Core Literacy Curriculum:

Grade 10
 Core Literacy Curriculum: Grade 10
Universal Expectations for the MPS Grade 10 Classroom Environment
• Organized for whole and small group instruction and independent work
• Classroom arrangement emphasizes student interactions, in addition to teacher-directed interactions
• Teacher encourages productive, accountable talk by having areas and times available for students to work together
• Smooth efficient transitions between activities
• All students have access to district-adopted resources
• Classroom library is well-stocked with age-appropriate fiction and nonfiction materials written on a variety of reading levels
• Books are arranged by themes, types of writing, or other common organizational structure. Resources are labeled to allow
students easy access to maintain and use library independently. Books are arranged attractively and invitingly
• Display of recent student work/projects with accompanying written explanation
• Display of signs, labels for each item and quotations
• Posted directions for activities or use of equipment
• Materials/tools for recording language, including pencils, pens, markers, paper, charts, logs, writers’ notebooks, books,
computers, etc.
• Work stations or space for reading, writing, researching, and listening activities
• Reference materials related to literature or content area units/topics
• Audiovisual/technology equipment and materials available for student use
Grade 10: RtI Tier 1 (Core)
 Grade 10: RtI Tier 1 (Core)
District Literacy Programs and Assessments

Grade 10 Literacy Programs and Resources Grade 10 Literacy Assessments

English Language Arts Formative:

• Progress monitoring (See following pages)
Board-approved District Adoption: • Classroom Assessments Based on Standards (CABS)
• Prentice Hall - Platinum Level (2005)
Benchmark:
• Universal Screener _______________________

Summative:
• End of unit tests
• Wisconsin Knowledge and Concepts Examination
(WKCE) OR Wisconsin Alternate Assessment (WAA)
• Evidence in language arts portfolio per Common Course
Plan – English 10
• Assessing Comprehension and Communication in English
State to State (ACCESS) for English Language Learners

Home/Community Literacy Connections

see Appendix B
English Language Arts Instructional Block - Grade 10
Foci:
Reading, Writing, Speaking, Listening, and Using Assessment
Language
Aligned
Evidence Resources

Common Core Standards for English Language Arts

The standards listed here focus on what is essential but do not describe all that can or should be taught.
Reading Standards Common Course Evidence • District-adopted
By the end of grade 10 students will: By the end of Grade 10 (two resources (including
Reading Standards for Literature semesters) students will create a Prentice Hall – Platinum)
Key Ideas and Details portfolio of proficient work, • Selected variety of novels
1. Cite strong and thorough textual evidence to support analysis of what the text says including: (see English 10 Common
explicitly as well as inferences drawn from the text. Course Plan for details)
2. Determine a theme or central idea of a text and analyze in detail its development over  Letter/message of • Models of writing from a
the course of the text, including how it emerges and is shaped and refined by specific Complaint variety of topics, authors,
details; provide an objective summary of the text.  Persuasive Research and genres, including
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) Project and Presentation fiction and nonfiction
develop over the course of a text, interact with other characters, and advance the plot or Using Technology (mentor texts)
develop the theme.  Evidence of Collaboration • Writing tools (including
Craft and Structure / Small Group Discussion digital tools)
4. Determine the meaning of words and phrases as they are used in the text, including  Oral Presentations • Writing process
figurative and connotative meanings; analyze the cumulative impact of specific word  Media Product • Writing strategies based
choices on meaning and tone (e.g., how the language evokes a sense of time and place;  Creative Product (writing on best practices in
how it sets a formal or informal tone). or other media) writing
5. Analyze how an author’s choices concerning how to structure a text, order events  Reading/Literature • Elements of curriculum
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such Synthesis (using media) alignment
effects as mystery, tension, or surprise.  Narrative Writing • Writing supplies
6. Analyze a particular point of view or cultural experience reflected in a work of  Persuasive Writing • Writing resources such as
literature from outside the United States, drawing on a wide reading of world literature.  Descriptive Writing dictionaries and
Integration of Knowledge and Ideas  Expository Writing thesauruses
7. Analyze the representation of a subject or key scene in two different artistic mediums,  Persuasive Writing • District-adopted rubrics
including what is emphasized or absent in each treatment (e.g., Auden’s “Musee des  Reflective Writing • Visuals and other media
Beaux Arts” and Breughle’s Landscape with the Fall of Icarus). * Students will employ technology to • Discovery Education
8. (Not applicable to literature) access, organize, create, revise, and Streaming
9. Analyze how an author draws on and transforms source material in a specific work publish works • Anchor papers and
(e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later writing exemplars
author draws on a play by Shakespeare). • MPS Writing Guides

Range of Reading and Level of Text Complexity
10. By the end of grade 9, read and comprehend literature, including stories, dramas, and Criteria for Evidence of Effective
poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed Reading Abilities
at the high end of the range. (Adapted from Burke, 1999)
• Demonstrates ability to fluently
Reading Standards for Informational Text navigate all aspects of the text
Key Ideas and Details • Shows a confident
1. Cite strong and thorough textual evidence to support analysis of what the text says understanding of authorial intent
explicitly as well as inferences drawn from the text. • Accurately and simultaneously
2. Determine a central idea of a text and analyze its development over the course of the processes multiple layers and
text, including how it emerges and is shaped and refined by specific details; provide an different meanings of text
objective summary of the text. • Pays extra attention that allows
3. Analyze how the author unfolds an analysis or series of ideas or events, including the attention to finer distinctions or
order in which the points are made, how they are introduced and developed, and the larger context of the work (e.g.,
connections that are drawn between them. relation of this text to other
Craft and Structure writers or different eras)
4. Determine the meaning of words and phrases as they are used in a text, including the • Monitors progress of
figurative, connotative, and technical meanings; analyze the cumulative impact of understanding and employs
specific word choices on meaning and tone (e.g., how the language of a court opinion effective strategies to fill in gaps
differs from that of a newspaper). • Self-assesses and possesses the
5. Analyze in detail how an author’s ideas or claims are developed and refined by ability to accurately articulate a
particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). picture of current performance as
6. Determine an author’s point of view or purpose in a text and analyze how an author a reader
uses rhetoric to advance that point of view or purpose. • Knows what to do to improve
Integration of Knowledge and Ideas
7. Analyze various accounts of subject told in different mediums (e.g., a person’s life Other Reading Evidence:
story in both print and multimedia), determining which details are emphasized in each • Independent reading
account. record/ log
8. Delineate and evaluate the argument and specific claims in a text, assessing whether • Rubric (see criteria above)
the reasoning is valid and the evidence is relevant and sufficient; identify false • Checklist
statements and fallacious reasoning. • Teacher observation with
9. Analyze seminal U.S. documents of historical and literacy significance (e.g., anecdotal notes
Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms • Cloze passages
speech, King’s “Letter from Birmingham Jail”), including how they address related • CABS
themes and concepts. • Story map
Range of Reading and Level of Text Complexity • Response to reading
10. By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 • Graphic organizer
text complexity band proficiently, with scaffolding as needed at the high end of the • Independent reading log
range. • Learning log
• Short-cycle assessments
• Multi-Source Research
Guide
• Inquiry Chart (I-Chart)
• Conclusion-Support Notes
• MPS Portal Resources
Reading Strategies/Approaches:
Question-Answer-Relationships
(QAR) (Raphael & McKinney,
1983; Raphael & Wonnacott, 1985;
Raphael, Highfield & Au, 2006)
Student generated questions
(Duke & Pearson, 2002; Harvey &
Goudvis, 2007)
Double-Entry Journals
(Berthoff, 1981; Tovani, 2000)
“I wonder” questions (Tovani,
2000)
Three-Minute Pause (Buehl,
2001)
Text factors including narrative
genres, text structure and text
features (Harvey & Goudvis, 2007)
Story Plans (also called story
grammars/maps) (Templeton,
1997; Trebasso, 2002)
Story Weave Map (CORE,
2000)
Character Map (Project CRISS,
2007)
Figuring Out New Words From
Context chart (Project CRISS,
2007)
Context clues (Putting Reading
First, 2006)
Word parts/affixes (Putting
Reading First, 2006)
Dictionaries and other reference
aids (Putting Reading First, 2006)
Concept of Definition Map
(Schwartz & Raphael, 1985, 1988)
Vocabulary Map (Project
CRISS, 2007)
Vocabulary Flash Cards (Project
CRISS, 2007)
Frayer Model (Frayer, Fredrecik
& Kausmeither, 1969; Buehl,
2001)
Semantic Feature Analysis
(Anders & Bos, 1986)
 Text factors including narrative
genres, text structure and text
Writing Standards features (Harvey & Goudvis, 2007)
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence. Writing Approaches and
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, Strategies (Graham and Perin,
and create an organization that establishes clear relationships among claim(s), 2007)
counterclaims, reasons, and evidence. • Writing Strategies
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while • Summarization
pointing out the strengths and limitations of both in a manner that anticipates the Writing: • Collaborative Writing
audience’s knowledge level and concerns. Common assessment tools: • Specific Product Goals
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, • MPS Writing Rubrics • Word Processing
and clarify the relationships between claim(s) and reasons, between reasons and • MPS Research Rubrics • Sentence Combining
evidence, and between claim(s) and counterclaims. • Prewriting
d. Establish and maintain a formal style and objective tone while attending to the norms • Inquiry Activities
and conventions of the discipline in which they are writing. • Process Writing
e. Provide a concluding statement or section that follows from and supports the Approach
argument presented. • Study of Models
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, • Writing for Content
and information clearly and accurately through the effective selection, organization, and Areas
analysis of content. Six Traits of Effective Writing
a. Introduce a topic; organize complex ideas, concepts, and information to make (Spandel, 2009) Students in grade nine will
important connections and distinctions; include formatting (e.g., headings), graphics • Ideas review and enhance the following
(e.g., figures, tables), and multimedia when useful to aiding comprehension. • Organization skills that writers use (Tomkins,
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended • Voice 2010)
definitions, concrete details, quotations, or other information and examples appropriate • Word Choice Structuring Skills
to the audience’s knowledge of the topic. • Sentence Fluency and Mechanical Skills
c. Use appropriate and varied transitions to link the major sections of the text, create Variety Language Skills
cohesion, and clarify the relationships among complex ideas and concepts. • Conventions Reference Skills
d. Use precise language and domain-specific vocabulary to manage the complexity of Computer Skills
the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms Focus on Effective Sentence
and conventions of the discipline in which they are writing. Construction and Revision
f. Provide a concluding statement or section that follows from and supports the Students will pay particular
information or explanation presented (e.g., articulating implications or the significance of attention to the purposeful revision
the topic). of sentences. Teachers will employ
3. Write narratives to develop real or imagined experiences or events using effective Killgallon’s (1998) Four Types of
technique, well-chosen details, and well-structured event sequences. Sentence Composing to help
a. Engage and orient the reader by setting out a problem, situation, or observation, student create increasingly
establishing one or multiple point(s) of view, and introducing a narrator and/or sophisticated and fluent sentences.
characters; create a smooth progression of experiences or events. The four types are:
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and Sentence Unscrambling
multiple plot lines, to develop experiences, events, and/or characters. Sentence Imitating
c. Use a variety of techniques to sequence events so that they build on one another to Sentence Combining
create a coherent whole. Sentence Expanding
d. Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, Other assessment evidence:
or resolved over the course of the narrative. • Student questions
• Student comments Categories of Strategies
Production and Distribution of Writing • Illustrations and other (Tompkins, 2010)
4. Produce clear and coherent writing in which the development, organization, and style visuals • Generating
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing • Observations during • Organizing
types are defined in standards 1-3 above). whole group, small group, • Visualizing
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or and conferences • Monitoring
trying a new approach, focusing on addressing what is most significant for a specific • Short-cycle assessments • Playing with Language
purpose and audience. (Editing for conventions should demonstrate command of • On-demand writing • Revising
Language standards 1-3 to and including grades 9-10). • Peer feedback (written and • Proofreading
6. Use technology, including the Internet, to produce, publish, and update individual or oral) • Evaluating
shared writing products, taking advantage of technology’s capacity to link to other • Presentations
information and to display information flexibly and dynamically. • Multimedia evidence
Research to Build and Present Knowledge • Traditional and online Four Types of Revision
7. Conduct short as well as more sustained research projects to answer a question publishing in various (Tompkins, 2008)
(including a self-generated question) or solve a problem; narrow or broaden the inquiry forms • Additions
when appropriate; synthesize multiple sources on the subject, demonstrating • Content in Writers’ • Substitutions
understanding of the subject under investigation. Notebooks • Deletions
8. Gather relevant information form multiple authoritative print and digital sources, using • Contents of Portfolios • Moves
advanced searches effectively; assess the usefulness of each source in answering the (both process and
research question; integrate information into the text selectively to maintain the flow of showcase) Speaking, Listening, and Media
ideas, avoiding plagiarism and following a standard format for citation. • Progress logs Strategies/Approaches
9. Draw evidence from literary or informational texts to support analysis, reflection, and • Student self-assessment • Literature Circles (Daniels,
research. • Student self-reflection 2002)
a. Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author • Student goals • Socratic Seminar (Metzger,
draws on and transforms source material in a specific work [e.g., how Shakespeare treats 1998; Tredway, 1995)
a theme or topic form Ovid or the Bible or how a later author draws on a play by Speaking, Listening, and Media • Writing Circles (Vopat, 2009)
Shakespeare]”). • Informative, Persuasive, • Inquiry Circles (Harvey and
b. Apply grades 9-10 Reading standards to literary nonfiction (e.g., “Delineate and and Demonstrative Oral & Daniels, 2009)
evaluate the argument and specific claims in a text, assessing whether the reasoning is Impromptu Presentations • Authentic Forms (Zemelman,
valid and the evidence is relevant and sufficient; identify false statements and fallacious • Debates Daniels, and Hyde, 2005)
reasoning”). • Listening Assessments • Fishbowl (Baloche, Mauger,
Range of Writing • Discussion Assessments Willis, Filinuk, and Michalsky,
10. Write routinely over extended time frames (time for research, reflection, and • Design and Creation of 1993)
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, Media Product • Social Interaction (Spiegel,
purposes, and audiences. (Presentation or Tangible 2005)
Artifacts) • Tapping Students’
Speaking and Listening Standards • Oral Rubrics Understanding (Langer, 1992,
Comprehension and Collaboration • Listening Rubrics Spiegel, 2005)
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one), • Discussion Rubrics Language
in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, • Media Rubrics Strategies/Approaches:
building on others’ ideas and expressing their own clearly and persuasively. • Technology Rubrics Think, Pair, Share (Lyman,
a. Come to discussions prepared; having read and researched material under study; • Research Conventions 1981)
explicitly draw on that preparation by referring to evidence from texts and other research Rubrics Think, Ink, Pair, Share
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (Billmeyer, 2003)
b. Work with peers to set rules for collegial discussion and decision-making (e.g., Looping (Elbow, 1998)
informal consensus, taking votes on key issues, presentation of alternate views), clear Collaborative Learning (Johnson
goals and deadlines, and individual roles as needed. Language: and Johnson, 1999)
c. Propel conversations by posing and responding to questions that relate to the Reciprocal Teaching (Palincsar,
discussion; and clarify, verify, or challenge ideas and conclusions. 1994)
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and Discussion Webs (Alvermann,
disagreement, and, when warranted, qualify or justify their own views and understanding Accurate use of conventions in 1991)
and make new connections in light of the evidence and reasoning presented. writing and speaking Reflection Journal (Zemelman,
2. Integrate multiple sources of information presented in diverse media or formats (e.g., Daniels, and Hyde; 1993)
visually, quantitatively, orally) evaluating the credibility and accuracy of each source. MPS Vocabulary List for Grade
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, • MPS Writing Rubrics – Ten – English language arts
identifying any fallacious reasoning or exaggerated or distorted evidence. Conventions Marzano - Six Step Process
Presentation of Knowledge and Ideas (2004)
4. Present information, findings, and supporting evidence clearly, concisely, and Frayer Model (Frayer, Frederick,
logically such that listeners can follow the line of reasoning and the organization, and Kausmeither, 1969; Buehl,
development, substance, and style are appropriate to purpose, audience, and task. 2001)
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and Talk Aloud (Baumann and
interactive elements) in presentations to enhance understanding of findings, reasoning, Schmitt, 1986)
and evidence and to add interest. Explicit Modeling (Roehler and
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal Language: Duffy, 1991)
English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 for Appropriate use of on-level Implicit Modeling (Roehler and
specific expectations.) vocabulary Duffy, 1991)
Read Aloud (Allen, 2000)
Language Standard • MPS Language Rubrics Think Aloud (Clark, 1984;
Conventions of Standard English Meichenbaum, 1985)
1. Demonstrate command of the conventions of Standard English grammar and usage Analogies (Buehl and Hein,
when writing or speaking. 1991)
a. Use parallel structure. Word Consciousness (Scott and
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, Nagy, 2004)
prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) Word Study (Allen, 2007):
to convey specific meanings and add variety and interest to writing or presentations. • Word Posters
2. Demonstrate command of the conventions of Standard English capitalization, • Word Maps
punctuation, and spelling when writing. • Possible Sentences
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely • Dramatizing Words
related independent clauses. • Word Sorts
b. Use a colon to introduce a list or quotation. • Word Chains
c. Spell correctly. • Semantic Feature
Knowledge of Language Analysis
3. Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
a. Write and edit works so that it conforms to the guidelines in a style manual (e.g., MLA
Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing
type.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 9-10 reading and content, choosing flexibly form a range of
strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or
parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. Consult the general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
5. Demonstrate understandings of figurative language, word relationships, and nuances
in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their
role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
6. Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
 Block Structure and Instructional Methods
Instructional Groupings:
Whole Group: Strategic, Explicit Instruction
Small Group: Teacher-Guided Instruction, Literacy Work Stations,
Universal Approaches, Skills, and Strategies
and Integrated Literacy Work Stations – Application and Practice
Whole Group: Sharing and Wrap Up
Elements of Effective Adolescent Literacy Program (Biancarosa and Snow,
Introduction (5 minutes) 2004)
Goal = Connect • Direct, explicit comprehension instruction
• Effective instructional principles embedded in content
• Motivation and self-directed learning
The teacher will:
• Text-based collaborative learning
• Strategic tutoring
• Articulate learning intentions for the lesson and discuss purposes behind them
• Diverse texts
(what we are doing and why).
• Intensive writing
• Ask students to demonstrate their understanding of the learning intention in
• A technology component
written, visual and/ or oral form.
• Ongoing formative instruction
• Extended time for literacy
Whole Group Focus Lesson with Explicit Instruction (10 minutes)
• Professional development
Goal = Build • Ongoing summative assessment of students and programs
• Teacher teams
The teacher will:
Strategies for Assessment For Learning (Stiggins, Arter, Chappuis and
• Introduce the lesson. Chappuis, 2004)
• Explain the learning intention of the lesson, including the reading or writing • Provide a clear and understandable vision of the learning target
strategies or skills through direct instruction, active engagement, and shared • Use examples of strong and weak work
reading. • Offer regular descriptive feedback
• Co-create, with students, anchor charts with visuals to use as resources during • Teach students to self-assess and set goals
independent work and as artifacts of learning. Topics include: close reading, • Design lessons to focus on one aspect of quality at a time
Socratic Seminar, quick writes, dialectical journals, marking texts, self-editing and • Teach students focused revision
peer editing, jigsaw, and role playing; reading and writing genre features; • Engage students in self-reflection, and let them keep track of and
comprehension strategies; vocabulary, fluency, and word studies; grammar studies share their learning
through mentor texts and student work to illustrate teaching points; grammar and
language usage practice linked to authentic student writing. Design Units to Focus on Understanding (Wiggins and McTighe, 2004)
• Ask students to record learning in learning logs. • Communicate intended enduring understandings
• Provide additional information and/or clarification to enhance understanding and • Articulate big ideas
support transfer by asking students to engage in accountable talk during lessons • Design engaging and relevant essential questions
through Think-Pair-Share, Think-Write-Pair-Share, Turn and Talk, and other • Adopt, adapt, or create authentic performance tasks; strategically
cooperative learning activities. employ other balanced assessment evidence
• Ask students to reflect on their learning and discuss how they will apply the • Construct engaging and effective aligned learning experiences
content of the lesson.

Characteristics of Successful Teaching and Learning (Applebee, 2002)

Whole Group Shared Reading (5-10 minutes) • Engage students in higher-order talk and writing about the
Goal = Build disciplines of English
• Ensure cohesiveness of curriculum and instruction
• Shared reading is used not only as reading for enjoyment, but to teach effective • Use diverse perspectives to deepen discussion and enhance learning
reading habits. Teacher routinely and explicitly will: • Align curriculum with assessment
• Think aloud. • Scaffold skills and strategies needed for new and difficult tasks
• Question for listening comprehension. • Provide special help to struggling readers and writers
• Support vocabulary and work attack strategies.
• Model comprehension strategies. Key Classroom-Based Practices (Adler and Rougle, 2005)
• Dialogic instruction (Nystrand, 1997)
Explicit Small Group and Independent Reading Work Period (15-25minutes; may • Envisionment building (Langer, 1995)
alternate with writing or occur daily in [double] blocked class) • Curriculum as conversation (Applebee, 1996)
Goals = Reach and Practice
Differentiated Instruction During Small Group Instruction (Hall,
The teacher will: Strangman, and Meyer; 2003); Differentiation (Tomlinson, 1999)
• Confer with students or lead small collaborative groups of students. • Content
• In conferences, assist students as they reflect on their learning and set goals and • Process
monitor progress. • Product
• In collaborative groups, meet with students who are working together. Support
may be offered in short, guided lessons (5-10 minutes) and should be clearly Comprehension Strategies (Burke, 1999)
focused and scaffolded for students. • Self-monitoring
• Use reciprocal teaching instructional strategies. • Rereading
• Use a variety of purposeful grouping formats for students who need more support • Questioning texts
(e.g., literature groups, Turn and Talk). Students participate in both • Setting reading purpose
homogeneous and heterogeneous groupings to meet different purposes. • Activating background knowledge
• Offer frequent, multiple opportunities to interact with one another and use oral
language purposefully during whole and small group and independent time. Reading Strategies
• Strategically monitor time to ensure students are able to engage in both small Retelling (Morrow, 1985)
group and independent work time each class period. Book Talks (Raphael, et. al., 1997, CORE, 2000)
• Integrate speaking, listening, discussing, media, technology, and research. Comparison graphic organizers such as the story map, Venn diagram or
• During independent work time, monitor and assist as students independently semantic feature analysis (Templeton, 1997; Trebasso, 2002; Venn, 1880;
read, practicing whole and small group lesson strategies or skills. They may also Anders & Bos, 1986)
partner read, use literature circles, and increase the volume of their reading. Perspective Entries (Project CRISS, 2007)
• Help students carefully select independent reading materials, based on reading Point of View (Lukens, 2006)
and language levels, concept knowledge, cultural backgrounds, interests, and Picture Walk/Text Walk (Clay, 1985; Goldenberg, 1991; DeFord, Lyons &
support books offer, and consider these characteristics for small group reading Pinnell, 1991; Hiebert & Taylor, 1994)
materials. Text factors including narrative genres, text structure and text features
• Monitor as students independently read “just-right” books and write responses to (Harvey & Goudvis, 2007)
reading and literature in their learning logs. Comparison graphic organizers such as the story map, Venn diagram or
• Make certain access to materials, including novels, short texts, chart paper, semantic feature analysis (Templeton, 1997; Trebasso, 2002; Venn, 1880;
graphic organizers, learning logs, and sticky notes. Anders & Bos, 1986)
Repeated readings (Samuels, 1979)
Independent reading
(Allington, 2000 & Krashen, 2004)
 Explicit Small Group and Independent Writing Work Period (15-25minutes; may Elements of the Mini-lesson (Tompkins, 2008)
alternate with reading or occur daily in [double] blocked class) • Introduce the topic
Goals = Reach and Practice • Share examples [use mentor text]
• Provide information
The teacher will: • Guide practice
• Assess learning
• Guide students as they engage in a writing process—independently, in writing
circles with writing partners, or with the teacher.
• Assist and connect students to consult appropriate mentor texts aligned to the focus
of their writing.
• Confer with individual students, asking questions to help them think through how
to improve their writing. During frequent writing conferences the teacher will: Best Practices in Writing (Zemelman, Daniels, and Hyde, 2005; Graham,
• Read portions of student writing then ask strategic questions designed to encourage MacArthur, and Fitzgerald (eds.), 2007; MPS and Milwaukee Writing Project,
students to talk about their writing processes and language use. 2008)
• Based on students’ questions, evidenced-based needs, and interests, decide what to • Writers’ Workshop
teach students or what to reinforce from recent focus lessons. • Writing Process
• Help students reflect on their writing by posing questions and talking with them • Writing Strategies
about their writing processes and set goals for next steps. • Six Traits of Effective Writing
• Reinforce a strategy or concept clearly by supporting students in using information • Authentic Forms
from other focus lessons, connecting students to writing mentors, and/or providing • Writing-Reading Connection
guided practice, to allow students to employ writing strategies with teacher • Effective Feedback
assistance. • Teacher as Writer
• Integrate speaking, listening, discussing, media, technology, and research.

Writing Process (Graves, 1994)

Whole Group – Sharing and Reflection (5-10 minutes) • Prewriting
Goals = Reconnect and Wrap Up • Drafting
• Revising
The teacher will: • Editing
• Publishing / sharing with an audience (Elbow, 2002)
• Reconvene whole group to include all members of the class. • Self assessment, goal setting, and use of portfolios (Stires, 1991)
• Briefly revisit the learning intention. Class will share written pieces and articulate
learning in written and oral forms (via formal and information and presentations).
• Integrate listening, speaking, presentation, media, and technology skills into the Features of Effective [Literacy] Instruction (Langer, Close, Angelis, and
sharing session. Preller, 2000)
• Provide appropriate feedback. • Students learn skills and knowledge in multiple lesson types
• Preview next step in learning. • Teachers integrate test preparation into instruction
• Teachers make connections across instruction, curriculum, and life
• Students learn strategies for doing the work
• Students are expected to be generative thinkers
• Classrooms foster cognitive collaboration
 Available Accommodations and Modifications to Provide Access to the Core Curriculum (*)
English Language Learners: Students with Disabilities (per IEP)*

Content Objective(s) Assistive technology (writing)

Language Objective(s) • Adapted writing utensils
Key Vocabulary • Adapted paper
Supplementary Materials • Positioning devices
• Hand held dictionary/spell check
Preparation Scaffolding Grouping Options • Recorders
Adaptation of Content Modeling Whole class • Portable word processors
Links to Background Guided practice Small groups • Digital graphic organizers
Links to Past Learning Independent practice Partners • Digital note takers
Strategies incorporated Comprehensible input Independent • Adapted/alternative computer hardware
• Alternative software
Integration of Processes Application Assessment • Talking/graphic word processors
Reading Hands-on Individual • Word prediction
Writing Meaningful Group • Advanced reading/writing supports
Speaking Linked to objectives Written • Voice recognition
Listening Promotes engagement Oral • Sound amplification systems

**NOT an exhaustive list