit and implied information using textual support.

Writing 12.6a Generate, gather, and organize ideas for writing to address a specific audience and purpose.

12.6b Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions.

12.6c Clarify and defend a position with precise and relevant evidence.

12.6e Use a variety of rhetorical strategies to accomplish a specific purpose.

12.6f Create arguments free of errors in logic and externally supported.

12.6g Revise writing for clarity of content, depth of information and technique of presentation.


12.7a Edit, proofread, and prepare writing for intended audience and purpose.

12.7b Apply grammatical conventions to edit writing for correct use of language, spelling, punctuation, and capitalization.



12.8b Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.

12.8c Critically evaluate the accuracy, quality, and validity of the information.

12.8d Synthesize information to support the thesis and present information in a logical manner.

12.8e Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).

12.8f Revise writing for clarity, depth of information, and technique of presentation.

12.8g Edit writing for language, spelling, punctuation, capitalization, syntax, and paragraphing as appropriate for Standard English.


MP 2: English Renaissance Category/Strand SOL


12.1c Use details, illustrations, statistics, comparisons, and analogies to support the presentation.



12.1f Collaborate and report on small group learning activities.



Reading/ Vocabulary

12.3b Use context, structure, and connotations to determine meanings of words and phrases.



Reading/ Fiction





12.4h Analyze how dramatic conventions including character, scene, dialogue, and staging contribute to the theme and effect.

Reading/Non-fiction

12.5a Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts.





12.6d Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.















MP 3: 17th-18th Century/Victorian Period Category/Strand SOL




12.1g Evaluate formal presentations including personal, digital, visual, textual, and technological.

12.1i Critique effectiveness of presentations.



Reading/ Vocabulary


Reading/ Fiction





12.4g Compare and contrast traditional and contemporary poems from many cultures.

Reading/Non-fiction



12.5d Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.

















MP 4: Modern/Post Modern Times Category/Strand SOL






Reading/ Vocabulary

12.3d Identify the meaning of common idioms, literary and classical allusions in text.


12.3f Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.

Reading/ Fiction

12.4a Compare and contrast the development of British literature in its historical context.




12.4e Analyze the social and cultural function of British literature.


Reading/Non-fiction



















This revised test blueprint will be effective with the administration of the 2012-2013 English Standards of Learning tests.

2

Grade 6 Reading

Test Blueprint Summary Table

Reporting Category

Grade 6 Reading

Standards of Learning

Number of Items

Use word analysis strategies

and word reference materials

6.4 a-e 8

Demonstrate comprehension

of fictional texts

6.5 a-d, f-k 17


of nonfiction texts

6.6 a, c-k 20

Excluded from Testing 6.4f

6.5e, l

6.6 b, l

Number of Operational Items 45

Number of Field Test Items* 10

Total Number of Items on Test 55

*Field test items are being tried out with students for potential use on subsequent tests and

will not be used to compute students’ scores on the test.


3

Grade 6 Reading

Expanded Test Blueprint

Reporting Category: Use word analysis strategies and word reference materials Number of Items: 8 Standards of Learning:

6.4 The student will read and learn the meanings of unfamiliar words and phrases within

authentic texts.

a) Identify word origins and derivations.

b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.

c) Use context and sentence structure to determine meanings and differentiate

among multiple meanings of words.

d) Identify and analyze figurative language.

e) Use word-reference materials.

Reporting Category: Demonstrate comprehension of fictional texts Number of Items: 17 Standards of Learning:

6.5 The student will read and demonstrate comprehension of a variety of fictional texts,

narrative nonfiction, and poetry.

a) Identify the elements of narrative structure, including setting, character, plot,

conflict, and theme.

b) Make, confirm, and revise predictions.

c) Describe how word choice and imagery contribute to the meaning of a text.

d) Describe cause and effect relationships and their impact on plot.

f) Use information in the text to draw conclusions and make inferences.

g) Explain how character and plot development are used in a selection to support a

central conflict or story line.

h) Identify the main idea.

i) Identify and summarize supporting details.

j) Identify and analyze the author’s use of figurative language.

k) Identify transitional words and phrases that signal an author’s organizational

pattern.

Reporting Category: Demonstrate comprehension of nonfiction texts Number of Items: 20 Standards of Learning:

6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.

a) Use text structures such as type, headings, and graphics to predict and categorize

information in both print and digital texts.

Grade 6 Reading SOL Test Blueprint


4

c) Identify questions to be answered.

d) Make, confirm, or revise predictions.

e) Draw conclusions and make inferences based on explicit and implied

information.

f) Differentiate between fact and opinion.

g) Identify main idea.

h) Summarize supporting details.

i) Compare and contrast information about one topic, which may be contained in

different selections.

j) Identify the author’s organizational pattern.

k) Identify cause and effect relationships.

Standards of Learning Excluded from Testing:

6.4 The student will read and learn the meanings of unfamiliar words and phrases within

authentic texts.

f) Extend general and specialized vocabulary through speaking, listening, reading,

and writing.



e) Use prior and background knowledge as context for new learning.

l) Use reading strategies to monitor comprehension throughout the reading process.


b) Use prior knowledge and build additional background knowledge as context for

new learning.



2

Grade 7 Reading


Reporting Category

Grade 7 Reading


Number of Items



7.4 a-e 8


of fictional texts

7.5 a-e, g-k 17


of nonfiction texts

7.6 b-k 20

Excluded from Testing 7.4 f

7.5 f, l

7.6 a, l







3

Grade 7 Reading



7.4 The student will read to determine the meanings and pronunciations of unfamiliar

words and phrases within authentic texts.

a) Identify word origins and derivations.

b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.

c) Identify and analyze figurative language.

d) Identify connotations.

e) Use context and sentence structure to determine meanings and differentiate

among multiple meanings of words.




a) Describe the elements of narrative structure including setting, character

development, plot structure, theme, and conflict.

b) Compare and contrast various forms and genres of fictional text.

c) Identify conventional elements and characteristics of a variety of genres.

d) Describe the impact of word choice, imagery, and literary devices including

figurative language.

e) Make, confirm, and revise predictions.

g) Make inferences and draw conclusions based on the text.


i) Summarize text relating supporting details.

j) Identify the author’s organizational pattern.




b) Use text structures to aid comprehension.

c) Identify an author’s organizational pattern using textual clues, such as

transitional words and phrases.



4

d) Draw conclusions and make inferences on explicit and implied information.

e) Differentiate between fact and opinion.

f) Identify the source, viewpoint, and purpose of texts.

g) Describe how word choice and language structure convey an author’s viewpoint.


i) Summarize text identifying supporting details.

j) Identify cause and effect relationships.

k) Organize and synthesize information for use in written formats.


7.4 The student will read to determine the meanings and pronunciations of unfamiliar

words and phrases within authentic texts.


and writing.



f) Use prior and background knowledge as a context for new learning.



a) Use prior and background knowledge as a context for new learning.



2

Grade 8 Reading


Reporting Category

Grade 8 Reading


Number of Items



8.4 a-d 8


of fictional texts

8.5 a-k 17


of nonfiction texts

8.6 b-k 20

Excluded from Testing 8.4 e-f

8.5 l-m

8.6 a, l







3

Grade 8 Reading



8.4 The student will apply knowledge of word origins, analogies, and figurative language

to extend vocabulary development within authentic texts.

a) Identify and analyze an author’s use of figurative language.

b) Use context, structure, and connotations to determine meaning and differentiate

among multiple meanings of words and phrases.

c) Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning

of unfamiliar words and technical vocabulary.

d) Use dictionaries, thesauruses, and glossaries to determine definition,

pronunciation, etymology, spelling, and usage of words.


8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and

poetry.

a) Explain the use of symbols and figurative language.

b) Make inferences and draw conclusions based on explicit and implied information

using evidence from text as support.

c) Explain how authors use characters, conflict, point of view, voice, and tone to

create meaning.

d) Understand the author’s use of conventional elements and characteristics within a

variety of genres.

e) Compare and contrast the author’s use of word choice, dialogue, form, rhyme,

rhythm, and voice in different texts.

f) Compare and contrast authors’ styles.

g) Identify and ask questions that clarify various viewpoints.


i) Summarize text relating supporting details.

j) Identify an author’s organizational pattern using textual clues, such as





4


8.6 The student will read, comprehend, and analyze a variety of nonfiction texts.

b) Make inferences and draw conclusions based on explicit and implied information

using evidence from text as support.

c) Analyze the author’s qualifications, viewpoint, and impact. (Author’s

qualifications and impact will be excluded.)

d) Analyze the author’s use of text structure and word choice.

e) Analyze details for relevance and accuracy.

f) Differentiate between fact and opinion.

g) Identify the main idea.

h) Summarize the text identifying supporting details.

i) Identify an author’s organizational pattern using textual clues, such as


j) Identify cause and effect relationships.

k) Evaluate, organize, and synthesize information for use in written and oral

formats.


8.4 The student will apply knowledge of word origins, analogies, and figurative language

to extend vocabulary development within authentic texts.

e) Discriminate between connotative and denotative meanings and interpret the

connotation.


and writing.

8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and

poetry.

l) Use prior and background knowledge as a context for new learning.

m) Use reading strategies to monitor comprehension throughout the reading process.

8.6 The student will read, comprehend, and analyze a variety of nonfiction texts.

a) Draw on background knowledge and knowledge of text structure to understand

selections.



3

Grade 8 Writing


Reporting Category

Grade 6 Writing


Grade 7 Writing


Grade 8 Writing


Multiple-Choice/

Technology- Enhanced Item

(MC/TEI) Component:

Number of Items

Short Paper Component: Number of Possible

Score Points

Research, plan,

compose, and

revise for a

variety of

purposes

6.7 a-i

6.9 a-c, e

7.7 a-j

7.9 a-c, e

8.7 a-g

8.9 a-d, g

10

Composing/

Written

Expression

16

Edit for

correct use of

language,

capitalization,

punctuation,

and spelling

6.8 b-h 7.8 b-e, g, h 8.8 b-g

14

Usage/

Mechanics

8

SOL not

tested on

MC/TEI

Component

6.7j

6.8 a

6.9 d

7.7k

7.8 a, f

7.9 d

8.7h

8.8 a

8.9 e-f

SOL not

scored on

Short Paper

Component*

6.8a

6.9 a-e

7.8 a, f

7.9 a-e

8.8 a

8.9 a-g

Number of Operational Items 24 24

Number of Field Test Items** 14

Total Number of Items 38 24

* All SOL not listed will be scored on the short paper component.

**Field test items are being tried out with students for potential use on subsequent tests and



2

Description of the Test The grade 8 writing test has two components. The first component is composed of items that

require students to correct errors embedded in selections that are intended to model rough drafts

of student writing. Some of the items are multiple-choice with students selecting the correct

revision to the text from the answer choices provided. For example, students might be asked to

select the sentence that does not belong in the rough draft from a list of options. Other items are

“technology enhanced” and allow the student to indicate the revision to the text in some other

way. For example, a technology-enhanced item might allow a student to correct punctuation

errors by dragging commas into a sentence.

In the second component students are asked to write a short paper in response to an expository or

persuasive prompt. Prompts present a context for writing in the form of a question, an issue, or a

hypothetical situation. Each student’s response to the writing prompt receives a score in each of

two domains:1) composing/written expression and 2) usage/mechanics. Each domain is scored

independently, using the following scale:

4 = The writer demonstrates consistent, though not necessarily perfect, control* of almost all the

domain’s features.

3 = The writer demonstrates reasonable, but not consistent, control* of most of the domain’s

features indicating some weakness in the domain.

2 = The writer demonstrates enough inconsistent control* of several of the domain’s features

indicating some weakness in the domain.

1 = The writer demonstrates little or no control* of most of the domain’s features.

* Control is the ability to use a given feature of written language effectively at the appropriate

grade level. A paper receives a higher score to the extent that it demonstrates increasing control

of the features in each domain. The rubric included in the blueprint for the grade 8 writing

assessment explains score points for each domain.

All papers are read by at least two readers, with the student’s score for each domain being the

total of the score assigned by both readers. For example, in the composing/written expression

domain, if Reader A scores the student’s paper a 3 and Reader B scores the student’s paper a 2,

the student’s score in the composing/written expression domain is a 5. Since a reader may assign

a score of 1 to 4, the range of possible scores in any domain is 2 to 8 when the two readers’

scores are combined. The composing/written expression score is counted two times, and the

usage/mechanics score is counted once in calculating the total score. Therefore, in the total score

of the short paper, the composing/written expression score counts 2/3 and the usage/mechanics

score counts 1/3.

Score points from the composing/written expression domain are assigned to the Research, Plan,

Compose, and Revise reporting category. Score points from the usage/mechanics domain are

assigned to the Editing reporting category.

All rough drafts, items, and prompts are appropriate for eighth-grade students in terms of

difficulty, interest, and reading level, as determined by the Content Review Committee.


4

Grade 8 Writing


Reporting Category: Research, plan, compose, and revise for a variety of purposes Number of Items: 10 Standards of Learning:

Grade Six Standards of Learning: 6.7 The student will write narration, description, exposition, and persuasion.

a) Identify audience and purpose.

b) Use a variety of prewriting strategies including graphic organizers to generate

and organize ideas.

c) Organize writing structure to fit mode or topic.

d) Establish a central idea and organization.

e) Compose a topic sentence or thesis statement if appropriate.

f) Write multiparagraph compositions with elaboration and unity.

g) Select vocabulary and information to enhance the central idea, tone, and voice.

h) Expand and embed ideas by using modifiers, standard coordination, and

subordination in complete sentences.

i) Revise sentences for clarity of content including specific vocabulary and

information.

6.9 The student will find, evaluate, and select appropriate resources for a research

product.

a) Collect information from multiple sources including online, print, and media.

b) Evaluate the validity and authenticity of texts.

c) Use technology as a tool to research, organize, evaluate, and communicate

information.

e) Define the meaning and consequences of plagiarism and follow ethical and legal

guidelines for gathering and using information.

Grade Seven Standards of Learning: 7.7 The student will write in a variety of forms with an emphasis on exposition, narration,

and persuasion.

a) Identify intended audience.

b) Use a variety of prewriting strategies including graphic organizers to generate

and organize ideas.

c) Organize writing structure to fit mode or topic.

d) Establish a central idea and organization.

e) Compose a topic sentence or thesis statement.

f) Write multiparagraph compositions with unity elaborating the central idea.

g) Select vocabulary and information to enhance the central idea, tone, and voice.

Grade 8 Writing SOL Test Blueprint


5

h) Expand and embed ideas by using modifiers, standard coordination, and

subordination in complete sentences.

i) Use clauses and phrases for sentence variety.

j) Revise sentences for clarity of content including specific vocabulary and

information.

7.9 The student will apply knowledge of appropriate reference materials to produce a

research product.

a) Collect and organize information from multiple sources including online, print

and media.

b) Evaluate the validity and authenticity of sources.


information.



Grade Eight Standards of Learning: 8.7 The student will write in a variety of forms, including narration, exposition,

persuasion, and informational.

a) Identify intended audience.

b) Use prewriting strategies to generate and organize ideas.

c) Distinguish between a thesis statement and a topic sentence.

d) Organize details to elaborate the central idea and provide unity.

e) Select specific vocabulary and information for audience and purpose.

f) Use interview quotations as evidence.

g) Revise writing for clarity of content, word choice, sentence variety, and

transitions among paragraphs.


research product.

a) Collect and synthesize information from multiple sources including online, print

and media.



information.

d) Make sense of information gathered from diverse sources by identifying

misconceptions, main and supporting ideas, conflicting information, point of view

or bias.

g) Define the meaning and consequences of plagiarism and follow ethical and legal




6

Reporting Category: Edit for correct use of language, capitalization, punctuation, and spelling Number of Items: 14 Standards of Learning:

Grade Six Standards of Learning: 6.8 The student will edit writing for correct grammar, capitalization, punctuation,

spelling, sentence structure, and paragraphing.

b) Use subject-verb agreement with intervening phrases and clauses.

c) Use pronoun-antecedent agreement to include indefinite pronouns.

d) Maintain consistent verb tense across paragraphs.

e) Eliminate double negatives.

f) Use quotation marks with dialogue.

g) Choose adverbs to describe verbs, adjectives, and other adverbs.

h) Use correct spelling for frequently used words.

Grade Seven Standards of Learning: 7.8 The student will edit writing for correct grammar, capitalization, punctuation,


b) Choose appropriate adjectives and adverbs to enhance writing.

c) Use pronoun-antecedent agreement to include indefinite pronouns.

d) Use subject-verb agreement with intervening phrases and clauses.

e) Edit for verb tense consistency and point of view.

g) Use quotation marks with dialogue.

h) Use correct spelling for commonly used words.

Grade Eight Standards of Learning:

8.8 The student will edit writing for correct grammar, capitalization, punctuation,


b) Use and punctuate correctly varied sentence structures to include conjunctions

and transition words.

c) Choose the correct case and number for pronouns in prepositional phrases with

compound objects.

d) Maintain consistent verb tense across paragraphs.

e) Use comparative and superlative degrees in adverbs and adjectives.

f) Use quotation marks with dialogue and direct quotations.

g) Use correct spelling for frequently used words.



7

Standards of Learning not tested on the MC/TEI Component:

Grade Six Standards of Learning: 6.7 The student will write narration, description, exposition, and persuasion.

j) Use computer technology to plan, draft, revise, edit, and publish writing.



a) Use a variety of graphic organizers, including sentence diagrams, to analyze and

improve sentence formation and paragraph structure.


product.

d) Cite primary and secondary sources. Grade Seven Standards of Learning: 7.7 The student will write in a variety of forms with an emphasis on exposition,

narration, and persuasion.

k) Use computer technology to plan, draft, revise, edit, and publish writing.





f) Demonstrate understanding of sentence formation by identifying the eight parts

of speech and their functions in sentences.


research product.

d) Cite primary and secondary sources.


8.7 The student will write in a variety of forms, including narration, exposition,

persuasion, and informational.

h) Use computer technology to plan, draft, revise, edit, and publish writing.







8


research product.

e) Cite primary and secondary sources using Modern Language Association (MLA)

or American Psychological Association (APA) style.

f) Publish findings and respond to feedback.

Standards of Learning not scored on the Short Paper Component:

Grade Six Standards of Learning: 6.8 The student will edit writing for correct grammar, capitalization, punctuation,





product.

a) Collect information from multiple sources including online, print, and media.



information.




Grade Seven Standards of Learning:





f) Demonstrate understanding of sentence formation by identifying the eight parts of

speech and their functions in sentences.


research product.

a) Collect and organize information from multiple sources including online, print

and media.

b) Evaluate the validity and authenticity of sources.


information.






9







research product.

a) Collect and synthesize information from multiple sources including online, print

and media.



information.


misconceptions, main and supporting ideas, conflicting information, point of view

or bias.

e) Cite primary and secondary sources using Modern Language Association (MLA)

or American Psychological Association (APA) style.

f) Publish findings and respond to feedback.

g) Define the meaning and consequences of plagiarism and follow ethical and legal



2

EOC Reading


Reporting Category

Grade 9

Reading SOL

Grade 10

Reading SOL

Grade 11

Reading SOL

Number of

Items

Use word analysis

strategies

and word

reference

materials

9.3 a-e

10.3 a-e 11.3 a-e 10

Demonstrate

comprehension

of fictional texts

9.4 a-f, h-l 10.4 a-b, e, g-h,

k

11.4 c, e-j 18

Demonstrate

comprehension

of nonfiction texts

9.5 a-j 10.5 a-g 11.5 a-g 27

Excluded from

Testing

9.3 f-g

9.4 g, m

9.5 k

10.3 f-g

10.4 c-d, f, i, j,

l, m

10.5 h

11.3 f-g

11.4 a-b, d, k

11.5 h







3

EOC Reading



Grade Nine Standards of Learning: 9.3 The student will apply knowledge of word origins, derivations, and figurative

language to extend vocabulary development in authentic texts.

a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to

understand complex words.

b) Use context, structure, and connotations to determine meanings of words and

phrases.

c) Discriminate between connotative and denotative meanings and interpret the

connotation.

d) Identify the meaning of common idioms.

e) Identify literary and classical allusions and figurative language in text.

Grade Ten Standards of Learning: 10.3 The student will apply knowledge of word origins, derivations, and figurative





phrases.


connotation.



Grade Eleven Standards of Learning: 11.3 The student will apply knowledge of word origins, derivations, and figurative





phrases.


connotation.



EOC Reading SOL Test Blueprint


4


Grade Nine Standards of Learning: 9.4 The student will read, comprehend, and analyze a variety of literary texts including

narratives, narrative nonfiction, poetry, and drama.

a) Identify author’s main idea and purpose.

b) Summarize text relating supporting details.

c) Identify the characteristics that distinguish literary forms.

d) Use literary terms in describing and analyzing selections.

e) Explain the relationships between and among elements of literature: characters,

plot, setting, tone, point of view, and theme.

f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other

literary devices to convey a message and elicit the reader’s emotion.

h) Explain the relationship between the author’s style and literary effect.

i) Explain the influence of historical context on the form, style, and point of view of

a written work.

j) Compare and contrast author’s use of literary elements within a variety of

genres.

k) Analyze how an author’s specific word choices and syntax achieve special

effects and support the author’s purpose.

l) Make predictions, inferences, draw conclusions, and connect prior knowledge to

support reading comprehension.

Grade Ten Standards of Learning: 10.4 The student will read, comprehend, and analyze literary texts of different cultures and

eras.

a) Identify main and supporting ideas.

b) Make predictions, draw inferences, and connect prior knowledge to support

reading comprehension.

e) Identify universal themes prevalent in the literature of different cultures.

g) Explain the influence of historical context on the form, style, and point of view of

a literary text.

h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape

the intended meaning of the text, achieve specific effects and support the author’s

purpose.

k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other

literary devices convey a message and elicit a reader’s emotions.



5

Grade Eleven Standards of Learning: 11.4 The student will read, comprehend, and analyze relationships among American

literature, history, and culture.

c) Discuss American literature as it reflects traditional and contemporary themes,

motifs, universal characters, and genres.

e) Analyze how context and language structures convey an author’s intent and

viewpoint.

f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition,

alliteration, assonance, and parallelism) supports the subject, mood, and theme.

g) Explain how imagery and figures of speech appeal to the reader’s senses and

experience.

h) Explain how an author’s specific word choices, syntax, tone, and voice support

the author’s purpose.

i) Read and analyze a variety of American dramatic selections.

j) Analyze the use of literary elements and dramatic conventions including verbal,

situational and dramatic irony used in American literature.


Grade Nine Standards of Learning: 9.5 The student will read and analyze a variety of nonfiction texts.

a) Recognize an author’s intended purpose for writing and identify the main idea.

b) Summarize text relating supporting details.

c) Understand the purpose of text structures and use those features to locate

information and gain meaning from texts.

d) Identify characteristics of expository, technical, and persuasive texts.

e) Identify a position/argument to be confirmed, disproved, or modified.

f) Evaluate clarity and accuracy of information.

g) Analyze and synthesize information in order to solve problems, answer

questions, or complete a task.

h) Draw conclusions and make inferences on explicit and implied information using

textual support as evidence.

i) Differentiate between fact and opinion.

j) Organize and synthesize information from sources for use in written and oral

presentations.

Grade Ten Standards of Learning: 10.5 The student will read, interpret, analyze, and evaluate nonfiction texts.

a) Identify text organization and structure.

b) Recognize an author’s intended audience and purpose for writing.



6

c) Skim manuals or informational sources to locate information.

d) Compare and contrast informational texts.

e) Interpret and use data and information in maps, charts, graphs, timelines, tables,

and diagrams.

f) Draw conclusions and make inferences on explicit and implied information using

textual support as evidence.

g) Analyze and synthesize information in order to solve problems, answer

questions, and generate new knowledge.

Grade Eleven Standards of Learning: 11.5 The student will read and analyze a variety of nonfiction texts.

a) Use information from texts to clarify understanding of concepts.

b) Read and follow directions to complete an application for college admission, for

a scholarship, or for employment.

c) Generalize ideas from selections to make predictions about other texts.

d) Draw conclusions and make inferences on explicit and implied information using

textual support.

e) Analyze two or more texts addressing the same topic to identify authors’ purpose

and determine how authors reach similar or different conclusions.

f) Identify false premises in persuasive writing.

g) Recognize and analyze use of ambiguity, contradiction, paradox, irony,

overstatement, and understatement in text.


Grade Nine Standards of Learning: 9.3 The student will apply knowledge of word origins, derivations, and figurative


f) Extend general and specialized vocabulary through speaking, reading, and

writing.

g) Use knowledge of the evolution, diversity, and effects of language to

comprehend and elaborate the meaning of texts.

9.4 The student will read, comprehend, and analyze a variety of literary texts including

narratives, narrative nonfiction, poetry, and drama.

g) Analyze the cultural or social function of a literary text.


9.5 The student will read and analyze a variety of nonfiction texts.

k) Use the reading strategies to monitor comprehension throughout the reading

process.



7

Grade Ten Standards of Learning: 10.3 The student will apply knowledge of word origins, derivations, and figurative



writing.



10.4 The student will read, comprehend, and analyze literary texts of different cultures and

eras.

c) Explain similarities and differences of techniques and literary forms represented

in the literature of different cultures and eras.

d) Analyze the cultural or social function of literature.

f) Examine a literary selection from several critical perspectives.

i) Compare and contrast literature from different cultures and eras.

j) Distinguish between a critique and a summary.

l) Compare and contrast character development in a play to characterization in

other literary forms.


10.5 The student will read, interpret, analyze, and evaluate nonfiction texts.

h) Use reading strategies throughout the reading process to monitor comprehension.

Grade Eleven Standards of Learning: 11.3 The student will apply knowledge of word origins, derivations, and figurative

language to extend vocabulary development in authentic texts


writing.



11.4 The student will read, comprehend, and analyze relationships among American

literature, history, and culture.

a) Describe contributions of different cultures to the development of American

literature.

b) Compare and contrast the development of American literature in its historical

context.

d) Analyze the social or cultural function of American literature.

k) Generate and respond logically to literal, inferential, evaluative, synthesizing,

and critical thinking questions before, during, and after reading texts.

11.5 The student will read and analyze a variety of nonfiction texts.

h) Generate and respond logically to literal, inferential, evaluative, synthesizing,

and critical thinking questions before, during, and after reading texts.

This revised test blueprint will be effective with the administration of the 2012-2013 English Standards of Learning tests

3

End-of-Course Writing


Reporting Category

Grade 9 Writing


Grade 10 Writing


Grade 11 Writing


Multiple-Choice/

Technology- Enhanced Item

(MC/TEI) Component:

Number of Items

Short Paper Component: Number of Possible

Score Points

Research,

plan,

compose, and

revise for a

variety of

purposes

9.6 a-h

9.8 a-f, h

10.6 a-f

10.8 a-d, f

11.6 a-f

11.8 a-b,

d-f,

h, j

16

Composing/

Written

Expression

16

Edit for

correct use of

language,

capitalization,

punctuation,

and spelling

9.7 a-d 10.7 b 11.7 b

11.8 i

14

Usage/

Mechanics

8

SOL not

tested on

MC/TEI

Component

9.6 i

9.7 e-f

9.8 g

10.6 g

10.7 a, c-h

10.8 e

11.6 g, h

11.7 a, c-f

11.8 c, g

SOL not

scored on

Short Paper

Component*

9.8 a-h 10.7 c-g

10.8 a-f

11.7 a, d

11.8 a-j

Number of Operational Items 30 24

Number of Field Test Items** 14

Total Number of Items on Test 44 24

*All SOL not listed will be scored on the short paper component.

**Field test items are being tried out with students for potential use on subsequent tests and



2

Description of the Test The EOC writing test has two components. The first component is composed of items that

require students to correct errors embedded in selections that are intended to model rough drafts

of student writing. Some of the items are multiple-choice with students selecting the correct

revision to the text from the answer choices provided. For example, students might be asked to

select the sentence that does not belong in the rough draft from a list of options. Other items are

“technology enhanced” and allow the student to indicate the revision to the text in some other

way. For example, a technology-enhanced item might allow a student to correct punctuation

errors by dragging commas into a sentence.

In the second component students are asked to write a short paper in response to a persuasive

prompt. Prompts present a context for writing in the form of a question, an issue, or a

hypothetical situation. Each student’s response to the writing prompt receives a score in each of

two domains: 1) composing/written expression and 2) usage/mechanics. Each domain is scored

independently, using the following scale:

4 = The writer demonstrates consistent, though not necessarily perfect, control* of almost all the

domain’s features.

3 = The writer demonstrates reasonable, but not consistent, control* of most of the domain’s

features indicating some weakness in the domain.

2 = The writer demonstrates enough inconsistent control* of several of the domain’s features

indicating some weakness in the domain.

1 = The writer demonstrates little or no control* of most of the domain’s features.

* Control is the ability to use a given feature of written language effectively at the appropriate

grade level. A paper receives a higher score to the extent that it demonstrates increasing control

of the features in each domain. The rubric included in the blueprint for the EOC writing

assessment explains score points for each domain.

All papers are read by at least two readers, with the student’s score for each domain being the

total of the score assigned by both readers. For example, in the composing/written expression

domain, if Reader A scores the student’s paper a 3 and Reader B scores the student’s paper a 2,

the student’s score in the composing/written expression domain is a 5. Since a reader may assign

a score of 1 to 4, the range of possible scores in any domain is 2 to 8 when the two readers’

scores are combined. The composing/written expression score is counted two times, and the

usage/mechanics score is counted once in calculating the total score. Therefore, in the total score

of the short paper, the composing/written expression score counts 2/3 and the usage/mechanics

score counts 1/3.

Score points from the composing/written expression domain are assigned to the Research, Plan,

Compose, and Revise reporting category. Score points from the usage/mechanics domain are

assigned to the Editing reporting category.

All rough drafts, items, and prompts are appropriate for high school students in terms of

difficulty, interest, and reading level, as determined by the Content Review Committee.


4

End-of-Course Writing


Reporting Category: Research, plan, compose, and revise for a variety of purposes Number of Items: 16 Standards of Learning:

Grade Nine Standards of Learning: 9.6 The student will develop narrative, expository, and persuasive writings for a variety

of audiences and purposes.

a) Generate, gather, and organize ideas for writing.

b) Plan and organize writing to address a specific audience and purpose.

c) Communicate clearly the purpose of the writing using a thesis statement where

appropriate.

d) Write clear, varied sentences using specific vocabulary and information.

e) Elaborate ideas clearly through word choice and vivid description.

f) Arrange paragraphs into a logical progression.

g) Use transitions between paragraphs and ideas.

h) Revise writing for clarity of content, accuracy and depth of information.

9.8 The student will use print, electronic databases, online resources, and other media to

access information to create a research product.

a) Use technology as a tool for research to organize, evaluate, and communicate

information.

b) Narrow the focus of a search.

c) Find, evaluate, and select appropriate sources to access information and answer

questions.

d) Verify the validity and accuracy of all information.

e) Make sense of information gathered from diverse sources by identifying

misconceptions, main and supporting ideas, conflicting information, point of

view or bias.

f) Credit the sources of quoted, paraphrased, and summarized ideas.

h) Define the meaning and consequences of plagiarism and follow ethical and legal

guidelines for gathering and using information. Grade Ten Standards of Learning: 10.6 The student will develop a variety of writing to persuade, interpret, analyze, and

evaluate with an emphasis on exposition and analysis.

a) Generate, gather, plan, and organize ideas for writing to address a specific

audience and purpose.

b) Synthesize information to support the thesis.

c) Elaborate ideas clearly through word choice and vivid description.

EOC Writing SOL Test Blueprint


5

d) Write clear and varied sentences, clarifying ideas with precise and relevant

evidence.

e) Organize ideas into a logical sequence using transitions.

f) Revise writing for clarity of content, accuracy, and depth of information.

10.8 The student will collect, evaluate, organize, and present information to create a

research product.

a) Use technology as a tool to research, organize, evaluate, synthesize, and

communicate information.

b) Develop the central idea or focus.

c) Verify the accuracy, validity, and usefulness of information.



view or bias.

f) Define the meaning and consequences of plagiarism and follow ethical and legal


Grade Eleven Standards of Learning:

11.6 The student will write in a variety of forms, with an emphasis on persuasion.

a) Generate, gather, plan, and organize ideas for writing to address a specific

audience and purpose.

b) Produce arguments in writing that develop a thesis that demonstrates

knowledgeable judgments, addresses counterclaims, and provides effective

conclusions.

c) Organize ideas in a sustained and logical manner.

d) Clarify and defend position with precise and relevant evidence elaborating ideas

clearly and accurately.

e) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.

f) Revise writing for clarity of content, accuracy and depth of information.

11.8 The student will analyze, evaluate, synthesize, and organize information from a

variety of sources to produce a research product.

a) Use technology as a tool to research, organize, evaluate, and communicate

information.

b) Narrow a topic and develop a plan for research.

d) Critically evaluate quality, accuracy, and validity of information.



view or bias.

f) Synthesize and present information in a logical sequence.

h) Revise writing for clarity of content, accuracy, and depth of information.

j) Define the meaning and consequences of plagiarism and follow ethical and legal




6

Reporting Category: Edit for correct use of language, capitalization, punctuation, and spelling Number of Items: 14 Standards of Learning:

Grade Nine Standards of Learning: 9.7 The student will self- and peer-edit writing for correct grammar, capitalization,

punctuation, spelling, sentence structure, and paragraphing.

a) Use and apply rules for the parts of a sentence, including subject/verb,

direct/indirect object, and predicate nominative/predicate adjective, and

coordinating conjunctions.

b) Use parallel structures across sentences and paragraphs.

c) Use appositives, main clauses, and subordinate clauses.

d) Use commas and semicolons to distinguish and divide main and subordinate

clauses.

Grade Ten Standards of Learning: 10.7 The student will self- and peer-edit writing for correct grammar, capitalization,


b) Apply rules governing use of the colon.


11.7 The student will self- and peer-edit writing for correct grammar, capitalization,


b) Use verbals and verbal phrases to achieve sentence conciseness and variety.



i) Edit writing for grammatically correct use of language, spelling, punctuation,

capitalization, and sentence/paragraph structure.

Standards of Learning not tested on the MC/TEI Component:

Grade Nine Standards of Learning:

9.6 The student will develop narrative, expository, and persuasive writings for a variety

of audiences and purposes.

i) Use computer technology to plan, draft, revise, edit, and publish writing.



e) Distinguish between active and passive voice.

f) Proofread and edit writing for intended audience and purpose.



7

9.8 The student will use print, electronic databases, online resources, and other media to


g) Cite sources of information using a standard method of documentation such as

that of the Modern Language Association (MLA) or the American Psychological

Association (APA). Grade Ten Standards of Learning: 10.6 The student will develop a variety of writing to persuade, interpret, analyze, and

evaluate with an emphasis on exposition and analysis.

g) Use computer technology to plan, draft, revise, edit, and publish writing.



a) Distinguish between active and passive voice.

c) Use a style manual, such as that of the Modern Language Association (MLA) or

the American Psychological Association (APA), to apply rules for punctuation

and formatting of direct quotations.

d) Differentiate between in-text citations and works cited on the bibliography page.

e) Analyze the writing of others.

f) Describe how the author accomplishes the intended purpose of a piece of writing.

g) Suggest how writing might be improved.

h) Proofread and edit final product for intended audience and purpose.


research product.

e) Cite sources for both quoted and paraphrased ideas using a standard method of

documentation, such as that of the Modern Language Association (MLA) or the

American Psychological Association (APA).


11.6 The student will write in a variety of forms, with an emphasis on persuasion.

g) Use computer technology to plan, draft, revise, edit, and publish writing.

h) Write and revise correspondence to a standard acceptable both in the workplace

and in postsecondary education.



a) Use a style manual, such as that of the Modern Language Association (MLA) or



c) Distinguish between active and passive voice.


e) Adjust sentence and paragraph structures for a variety of purposes and audiences.

f) Proofread and edit writing for intended audience and purpose.



8



c) Collect information to support a thesis.

g) Cite sources for both quoted and paraphrased ideas using a standard method of



Standards of Learning not scored on the Short Paper Component:

Grade Nine Standards of Learning: 9.8 The student will use print, electronic databases, online resources, and other media to


a) Use technology as a tool for research to organize, evaluate, and communicate

information.

b) Narrow the focus of a search.

c) Find, evaluate, and select appropriate sources to access information and answer

questions.

d) Verify the validity and accuracy of all information.



view or bias.

f) Credit the sources of quoted, paraphrased, and summarized ideas.

g) Cite sources of information using a standard method of documentation such as

that of the Modern Language Association (MLA) or the American Psychological

Association (APA).

h) Define the meaning and consequences of plagiarism and follow ethical and legal

guidelines for gathering and using information. Grade Ten Standards of Learning: 10.7 The student will self- and peer-edit writing for correct grammar, capitalization,


c) Use a style manual, such as that of the Modern Language Association (MLA) or




e) Analyze the writing of others.

f) Describe how the author accomplishes the intended purpose of a piece of writing.

g) Suggest how writing might be improved.


research product.

a) Use technology as a tool to research, organize, evaluate, synthesize, and

communicate information.

b) Develop the central idea or focus.



9

c) Verify the accuracy, validity, and usefulness of information.



view or bias.

e) Cite sources for both quoted and paraphrased ideas using a standard method of



f) Define the meaning and consequences of plagiarism and follow ethical and legal


Grade Eleven Standards of Learning: 11.7 The student will self- and peer-edit writing for correct grammar, capitalization,


a) Use a style manual, such as that of the Modern Language Association (MLA) or






a) Use technology as a tool to research, organize, evaluate, and communicate

information.

b) Narrow a topic and develop a plan for research.

c) Collect information to support a thesis.

d) Critically evaluate quality, accuracy, and validity of information.



view or bias.

f) Synthesize and present information in a logical sequence.

g) Cite sources for both quoted and paraphrased ideas using a standard method of



h) Revise writing for clarity of content, accuracy, and depth of information.

i) Edit writing for grammatically correct use of language, spelling, punctuation,

capitalization, and sentence/paragraph structure.

j) Define the meaning and consequences of plagiarism and follow ethical and legal


Resource Links

http://blogs.henrico.k12.va.us/hcpsenglish-staff

Grade Level Resources:

Content Reading Strategies:

Resources and Test Banks:

Here are the Google Files that you get!

Password=Basnight

Big Ideas

Big Ideas

A Lesson in Chocolate

Pre‐Reading/BrainstormingActivity:

Write out all the words/feelings/thoughts that come to mind when you hear the word CHOCOLATE.

BackgroundBuildingwithNon‐fiction(andguidedin‐textannotation)

“A Taste for Chocolate” (From Odyssey’s “Growing Chocolate” by Jessica Hankinson)

The Olmecs (1500-400 B.C.) were almost certainly the first humans to consume chocolate, originally in the form of a drink. They crushed the cacao (sometimes called cocoa) beans, mixed them with water, and added spices, chilies, and herbs. They began cultivating cacao in equatorial Mexico. Over time, the Maya (600 B.C.) and Aztecs (A.D. 400) developed methods for cultivating cacao as well.

The Aztecs revered chocolate as a sacred drink and reserved it for religious ceremonies. They believed that each sip of chocolate brought wisdom and knowledge. The cacao beans were so valuable to the Aztecs that they were used as money. A rabbit was worth 10 cacao beans, a mule cost 50 beans. With just four cacao beans, you could buy a wild turkey for dinner.

When the Spanish explorer Hernando Cortes and his soldiers came to the Aztec civilization in 1519, they observed a strange ceremony. The Aztec emperor Montezuma was seated on a high, golden throne and was being worshipped by his subjects as he drank chocolate from a golden cup. Later, the Aztec people honored the Spanish explorers and offered them the bitter chocolate drink.

Mini Assessment Check 1: Summarize your new learning about chocolate in 2-3 sentences.

Commented [ELBJ1]: Look up this term. Give a 1-2 sentence summary on what you find. Cite your source.

Commented [ELBJ2]: Def.? Give synonyms

Commented [ELBJ3]: Def.?




Commented [ELBJ7]: What customs do you know about that happen in church?

Commented [ELBJ8]: What does this say about the times and the group’s belief systems?

Commented [ELBJ9]: Def.? What items do we use to measure value? What is valuable to you?

Commented [ELBJ10]: What items would you trade for food/transportation? Be specific.

Commented [ELBJ11]: Do you know of any strange customs? If not, conduct a Google search and cite your sources.

MakingConnectionswithPoetry(andguidedannotation)

As you work with any text, consider all of the ways that you can connect with what you are reading. As you work with the poem below, use this guide to help you with your annotations:

Define words or slang; make the words real with examples from your experiences; explore why theauthor would have used a particular word or phrase. (minimum 5 words)

Make connections to other parts of the text. Feel free to use direct quotes from the text. (minimum 1connection)

Make connections to other texts you have read or seen, including: (you will need to come back to thisquestion at the end of today’s lesson)

o Movieso Comic books/graphic novelso News eventso Other books, stories, plays, songs or poems

Draw a picture when a visual connection is appropriate. (minimum 1 visual) Re-write, paraphrase, or summarize a particularly difficult passage or moment. (what does the 3rd and 4th

stanza—the section starting with “Knotted smoke…” mean) Point out and discuss literary techniques that the author is using. (minimum 2 lit. techniques)

Chocolate

Velvet fruit, exquisite square I hold up to sniff between finger and thumb---

how you numb me with your rich attentions! If I don't eat you quickly,

you'll melt in my palm. Pleasure seeker, if I let you you'd liquefy everywhere.

Knotted smoke, dark punch of earth and night and leaf, for a taste of you

any woman would gladly crumble to ruin. Enough chatter: I am ready

to fall in love!

From "American Smooth" by Rita Dove, published by W. W. Norton & Company 2004. Dove served as the U.S Poet Laureate from 1993-1995, and for the past two decades she has taught at the University of Virginia.

Mini Assessment Check 2: Describe how each author (of the article and the poem) attacks the subject. What point would each writer agree about chocolate?

ReadingActivity:FindingToneusingDIDLS

Use the reference sheet below. After reading the opening passage from Charlie and the Chocolate Factory, Complete this Chart:

DIDLS DictionImagesDetailsLanguageSentence Structure

Tone (list as many synonyms for tone as possible)

Charlie and the Chocolate Factory by Roald Dahl

He desperately wanted something more filling and satisfying than cabbage and cabbage soup. The one thing he longed for more than anything else was . . . CHOCOLATE. Walking to school in the mornings, Charlie could see great slabs of chocolate piled up high in the shop windows, and he would stop and stare and press his nose against the glass, his mouthwatering like mad. Many times a day, he would see other children taking bars of creamy chocolate out of their pockets and munching them greedily, and that, of course, was pure torture. Only once a year, on his birthday, did Charlie Bucket ever get to taste a bit of chocolate. The whole family saved up their money for that special occasion, and when the great day arrived, Charlie was always presented with one small chocolate bar to eat all by himself.

Mini Assessment Check 3: Complete the relationship map below for all the texts about chocolate.

Selection How is chocolate presented? Feeling/Mood/Tone?

Who is chocolate reserved for?

Nonfiction: “A Taste of Chocolate” Poem: “Chocolate” Novel: Charlie and the Chocolate Factory

What importance does chocolate have in our world today?

TeachingandLearningintheEnglishClassroom(AnExampleofanInteractive,IntegratedHandout)

LanguageandDictioninLiterature!

*As always, look for terms to add to our Latin/Greek roots notebook. Pay attention to the following roots forthis lesson:

Latin/Greek Root Meaning Word you found Definition dic/dict to speak, say, tell dictio saying, speakinginfan not speakinglog/logue speech, word, discourse

Let’s get started

Look at the cartoon below. Pay attention to the pictures and words. Answer the questions about the graphic silently and independently. Move on to the journal if you finish before I am ready to start discussion for the day.

What are some key elements that stand out in this comic? (Name at least three.)

What other words might we add to show our age and cultural differences? (Name at least three.)

Journal: What’s your View?

Why is it important to study the words/the diction that is used in a story? What does it tell you?

Group Time:

Let’s expand our knowledge. Get into groups of 2-3. Each group will get one of the following pages. You are to read and discuss what you have learned about language from the article?

Kids Discover Language: “Talk, Talk, Talk” pages 6-7 “Put It in Writing” pages 8-9 “Languages on the Go” pages 14-15

Present your new knowledge in the format of your choice (Flipchart, Slide, Wordle, etc.) for the rest of the class! Remember, you only have 10 minutes to both read and create your presentation!!

Partner up:

Use the guiding questions on the side to analyze the text as you read. You must respond to all questions. Remember to be detailed. You do not have to use complete sentences. You have 5 minutes to dissect the poem on your own plus an additional 5 to compare your answers with your elbow partner.

“Languages” by Carl Sandburg

THERE are no handles upon a language Whereby men take hold of it And mark it with signs for its remembrance. It is a river, this language, Once in a thousand years Breaking a new course Changing its way to the ocean. It is mountain effluvia Moving to valleys And from nation to nation Crossing borders and mixing. Languages die like rivers. Words wrapped round your tongue today And broken to shape of thought Between your teeth and lips speaking Now and today Shall be faded hieroglyphics Ten thousand years from now. Sing—and singing—remember Your song dies and changes And is not here to-morrow Any more than the wind Blowing ten thousand years ago.

Commented [WU1]: What is meant by handles? Put this in your own words.

Commented [WU2]: Why refer to it as a river? What do you know about rivers?

Commented [WU3]: What is effluvia? Why is language like this?

Commented [WU4]: What languages are dead? What words do we no longer use regularly (be specific)?

Commented [WU5]: If this is true, how does this play into choosing the correct diction in a story?

How does this Relate?

Take a look at this ad. What words are used? What is the tone of the diction used? Who is the ad appealing to? What words would we change if we wanted to market to parents? teachers? students?

http://www.youtube.com/watch?feature=player_detailpage&v=GN8ptxSdHlo

Let’s Preview our Reading

Read this excerpt (please note the dialogue) from our selection on your own. Be ready to describe what you think of Mr. Wilson and Roxy. Fill out the chart with your observations and hypothesis about the characters.

The Tragedy of Pudd'nhead Wilson by Mark Twain (Samuel Clemens)

Wilson inspected the children and asked:

"How old are they, Roxy?"

"Bofe de same age, sir—five months. Bawn de fust o' Feb'uary."

"They're handsome little chaps. One's just as handsome as the other, too."

A delighted smile exposed the girl's white teeth, and she said:

"Bless yo' soul, Misto Wilson, it's pow'ful nice o' you to say dat, 'ca'se one of 'em ain't on'y a nigger. Mighty prime little nigger, I al'ays says, but dat's 'ca'se it's mine, o' course."

"How do you tell them apart, Roxy, when they haven't any clothes on?"

Roxy laughed a laugh proportioned to her size, and said:

"Oh, I kin tell 'em 'part, Misto Wilson, but I bet Marse Percy couldn't, not to save his life."

Wilson chatted along for a while…

Character A— Character B— Character’s speech

Character’s appearance/dress

Character’s social status

Character’s education/profession

Where character resides (lives)

Overall impression

Grammar Break!

Now, go back and use proper English to rewrite the words of Roxy!

Are you getting it?

Summary: The setting is the fictional Missouri frontier town of Dawson's Landing on the banks of the Mississippi River in the first half of the 19th century. David Wilson, a young lawyer, moves to town and a clever remark of his is misunderstood, which causes locals to brand him a "pudd'nhead" – a nitwit. His hobby of collecting fingerprints does not raise his standing in the townsfolk's eyes, who see him as an eccentric and do not frequent his law practice.

The focus shifts to the slave Roxy, her son, and the family they serve. Roxy is only one-sixteenth black, and her son Valet de Chambre (referred to as "Chambers") is only 1/32 black. Roxy is principally charged with caring for her inattentive master's infant son Tom Driscoll, who is the same age as her own son. After fellow slaves are caught stealing and are nearly sold "down the river", to a master further south, Roxy fears for her life and the life of her son. First she decides to kill herself and Chambers to avoid being sold down the river, but then decides instead to switch Chambers and Tom in their cribs so that her son will live a life of privilege.

Let’s Read!

TeachingandLearningintheEnglishClassroom(AnExampleofanInteractive,IntegratedHandout)

Appearances/FalseAppearancesinLiterature!

*As always, look for terms to add to our Latin/Greek roots notebook. Pay attention to the following roots forthis lesson:

Latin/Greek Root Meaning Word you found Definition co/col/con/cor with, togetherfort strong, strength, firmness mob/mot/mov to moveper through, to go through voc/vok to call

Let’s get started

Look at the cartoon below. Pay attention to the pictures and words. Answer the questions about the graphic silently and independently. Move on to the journal if you finish before I am ready to start discussion for the day.

What are some key elements that stand out in this comic? (Name at least three.)

Journal: What’s your View?

Why is it important to look past appearances? What have you found about different stereotypes after talking with people?

Group Time:

Let’s expand our knowledge. Get into groups of 2-3. Each group will get one article. You are to read and discuss what you think about the person presented in the article? Use the simple body map to discuss your character. Remember, you only have 15 minutes to both read and complete your body map!!

Head – Intellectual side–dreams, philosophies?

Feet –character’s mobility – Where has he been (literally/ figuratively)

Torso – The instinctive side of the character – What doesn’t he like about himself? what does he hide? what does he fear?

Heart – The emotional side of the character – What does he love?

Mouth – The character’s communication – What song would symbolize the character’s philosophy of life?

Hands – The practical side– What conflicts does he deal with?

On your own:

Use the guiding questions on the side to analyze the text as you read. You must respond to all questions. Remember to be detailed. You do not have to use complete sentences. You have 10 minutes.

“Appearance” by Willis Martyn

We place much on appearance. Less on what it conceals.

Does a beautiful face in equal measure a heart reveal?

And those with beautiful hearts, encased within life's less than idyllic form.

To know them, is true to say,

a gift without cheap wrapping! A no lesser gift indeed!

By appearance and a shallow wanting we so easily, can be, deceived!

“We Wear the Mask” by Paul Laurence Dunbar

WE wear the mask that grins and lies, It hides our cheeks and shades our eyes,— This debt we pay to human guile; With torn and bleeding hearts we smile,

And mouth with myriad subtleties. Why should the world be over-wise, In counting all our tears and sighs? Nay, let them only see us, while

We wear the mask. We smile, but, O great Christ, our cries To thee from tortured souls arise. We sing, but oh the clay is vile Beneath our feet, and long the mile; But let the world dream otherwise, We wear the mask!

Commented [WU6]: Why? Why do we think so much about appearances?

Commented [WU7]: Def.?

Commented [WU8]: What phrase is often uttered that says this same thing?

Commented [WU9]: What does this mean?


Commented [WU11]: What does this mean? Theme?

Commented [WU12]: Give examples of this.


Commented [WU14]: Give an example of this.



Commented [WU17]: What is this a symbol for?

Grammar Break!

Now, go back and pick one of the stanzas from either poem. Rewrite it using formal writing. Pay attention to the diction choices you make as you revise and add in words—you do not want to change the meaning!

Let’s Preview our Reading

Read this excerpt from our selection. Be ready to describe Chambers and Tom and the ironic situations that stand out in the text. Use the review notes as you read to mark the ironic items. Define any new words in the review notes as well.

The Tragedy of Pudd'nhead Wilson by Mark Twain (Samuel Clemens)

"Tom" was a bad baby, from the very beginning of his usurpation. He would cry for nothing; scream after scream and squall after squall, then climax the thing with "holding his breath…The baby Tom would claw anybody who came within reach of his nails, and pound anybody he could reach with his rattle. He would scream for water until he got it, and then throw cup and all on the floor and scream for more…

Tom got all the petting, Chambers got none. Tom got all the delicacies, Chambers got mush and milk, and clabber without sugar. In consequence Tom was a sickly child and Chambers wasn't. Tom was "fractious," as Roxy called it, and overbearing; Chambers was meek and docile.

In babyhood Tom cuffed and banged and scratched Chambers unrebuked, and Chambers early learned that between meekly bearing it and resenting it, the advantage all lay with the former policy. The few times that his persecutions had moved him beyond control and made him fight back had cost him very dear at headquarters… under no provocation whatever was he privileged to lift his hand against his little master.

Outside the house the two boys were together all through their boyhood. Chambers was strong beyond his years, and a good fighter; strong because he was coarsely fed and hard worked about the house, and a good fighter because Tom furnished him plenty of practice -- on white boys whom he hated and was afraid of. Chambers was his constant body-guard, to and from school; he was present on the playground at recess to protect his charge. He fought himself into such a formidable reputation, by and by, that Tom could have changed clothes with him, and "ridden in peace," like Sir Kay in Launcelot's armor.

He was good at games of skill, too. Tom staked him with marbles to play "keeps" with, and then took all the winnings away from him. In the winter season Chambers was on hand, in Tom's worn-out clothes, with "holy" red mittens, and "holy" shoes, and pants "holy" at the knees and seat, to drag a sled up the hill for Tom, warmly clad, to ride down on; but he never got a ride himself. He built snowmen and snow fortifications under Tom's directions. He was Tom's patient target when Tom wanted to do some snowballing, but the target couldn't fire back. Chambers carried Tom's skates to the river and strapped them on him, the trotted around after him on the ice, so as to be on hand when he wanted; but he wasn't ever asked to try the skates himself…

Tom always made Chambers go in swimming with him, and stay by him as a protection. When Tom had had enough, he would slip out and tie knots in Chamber's shirt, dip the knots in the water and make them hard to undo, then dress himself and sit by and laugh while the naked shiverer tugged at the stubborn knots with his teeth.

Tom did his humble comrade these various ill turns partly out of native viciousness, and partly because he hated him for his superiorities of physique and pluck, and for his manifold cleverness. Tom couldn't dive, for it gave him splitting headaches. Chambers could dive without inconvenience, and was fond of doing it. He excited so much admiration, one day, among a crowd of white boys, by throwing back somersaults from the stern of a canoe, that it wearies Tom's spirit, and at last he shoved the canoe underneath Chambers while he was in the air -- so he came down on his head in the canoe bottom; and while he lay unconscious, several of Tom's ancient adversaries saw that their long-desired opportunity was

come, and they gave the false heir such a drubbing that with Chamber's best help he was hardly able to drag himself home afterward.

When the boys were fifteen and upward, Tom was "showing off" in the river one day, when he was taken with a cramp, and shouted for help. It was a common trick with the boys -- particularly if a stranger was present -- to pretend a cramp and howl for help; then when the stranger came tearing hand over hand to the rescue, the howler would go on struggling and howling till he was close at hand, then replace the howl with a sarcastic smile and swim blandly away, while the town boys assailed the dupe with a volley of jeers and laughter. Tom had never tried this joke as yet, but was supposed to be trying it now, so the boys held warily back; but Chambers believed his master was in earnest; therefore, he swam out, and arrived in time, unfortunately, and saved his life.

This was the last feather. Tom had managed to endure everything else, but to have to remain publicly and permanently under such an obligation as this to a nigger, and to this nigger of all niggers -- this was too much. He heaped insults upon Chambers for "pretending" to think he was in earnest in calling for help, and said that anybody but a blockheaded nigger would have known he was funning and left him alone.

Tom's enemies were in strong force here, so they came out with their opinions quite freely. The laughed at him, and called him coward, liar, sneak, and other sorts of pet names…"Knock their heads off, Chambers! Knock their heads off! What do you stand there with your hands in your pockets for?"

Chambers expostulated, and said, "But, Marse Tom, dey's too many of 'em -- dey's -- "

Tom sprang at him and drove his pocketknife into him two or three times before the boys could snatch him away and give the wounded lad a chance to escape. He was considerably hurt, but not seriously. If the blade had been a little longer, his career would have ended there.

Are you getting it?

Valet de Chambre (Chambers, "Tom") - Raised as a white heir to a substantial estate, "Tom" is spoiled, vicious, and dissolute. The should-be slave is overly cruel!

Thomas a Becket Driscoll (Tom, "Chambers") - "Chambers" is a decent young man who is often forced to fight bullies for "Tom." He speaks in a black dialect. The true privileged child is a likeable boy treated cruelly only by “Tom.”

How does this Relate?

Take a look at this ad. What false appearance is presented? Is it a good or bad thing according to the ad? Is it good or bad according to you?

http://www.youtube.com/watch?feature=player_detailpage&v=VuNTL3YYi5c

Let’s Read!

Structuring the 90 min. BlockThe Workshop Approach

Secondary English/Reading Lesson Plan Guide

Lesson Summary Introduction of Learning Objectives: [Type here]

Do Now (5-8 minutes) Quick Practice, Review and Briefly Discuss

Vocabulary-In Context ☐ Knowledge Rating ☐ Word Sorts ☐ Word Walls ☐ How many words can you make (using roots) ☐ Interactive Quiz/Practice (Quizlet, Vocabulary City,

Quia, etc.) ☐ Other: [Type here]

Grammar ☐ DOLs ☐ No Red Ink ☐ Every-day edits ☐ Punctuation Card Activity ☐ Other: [Type here]

Reading ☐ Anticipation Guide ☐ K-W-L Plus ☐ Fry Instant Phrases Race ☐ Reader’s Response ☐ High Frequency Word Dash/Speed Drill ☐ Other: [Type here]

Writing ☐ Quick Write ☐ Online Discussion Board ☐ Journal Writing ☐ Reader’s response ☐ Other: [Type here]

Mini Lesson (10-20 minutes) *Teacher ModelingWhole Group-Direct Instruction

Vocabulary-In Context ☐ Teaching and modeling vocabulary or word decoding

strategies in context (word patterns; chunking, picture clues, rereading, word families, etc.

☐ Teaching and modeling use of context clues (word parts, antonyms, definitions, examples, synonyms)

Grammar ☐ Teaching and modeling the use of correct grammar

☐ Parts of Speech ☐ Punctuation ☐ S-V Agreement ☐ P-A Agreement ☐ Sentences/Fragments ☐ Other: [Type here]

Reading ☐ Library Time (Book Check Out) ☐ Explicit Teaching of Reading Strategies with read

aloud/think aloud of model text ☐ making connections ☐ visualizing ☐ making inferences ☐ questioning

☐ determining importance ☐ synthesizing ☐ Explicit Teaching of Literary Concepts and analysis

with read aloud/think aloud of model text ☐ point of view ☐ plot structures ☐ setting ☐ characterization ☐ conflict ☐ main idea ☐ text structures/genres ☐ theme ☐ Other:

Writing ☐ Explicit Teaching with modeling of the Writing Process

☐ Pre-Writing ☐ Drafting ☐ Introductions ☐ Transitions ☐ Details/Examples ☐ Conclusions ☐ Revision ☐ Editing ☐ Publishing

Research ☐ Explicit Teaching with modeling of the Research

Process ☐ Choosing Topics ☐ Citation ☐ Primary/Secondary Sources ☐ Plagiarism ☐ Evaluate Sources

Reading, Writing & Vocabulary Differentiated Instruction (45-50 minutes) Guided Small Group and Independent Practice

Vocabulary ☐ Concept Map ☐ Vocabulary Game ☐ Vocabulary Squares/Quilt ☐ Word Bench ☐ Word Talk ☐ Word Square ☐ Tiered Vocabulary Practice (see differentiated

vocabulary handouts on English site) ☐ Interactive Practice (Quizlet, Vocabulary City, Quia,

etc.) ☐ Other: [Type here]

Workshop Time *Students should have choice of texts and writing prompts

(differentiated based on reading levels) ☐ Reading Workshop ☐ Writing Workshop ☐ Differentiated Stations ☐ Student-Teacher Conferences ☐ Literature Circles

Reading ☐ Library Time (Lessons w/librarians) ☐ Differentiated Small Group Instruction-Teacher Guided

(based on reading levels/abilities) ☐ Reader’s Theater ☐ Reciprocal Teaching ☐ QAR (Question/Answer Relationship) ☐ SQ3R (Survey, Question, Read, Recite, Review) ☐ Directed Reading and Thinking Activity (DRTA)

☐ Previewing the Text ☐ Chunking the Text ☐ Graphic Organizers ☐ Jigsaw ☐ Retelling ☐ Venn Diagram ☐ Visual-to-Print ☐ Other: [Type here]

Closing (5-8 minutes)

☐ Wrap-up/review what was taught ☐ Formative Assessment : [Type here]

Name: ________________________ Class: ___________________ Date: __________ ID: A

1

Fact vs Opinion

Multiple ChoiceIdentify the choice that best completes the statement or answers the question.

Directions: Read the passage below. Then answer the questions that follow.

Wood and other materials can be turned into fossils by a process called petrification. Minerals are washed into the wood, making the wood stone-like. Sometimes the original material dissolves away. Then the minerals completely replace the wood, resulting in a stone tree.

The best place to see petrified trees is the Petrified Forest National Park in Arizona. About 200 million years ago, these were living trees. Now the living material has been replaced by stone.

The bright colors of petrified trees highlight the trees’ growth rings and tell the tale of a once-thriving forest. An educated individual such as yourself will have a great appreciation for this phenomenon. Join others in visiting the Petrified Forest National Park this year.

____ 1. Which sentence from the passage includes only facts?

a. Wood and other materials can be turned into fossils by a process calledpetrification.

b. The best place to see petrified trees is the Petrified Forest National Park inArizona.

c. The bright colors of petrified trees highlight the trees’ growth rings and tellthe tale of a once-thriving forest.

d. An educated individual such as yourself should have a great appreciationfor this phenomenon.

____ 2. Which sentence describes the opinion of the writer?

a. The minerals replace wood and become stone.b. Petrification causes wood to turn into fossils.c. The trees are quite interesting and should be seen.d. The petrified trees were alive 200 millions years ago.

Reading RTI Lesson Activities Guide: 2015-16

Focus Area Tier I Activities/Resources Tier II Activities/Resources

Tier III Activities/Resources

Phonemic Awareness (studies show that trying to address phonemic awareness at the base level with

adolescents does not improve their reading)

Language! Live

Phonics, Decoding Vocabulary/ Word Recognition

Teaching Vocabulary Through Differentiated Instructionwith Leveled Graphic Organizers

Sadlier Vocabulary forSuccess

REWARDS Words Their Way with

Struggling Readers 4-12

Language! Live Words Their Way with

Struggling Readers 4-12

Concept Map Flag Words Knowledge Rating Root Word Jeopardy Vocabulary Quilt Vocabulary Squares Word Bench Word Sorts Word Walls

Brainburst Break it Down Get to the Point Picture This Root Word Card Games Vocabulary Password Word Chart Word Wizard

Fluency Pace Speed Drills High Frequency Word

Cards Give Me Five Word Dash

Phrasing Connect-a-Dot Sentences Sight Word Drills Phrase Drills Poetry Readings

REWARDS Book Room Resources

SIM (sentence writing strategy for developing grammatically correctsentences ranging from simple to complex. It moves from sentence composition to paragraph and essay compilation)

Expression Read Aloud or Books on

Tape Buddy or Peer/Pair

Reading Choral or Echo Reading Reader’s Theatre

Punctuation Punctuation Cards Oral DOL practice No Red Ink Exercises

Comprehension Anticipation Guide Chunking the Text Directed Reading and

Thinking Activity (DRTA) Graphic Organizers Guided Reading Interactive Reading Guides Jigsaw K-W-L Plus Point of View Study Guides Previewing the Text QAR (Question/Answer

Relationship) Read Aloud Reciprocal Teaching Retelling SQ3R (Survey, Question,

Read, Recite, Review) Think Aloud Venn Diagram Visual-to-Print

Book Room Resources(select schools)

Reading Express Scholastic Short Reads

(for middle)

Book Room Resources(select schools)

Reading Express Scholastic Short Reads

(for high)

McGraw HillCorrective ReadingComprehension

Scholastic Scope (grades6-8) for middle

Scholastic Action (grades6-12) for middle and high

Scholastic Story Works(grades 3-6) for middle

Scholastic Scope(grades 6-8) for high

Scholastic StoryWorks (grades 3-6) formiddle and high

http://newsela.com/(Comprehension practicereadings with m.c.)

http://www.readworks.org/ (Comprehension practice readings with m.c. and shortanswer)

http://www.fortheteachers.org/reading_skills.htm(Comprehension practicereadings and lesson resources)

http://newsela.com/(Comprehension practicereadings with m.c.)

http://www.readworks.org/ (Comprehensionpractice readings with m.c.and short answer)

http://readtheory.org/(Comprehension monitoring practice and program--mostappropriate for mid-to-high-levels--uses vocabulary based pre-assessment to set levels)

http://wonderopolis.org/ (Comprehension practice readings with m.c. items andread-aloud)

http://www.readworks.org/ (Comprehensionpractice readings with m.c.and short answer)

Writing SAS Curriculum Pathways Step Up to Writing Empowering Writers

SIM (sentence writing strategy for developing grammatically correct sentences ranging from simple to complex. It moves from sentence composition to paragraph and essay

compilation)

TIER II INTERVENTION—HENRICO COUNTY PUBLIC SCHOOLS—LESSON SAMPLE--INFERENCE

Are you using the Tier II materials—Reading Express? Have you visited the blog for guidance on how to use the materials? Have you downloaded the materials from Google Drive? Are you using Scholastic’s Scope or Story Works Magazine (if your school has a subscription) for extra and

differentiated reading? Do you need another model of how this looks in practice?

Knowing that inference is a major issue—I went into Google drive, pulled the Reading Express 6 transparency, student sheets and extra practice for inference. I then pulled the Comprehension Strategy Assessments (for low readers) passage for inference at the 6th grade level. Last, I went to Story Works and Scope and looked at the teacher guide to see which articles in recent months focused on inference. The sheets that I got from that search resulted in the attached pages. Here is how I would use these materials for my RTI students:

1. Go through the Reading Express Expand transparency with students to introduce/remind them what inference is2. Go through the first three pages of the Reading Express Explore activities with students—doing the first activity

on each page with them and having them work on their own for the other one/two3. Create an anchor chart for inference as a class—with a student friendly definition, student examples of inference

and questions to ask when you infer4. Preview the questions of “Where the Buffalo Roam” from the Comprehension Strategy Assessments and highlight

key words5. Read the passage “Where the Buffalo Roam” and demonstrate how to use the graphic organizer from the Reading

Express Explore activities6. Have students use the organizer to answer questions as a group for “Where the Buffalo Roam” (I would use Activ

Express Poll for this)7. Add to our anchor chart any new insights about inference8. Have students work on the Reading Express Re-Explore sheets on their own9. Have students work on “Silly Science Prizes” from the Comprehension Strategy Assessments in pairs following

the steps of good readers:a. Preview the questions and highlight key wordsb. Complete graphic organizer as you readc. Answer questions for passage

10. Review items as a whole group11. Have students go back and work on the character inference sheet individually from the fifth page of Reading

Express12. Ask for volunteers to share answers to the character inference exercise13. Break class into two categories (really low and near grade-level)14. Have students work on the Story Works article “Happy Campers” and the paired informational text “Bald Heads

Raise Big Bucks” individually—Remind students to:a. Preview quiz questionsb. Preview graphic organizer activityc. Complete graphic organizer as they readd. Answer the quiz questions

15. Preview activity for the Scope article “Dear Future” individually16. Have students go to the Scope article “Dear Future”—read article as whole group17. Have students complete the activity individually and grade to see if they are ready to move on to the next skill

topic (remember to through in inference on activities that follow this year)

TIER II INTERVENTION—HENRICO COUNTY PUBLIC SCHOOLS—LESSON SAMPLE—CONTEXT CLUES

Are you using the Tier II materials—Reading Express? Have you visited the blog for guidance on how to use the materials? Have you downloaded the materials from Google Drive? Are you using Scholastic’s Scope or Story Works Magazine (if your school has a subscription) for extra and

differentiated reading? Do you need another model of how this looks in practice?

Knowing that context clues is a major issue—I went into Google drive, pulled the Reading Express 6 transparency, student sheets and extra practice for context clues. I then pulled the Comprehension Strategy Assessments (for low readers) passage for context clues at the 6th grade level. Last, I went to Story Works and Scope and looked at the teacher guide to see which articles in recent months focused on context clues. The sheets that I got from that search resulted in the attached pages. Here is how I would use these materials for my RTI students:

1. Go through the Reading Express Expand transparency with students to introduce/remind them of context clues2. Go through the first four pages of the Reading Express Explore activities with students—doing the first activity

on each page with them and having them work on their own for the other questions3. Create an anchor chart for context clues as a class—with a student friendly definition and student examples of

clueing (pull and review Context Clue PPT from my site if students still don’t seem to know clue hints)4. Preview the questions of “A Safer Ride” from the Comprehension Strategy Assessments and highlight key words5. Read the passage “A Safer Ride” and demonstrate how to use the graphic organizer from the Reading Express

Explore activities (fourth page)6. Have students use the organizer to analyze unfamiliar words as a group for “A Safer Ride”7. Add to our anchor chart any new insights about context clues8. Have students work on the Reading Express Re-Explore sheet on their own9. Have students work on “Is That Volcano Going to Erupt?” from the Comprehension Strategy Assessments in pairs

following the steps of good readers:a. Preview the questions and highlight key wordsa. Complete graphic organizer as you readb. Answer questions for passage

2. Review items as a whole group3. Have students go back and work on the paragraph using context clues sheet individually from the fifth page of

Reading Express4. Ask for volunteers to share their paragraphs5. Break class into two categories (really low and near grade-level)6. Have students work on the Story Works article “Happy Campers” and the paired informational text “Bald Heads

Raise Big Bucks” individually—Remind students to:a. Preview quiz questionsb. Preview graphic organizer activityc. Complete graphic organizer as they readd. Answer the quiz questions

7. Preview activity for the Scope article “Dear Future” individually8. Have students go to the Scope article “Dear Future”—read article as whole group9. Have students complete the activity individually and grade to see if they are ready to move on to the next skill

topic (remember to through in inference on activities that follow this year)

Non-Negotiable (4) Highly Effective (3) Effective (2) Needs Improvement (1) Does Not Meet

Routines and transitions appropriate to needs of students

Teacher encourages and/or provides opportunities for students to independently facilitate routines and transitions.

Establishes routines and transitions resulting in maximized instructional time.

Inconsistently establishes routines and transitions, resulting in some loss of instructional time.

Does not establish or ineffectively establishes routines and transitions, resulting in significant loss of instructional time.

Teacher Talk Time

Teacher talk time is limited to 15 minutes or less, offers explicit direction and instruction, and prepares students for independent/ small group work with fidelity

Teacher talk time is consistently 15 minutes or less, offers clear direction and instruction, and prepares students for independent/ small group work

Teacher talk time is within 15 minutes and does not offer clear direction and instruction and/or preparation for independent/small group work

Teacher talk time exceeds 15 minutes and does not offer clear direction and instruction and/or preparation for independent/ small group work

High expectations for student learning

Creates opportunities for students to set high goals and take responsibility for their own learning.

Establishes and consistently reinforces high expectations for learning for all students.

Establishes expectations for learning for some, but not all students; or is inconsistent in communicating high expectations for student learning.

Establishes low expectations for student learning.

Students Ability to Articulate the Purpose and Objective

At least 90% of all students are able to articulate the purpose and objective of the lesson and demonstrate mastery of the concept or skill

At least 80% of all students are able to articulate the purpose and objective of the lesson and demonstrate mastery of the concept or skill and demonstrate mastery of concept or skill

At least 70% of all students are able to articulate the purpose and objective of the lesson and demonstrate mastery of the concept or skill and demonstrate mastery of concept or skill

Less than 70% of all students are able to articulate the purpose and objective of the lesson and demonstrate mastery of the concept or skill and demonstrate mastery of concept or skill

Mini LessonTeacher delivers targeted and effective lessons in the mini lesson format with fidelity

Teacher consistently delivers targeted and effective lessons in the mini lesson format

Teacher seldom delivers targeted and effective lessons in the mini lesson format

Teacher does not deliver targeted and effective lessons in the mini lesson format

Small Group Instruction and/or Support

Teacher provides small group instruction with fidelity

Teacher consistently provides small group instruction and/or support

Teacher seldom provides small group instruction or support

Teacher does not provide small group instruction and/or support

Literacy Strategies

Designs opportunities to allow students to independently select literacy strategies that support their learning for the task.

Plans instruction that integrates literacy strategies and academic vocabulary.

Plans instruction that includes some opportunities for students to develop literacy skills or academic vocabulary in isolation.

Plans instruction that includes few opportunities for students to develop literacy skills or academic vocabulary.

Engaged in Relevant, Challenging Work/ Reflects the Top 3 Levels of Bloom’s Taxonomy

Students spend at least 30 minutes per single period engaged in relevant, rigorous work that is reflective of the top 3 levels of Bloom’s Taxonomy

Students spend at least 15 minutes per single period engaged in relevant and rigorous work that is reflective of the top 3 levels of Bloom’s Taxonomy

Students spend at least 10 minutes per single period engaged in relevant, rigorous work and/or reflects a low level of Bloom’s Taxonomy

Observed no evidence of students engaged in relevant, rigorous work and/or reflects a low level of Bloom’s Taxonomy

Work that is Differentiated by Level

Observed class work is differentiated with fidelity

Observed class work is consistently differentiated

Observed class work is not consistently differentiated

Observed class work is not differentiated

Data Collection and Analysis

Teacher practice purposefully generates and considers formal and informal data that is used to guide instructional decisions with fidelity

Teacher practice purposefully generates and considers formal and informal data that is used to guide instructional decisions

Teacher uses formal assessment data to guide instructional decisions

No evidence of use of data to guide instructional decisions

Feedback to students

Encourages peer feedback that is specific and focuses on advancing student learning.

Provides individualized, descriptive feedback that is accurate, actionable and helps students advance their learning.

Provides feedback that partially guides students toward the intended instructional outcomes.

Provides no meaningful feedback or feedback lacks specificity and/or is inaccurate.

Instructional Adjustments

Students identify ways to adjust instruction that will be effective for them as individuals and results in quality work.

Adjusts instruction as necessary in response to individual and group performance.

Makes some attempts to adjust instruction that is primarily in response to whole-group performance.

Makes no attempts to adjust instruction.

Rapport and positive social interactions

Interactions between teacher and students are consistently positive; There is no disrespectful behavior between students and/or when necessary, students appropriately correct one another.

Interactions between teacher and students are consistently positive and respectful and the teacher regularly promotes positive social interactions among students.

Interactions between teacher and students are generally positive and respectful and/or the teacher inconsistently makes attempts to promote positive social interactions among students.

Interactions between teacher and students are negative or disrespectful and/or the teacher does not promote positive social interactions among students.

Cultural Connections

Teacher always connects instruction and curriculum to students’ cultural background and lived experience, engages them in each lesson, engenders student voice, and develops knowledge and skills of value outside the classroom

Teacher activates students’ prior knowledge, uses learning materials with culturally diverse content and perspectives, hooks student interest in each lesson, and develops knowledge and skills of value outside the classroom

Teacher tries to make lessons engaging and relate them to what students already know

Teacher does not engage students or make connections to their lives

Student Growth Measures

Student Growth Measures

Here are the latest items for the teacher evaluation for Secondary English based on student growth! Let’s start with the general points:

▪ All teachers must conduct growth assessments and collect data▪ All students/all core classes have to be part of the data collection▪ Middle school teachers using NWEA need to decide which domains to focus their data collection (you can use overall and

vocabulary; or you can use vocabulary and non-fiction, etc.)▪ Any activities you have done in class to enrich/assess the skills should be added to the excel document as proof of growth (four

practice items are suggested)▪ The extra activities can be proof of growth if the Post-assessment did not go up only if there is steady progress from practice 1 to

practice 4▪ You may create any chart you like, but here are the basic elements needed for each measure (exception=theatre/drama):

Student Last

Student First

Class Level (AP, IB, Reg.)

Pre-Assessment Score Practice 1 Practice 2

Benchmark Item (optional) Practice 3 Practice 4

Post-Assessment Score

Did Student Grow?

As administrators, you need to make sure you remember that:

It is the specialist part of the SGM process to produce standardized data collection lessons and tools for teachers to use at ourschools and collect summary data at the end of the year.

It is your part of the SGM process to:● Ensure all teachers are completing the growth measures for all students in all classes● Talk about results of the pre-assessment and what measures teachers plan to take to ensure student growth (w/teachers on-

cycle)● Talk about student progress as interim assessments are given in class (w/teachers on-cycle)● Collect and talk about data sheets at the end of the year and address any students who were below the benchmark at the

beginning of the year who remain below benchmark at the end of the year (in other words—find out why students showed nogrowth from the beginning to the end of the year).

Please note: Except for drama, teachers are not required to keep student samples, just the data collection sheet.

Middle School and High School (Grades 6-8, Reading, RTI Reading; Grades 9-12 (regular, honors, AP, IB))

Pick two of the options: Option 1: NWEA pre and post RIT scores (middle school only) Option 2: Writing Portfolio (pre-writing and SOL short paper score serve as your pre and post scores) Option 3: Annotation Option 4: Précis Statement or Summary Statement

For Annotation and Précis/Summary Items: Teachers should choose a selection that is part of the current unit. Teachers need to make sure that the piece selected is “rich” with literary elements and style choices. The assessments should be administered “cold” in the fall (students should be given a passage they are unfamiliar with and should not be given a rubric to clue them in on proper annotation and précis/summary writing). At the spring administration, students may use any tools they have been taught during the school year to complete the post assessment.

● HCPS Annotation Rubric

● HCPS Rhetorical Precis Guide

● HCPS Rhetorical Precis Rubric

● HCPS Summary Rubric

Drama (only for those drama teachers who do not teach English/Reading or another core)

Measure One: SOL Tracking Chart

You will need to take your SOL standards and create an assessment chart. Each student will get a chart where you will indicate student success on each standard.

Simply 1. copy them from the state document (attached to the email)2. paste them into a new Word document3. select all and insert table (convert text to table)4. add five columns to the left5. merge columns to distinguish the standard stem from the fine points

Here’s how it should look: Dates Assessed Mastered?

Performance and Production

TII.1 The student will create theatre projects and productions through collaboration by assuming shared responsibility for group work; practicing courtesy and respecting the ideas

and points of view of others; and engaging all members of the group.

TII.2 The student will create and strengthen trust through participation in theatre games and improvisations that demonstrate characterization and justify

motivations; develop a narrative that expresses dramatic

conflict; incorporate dialogue and listening skills to

express character relationships; integrate personal experience into the

exercises; and refine concentration, observation,

imagination, and sensory memory.

Measure Two: Student Portfolio

You will have students create portfolios to showcase their accomplishments and personally favored works. This will

serve as a second documentation of student achievement by containing a student's best pieces and the student's evaluation

of the strengths and weaknesses of the pieces. The portfolio should be used with every student, as every student expects

to demonstrate their achievement. Please include items such as the following:

Journals Quizzes (Theory, History, etc.) Scripts Photographs of productions students worked on or designed Artistic work, including photographs, sculpture, drawings, paintings, etc. Lighting Designers, Sound Designers and Stage Managers should include prompt books Costume Designers should include renderings with fabric swatches Set Designers should include renderings and/or models

HCPS Annotation Rubric

Criteria 4

Advanced 3

Proficient 2

Improving 1

Warning/Failing

Text Text is marked throughout--Annotations cover the entirety of the reading, are well dispersed, do not taper midway and are abundant.

Text is marked throughout although it appears random at times-- Annotations are frequent but not as thorough.

Test is not consistently marked throughout-- Annotations are fairly sparse or only cover the majority of the text, missing a larger section.

Text is minimally marked throughout-- Text is only annotated at the beginning or the end but not throughout.

Organization & Clarity

Markings are easy-to-read and well-spaced; colors, symbols, and fonts help to organize and identify devices and ideas; color or symbol key provided

Most markings are easy-to-read and well-spaced; colors, symbols, or fonts help to organize and identify devices and ideas; color or symbol key provided

Some markings are easy-to-read and well-spaced; some colors, symbols, or fonts are used but there is no key

Markings are neither easy-to-read nor well-spaced; colors, symbols, and fonts are not used

Passages Words and phrases are marked and commentary / notations appear in the margins that indicate a response to the words/phrases marked.

Longer passages (entire sentences / entire paragraphs) are the primary element annotated; some marginal notations

Random passages appear to be marked; passages selected often have no real significance.

A few passages are marked, but appear to be totally random and without significance

Knowledge & Understanding-- Significance of commentary

Text has been thoroughly annotated with questions, observations, and connections to the text. Not only are there notes but also comments about these notes that show depth of understanding and discussion of purpose and effect. Demonstrates thinking beyond the surface level of the text; makes insightful connections within the text and to other texts and/or experiences.

The notes have an occasional insight on the overall purpose and effect of the elements. The reader seems to show a deeper understanding of reading. Demonstrates reflective thinking and makes accurate connections within the text.

The notes include mostly identification of elements with only a few insightful comments on the significance of the reading.

Notes seem to only identify elements, and some of the notes seem purposeless. There is no commentary from the reader on purpose or effect. Does not demonstrate careful thought and makes no relevant connections.

Vocabulary Accurately defines unfamiliar vocabulary; explains connotations of all key words.

Defines unfamiliar vocabulary; explains connotations of most key words.

Reader has identified some unfamiliar words but has not defined the words.

Reader has identified few unfamiliar vocabulary, but has not provided definitions

Figurative Language, Sound Devices &

Accurately identifies all figurative devices;

Accurately identifies most figurative devices;

Some sound devices are correctly identified;

Sound devices are not accurately identified;

Rhyme Scheme explains in detail the effect and meaning of these devices Accurately identifies alliteration and assonance; rhyme scheme is accurately identified using letters

explains the effect and meaning of these devices Accurately identifies most sound devices; rhyme scheme is accurately identified

rhyme scheme is not accurately identified Some inaccuracies; incomplete explanations

rhyme scheme is not identified Many inaccuracies; weak or missing explanations

Literary Elements & Style

Effectively discusses literary elements and how these contribute to meaning. Evaluates the author’s style, draws inferences from figurative language

Adequately discusses literary elements without fully creating effective connections to meaning. Identifies several aspects of author’s style, analysis supported.

Lists literary elements but limited discussion of meaning. Identifies limited aspects of author’s style.

Little or no success in finding literary elements, little to no discussion of meaning. Disregards author’s style as means to further meaning.

Interpretation/ Theme/ Big Picture

Annotations accurately identify purpose/themes of the work. Annotations identify the main ideas and provide readers’ insights on the big picture. Connects beyond the text in terms of a larger or universal significance, as aspect of self or life in general. Effective interpretation and avoids clichés.

Annotations may not accurately identify themes/purpose of text. Annotations seem to understand the big picture but perhaps not clearly or with varied focus.

An attempt to identify theme/purpose of the text is visible, but not accurate. Annotations seem shallow, only seeing the details without the whole. Too narrow a focus. Literal, unsupported, drawn-out plot summary. Simple, superficial interpretation of the text.

No attempt to identify theme/purpose of the text. Annotations miss big picture overall, details identified but not analyzed as a whole. Little or no success in making meaning of the text. Doesn’t reach obvious connections to the text.

Total: _____/32 (24 is passing)

Rhetorical Précis

One useful tool you may wish to try is the rhetorical précis. A précis helps to ensure that you will be engaged with the texts. You might begin incorporating this into your journal entries for your readings.

A rhetorical précis differs from a summary in that it is a less neutral, more analytical condensation of both the content and method of the original text. If you think of a summary as primarily a brief representation of what a text says, then you might think of the rhetorical précis as a brief representation of what a text both says and does. Although less common than a summary, a rhetorical précis is a particularly useful way to sum up your understanding of how a text works rhetorically (Reading Rhetorically, 62)

Q: What is a Rhetorical Précis? A: A précis is a four sentence paragraph that records the essential elements of an essay. Each of the four sentences requires specific information.

Q: How do I write a Rhetorical Précis? A: Each sentence of the paragraph should contain the following information:

First sentence: Name of author [optional: a phrase describing author], genre and title of work, date in parentheses; a rhetorically accurate verb (such as "assert," "argue," suggest," "imply," "claim," etc.); and a THAT clause containing the major assertion (thesis statement) of the work. Think of it this way: WHO are you talking about? WHAT is their background? WHAT did they write? WHAT year was it written? WHAT is their point?

Second sentence: An explanation of the evidence and development the author uses to develop and/or support the thesis, usually in chronological order. Think of it this way: HOW do they prove their thesis? Do they offer interviews? Official data? Other outside sources? Anecdotes?

Third sentence: A statement of the author's purpose followed by an "in order" phrase. Think of it this way: Are they trying to entertain you? Persuade you to feel a certain way or change your mind about an issue? Are they trying to inform you – sharing information that teaches - ? WHY is that their purpose? In order to accomplish what?

Fourth sentence: A description of the intended audience and/or the relationship the author establishes with the audience. Think of it this way: WHO is the author trying to address? For example, are they talking to teachers? parents? senior citizens? Latinos? Muslims? registered voters? It can be anyone. You need to determine if they are addressed formally (use of academic language, proper English) or informally (more conversational tone, use of slang, etc…).

RHETORICAL PRECIS TEMPLATE

SENTENCE ONE (What):

In his/her __(A)___ (type of work), _____ (title of work), ______ (name of author) __(B)___(a rhetorically accurate verb) that ___________________________________ (the author’s assertion, argument, position, etc.).

SENTENCE TWO (How):

_____ (the author) develops/supports this _____ (change rhetorical verb to noun) by ______(C)______(reveal author’s technique).

SENTENCE THREE (Why):

_____’s (author) purpose is to __(D)___(reveal author’s purpose) in order to ________ (what author wants reading audience to react to: feel and/or do).

SENTENCE FOUR (To Whom):

_____ (author) uses __(E)___ (description of tone) with his _____ (describe author’s audience).

A B C D E

article, book review, essay, column, editorial

argues, argument, asserts, assertion, suggests, suggestion, claims, questions, explains, explanation

comparing, contrasting telling, explaining, illustrating, demonstrating, defining, describing, listing

show point out suggest inform persuade convince

formal informal sarcastic humorous contemptuous

RHETORICAL PRECIS SAMPLE: 1 Oscar Wilde, in his three-act play "The Importance of Being Earnest," argues that gender relationships are based

more on perceived sincerity than on honesty. 2 Wilde develops this argument through the pairing of several characters within the play, such as Jack Worthing with Gwendolen Fairfax, and the Reverend Chasuble with Miss Prism, characters who are sincere in their love for each other, but deceptive in demonstrating that love. 3 Wilde's purpose is to reveal inconsistencies between these characters' feelings of love and their actions toward one another, in order to offend the reader with the hypocrisies of conventional Victorian views about courting and marriage. 4 Wilde employs a witty, humorously satirical tone with his younger, emerging middle-class post-Victorian audience.

HCPS Précis Rubric

Criteria 4

Advanced 3

Proficient 2

Improving 1

Warning/Failing

Author, genre, title The sentence begins with a dependent clause correctly identifying all of the following: the author’s full name and qualification (if applicable), title and genre of the work, year of publishing followed by a “that” clause with an accurate paraphrase and/or quoting of the overall message of the piece.

The sentence begins with a dependent clause identifying most of the following: author’s name and qualification (if applicable), title and genre, year of publishing, followed by a “that” clause with a somewhat accurate or partial paraphrase and/or direct quoting of the overall message of the piece.

The sentence may or may not begin with a dependent clause adequately identifying most of the following: author’s name and qualification (if applicable), title and genre, year of publishing, followed by a “that” clause with an inaccurate paraphrase or quoting of the overall message of the piece.

The sentence is unclear in attempting to accomplish any of the tasks necessary for Sentence #1.

Rhetorically accurate verb and author’s main claim

Has a strong claim that shows insight and understanding of the author’s position. Includes a rhetorically accurate verb.

The rhetorically accurate verb may be somewhat generic, but the author’s claim is accurate.

The author’s claim is only partially stated or is oversimplified. Weak, vague, or generic verb is used.

Misreads or misstates the author’s claim. Inaccurate or weak verb is used.

Support Addresses primary evidence in the text. Clearly and appropriately states the “how” an author supports their premise; accurately and appropriately states at least three rhetorical verbs and strategies that develop the overall message in chronological order. Rhetorical strategies focus on the breadth of the author’s style; This sentence reflects sophisticated insight and a clear understanding of the author’s rhetorical development.

Addresses relevant evidence in the text, but may overlook a primary piece of evidence. States how an author supports their premise; sentence is an adequate statement of the rhetorical strategies used, but lacks a sense of complete and insightful understanding of the development.

Only includes some primary evidence or is vague in identifying evidence. Attempts to state the rhetorical strategies. Lacks insight or a deep understanding of the author’s rhetorical development.

Fails to address important evidence. The sentence is unclear in attempting to identify the rhetorical strategies used and/or there is a clear lack of comprehension.

Purpose Purpose tightly connects to the claim. The sentence shows a clear statement of the author’s purpose. Student shows he/she has a complete and thorough understanding of what the author wants his/her intended audience to do once hearing their overall message (call to action). The sentence begins with a restatement of the most apparent rhetorical verb/strategy, a restated paraphrase of the overall message, an “in order to” phrase followed by a clear and accurate statement of the author’s call to action.

Purpose is generic or mimics the claim. The sentence is only an adequate attempt in stating an author’s purpose; it may neglect stating the predominant rhetorical strategy/ strategies used, but it still has an adequate or general understanding of the central message of the work. It contains an “in order to” phrase followed by an adequate or general understanding of the purpose/call to action.

Purpose does not connect to the claim. The sentence is less than adequate in attempting to state the author’s purpose, predominant rhetorical strategies or call to action. It may or may not contain an “in order to” phrase but conveys some understanding of the call to action.

Purpose is entirely inaccurate. It may be unclear or incoherent in addressing any of the following: the author’s rhetorical strategies, overall purpose or call to action.

Audience Clearly explains who the target audience is, and why this audience would be receptive to the message. The student clearly identifies the specific characteristics of the audience to differentiate between the general target versus the actual. The student may also enrich his/her understanding of the audience by characterizing the author’s relationship with either the subject/topic of the piece and/or the audience.

Clearly explains who the target audience is, but may overlook why this audience would be receptive to the message. The student does not identify any major characteristics to show an insightful understanding of the audience.

The student shows a less than adequate statement in showing his/her understanding of who the author’s intended audience is. The sentence shows no insight as to either purpose or audience.

The student misidentifies the audience or does not include the audience.

Grammar Contains few, if any errors in capitalization, punctuation, spelling, and grammar

Contains some errors in capitalization, punctuation, spelling and grammar that do not interfere with the meaning

Contains several errors in capitalization, punctuation, spelling and grammar that may interfere with the meaning

Contains many errors in capitalization, punctuation, spelling and grammar that interfere with the meaning

Total: ____/24 points (18 is passing)

HCPS Extended Summary Rubric

Criteria 4

Advanced 3

Proficient 2

Improving 1

Warning/Failing

Author, genre, title The paragraph starts with a sentence correctly identifying all of the following: the author’s full name, title and genre of the work.

The paragraph starts with a sentence identifying most of the following: the author’s full name, title and genre of the work.

The paragraph does not start with a sentence identifying one of the following: the author’s full name, title and genre of the work.

The paragraph does not include any of the following: the author’s full name, title and genre of the work.

Main Idea, Details

(5Ws and H)

Correctly identifies the main idea in a clear and accurate manner. Clearly states 2 or more important details using own words or statements.

Correctly identifies most of main idea in a complete sentence. States at least 2 important details with some paraphrasing of information.

Identifies an important idea but not the main idea in a complete sentence. States at least 1 important detail. Demonstrates little if any paraphrasing.

Identifies a detail but not the main idea. Includes unnecessary details. Does not demonstrate any paraphrasing.

Purpose Shows a clear statement of the author’s purpose and goes beyond the simple classifications (to entertain, to persuade, etc.).

Is only an adequate attempt in stating an author’s purpose; it may neglect stating the full purpose and narrows the answer to a simple phrase (i.e. to entertain, etc.).

The purpose stated is inaccurate.

Purpose is not stated.

Audience Clearly explains who the target audience is, and why this audience would be receptive to the message.

Clearly explains who the target audience is, but may overlook why this audience would be receptive to the message.

The student shows a less than adequate statement in showing his/her understanding of who the author’s intended audience is.

The student misidentifies the audience or does not include the audience.

Conclusion Writes a clear and specific concluding statement.

Writes an adequate concluding statement.

Writes a weak concluding statement.

Does not include a concluding statement.

Grammar Contains few, if any errors in capitalization, punctuation, spelling, and grammar

Contains some errors in capitalization, punctuation, spelling and grammar that do not interfere with the meaning

Contains several errors in capitalization, punctuation, spelling and grammar that may interfere with the meaning

Contains many errors in capitalization, punctuation, spelling and grammar that interfere with the meaning

Total: ____/24 points (18 is passing)

Professional Development

Topic Description Date Location Time

Vocabulary SOL Prep

These courses will explore data and activities to address core areas of the Reading SOL Assessment.

August 10 Wilder Middle School Library

9:00-12:00

Text Features/ Organizational Patterns/ Author Purpose SOL Prep


1:00-4:00

Main Idea/ Summary/ Theme SOL Prep August 11 Wilder Middle School Library

9:00-12:00

Characterization/Literary Elements SOL Prep


1:00-4:00

Prediction/ Drawing Conclusions/ Inference SOL Prep


9:00-12:00

Figurative Language SOL Prep August 12 Wilder Middle School Library

1:00-4:00

Writing—Multiple Choice SOL Prep

These courses will explore data and activities to address core areas of the Writing SOL Assessment.


9:00-11:00

Writing—Expository SOL Prep August 13 Wilder Middle School Library

11:30-1:30

Writing—Persuasive SOL Prep August 13 Wilder Middle School Library

2:00-4:00

Exploring library Resources (w/ Suzanna Panter)

This course will explore the resources on the library site that help promote literacy and research in the secondary English classroom


9:00-12:00

Best Practices—Mini Lessons, Anchor Charts and Literacy Activities

This course will demonstrate how to effectively give mini-lessons/lecture, create student anchor charts from lessons and learning activities to engage students.

(Tentative) September 23, 2015

TBD 2:00-4:00

Rigorous Lesson Planning Focus on lesson planning using data, planners and implementation

October 12, 2015

TBD 8:00-4:00

Best Practices—Formative Assessment This course will explore how to effectively incorporate formative assessment into daily plans.

(Tentative) November 11, 2015

TBD 2:00-4:00

Repeat SOL Writing Prep—Multiple Choice

These courses will explore data and activities to address core areas of the Writing SOL Assessment.

(Tentative) February 1, 2016

TBD 9:00-4:00 Repeat SOL Writing Prep—Expository Essays Repeat SOL Writing Prep—Persuasive Essays

(Tentative) February 15, 2016

Repeat SOL Reading Prep-- These courses will explore data and activities to address core areas of the Reading SOL Assessment.

TBD (likely Wednesdays in April)

TBD 4:00-6:00

Previous Secondary English/Reading Trainings offered over the last two years

Unpacking the Standards

Assessments (Formative and Summative)

Rewriting Old Assessments with New Stems

Novel Study and Integrated Lesson Planning

Annotation and Close Reading

Note-taking (Dialectical Journals and Cornell Notes)

Non-fiction Resources

Writing Workshop

Using the Bookrooms

Reading o Basics o Vocabulary o Fluency o Comprehension

Literacy Academy Focus Areas o Framework to structure your English/Reading/Language Arts block o Reading strategy instruction using think-alouds to engage all readers (an

introduction) o Strategy mini-lessons to model strategic reading using picture books and other

short texts o Balancing fiction and nonfiction o Differentiating instruction and data-based decision making o Using Lexile levels – MAPs data o Planning differentiated units of study o Managing small group instruction o Making time for individual student conferences o Student choice in the selection of reading materials o Reading strategy mini-lessons (more strategies – more lessons) o Writing to support comprehension o Journal expectations and ideas o Supporting struggling writers o Embedded vocabulary instruction

the administrators’ guide to monitoring...

Documents