cps-literacy content framework

Literacy Content FrameworkVERSION 1.0 - SY12-13

CITY OF CHICAGORahm Emanuel

Mayor

CITY BOARD OF EDUCATIONDavid J. Vitale

President

Jesse H. RuizVice President

Members:Henry S. Bienen

Dr. Mahalia A. HinesPenny Pritzker

Rodrigo A. SierraAndrea L. Zopp

CHICAGO PUBLIC SCHOOLSJean-Claude Brizard

Chief Executive Officer

Jennifer Cheatham, Ed.D.Chief of Instruction

Chicago Public SchoolsPage 2

June, 2012

Dear CPS educators,

We’re pleased to share the first version of the CPS Literacy Content Framework. This Framework provides a clear path towards implementation of the Common Core State Standards (CCSS), a more rigorous set of expectations to help prepare our students to become independent, literate thinkers, readers, and communicators.

The Literacy Content Framework is based on principles from the Partnership for the Assessment of Readiness for College and Career (PARCC) Model Literacy Content Framework. The PARCC Framework outlines the balance of reading, writing, and other literacy activities necessary in each grade to meet CCSS expectations throughout the school year. The CPS Literacy Content Framework was designed in collaboration with the teachers of Early Adopter pilot schools and the Department of Literacy. We thank them for their tireless efforts to develop a blueprint that not only provides clear direction for implementation of the standards, but also supplies academic resources to help teachers get started.

This Framework provides clear expectations for each grade level in the form of Planning Guides that outline the type and number of texts and writing activities students should be engaged in during each quarter. The Planning Guides also outline the quarterly performance assessments that will be essential for measuring student progress in reading and writing tasks throughout the year. It is critical that each student in every CPS classroom has access to a fundamental set of literacy experiences that prepares them for college and career success. Included in this document are the Planning Guides for every grade level.

The Framework also includes a Toolset that provides examples of year-long curriculum maps, unit plans and performance assessments for every grade. These Toolsets provide teachers with guidance on how to plan their instruction to meet the expectations outlined in the Planning Guides while also meeting the needs of students. The examples can be adjusted by a grade level team for use in classrooms or simply referenced as unit plans are developed. Included in this document are the Toolset samples for 1st, 6th, and 11th grades. All other grade-level toolsets are available on our Knowledge Management site: https://ocs.cps.k12.il.us/sites/IKMC. Over time, we plan to expand our repository of unit plans and performance assessments through the collection of examples from teacher teams across CPS.

We believe the Literacy Content Framework will supply clear expectations and helpful tools for execution. Empowered teacher teams are best positioned to design instruction for students in the classroom, and we hope these tools are supportive in doing so.

As always, if you have feedback, ideas for resources or have questions about the new standards, please do not hesitate to contact us at [email protected].

We look forward to partnering with you to further refine our strategy and continue to provide support and resources for implementation. This journey together will help ensure that all students reach a level of achievement that puts them on the path to success in college and career. Thank you for all you do every day for our students.

Sincerely,

Jean-Claude Brizard Jennifer Cheatham, Ed.D.

COMMON CORE CPS

CPS Literacy Content Framework_Version 1.0 Page 3

Table of ContentsCPS Literacy Content Framework - Version 1.0

IntroductionAcknowledgements ..................................................................................................................................................................5

Overview ..................................................................................................................................................................................7

An Introduction: The Common Core State Standards for English Language Arts and Literacy .................................................8

Instructional Shifts in Literacy ................................................................................................................................................10

• Shift 1: Regular practice with complex text and its academic vocabulary ..................................................................10

• Shift 2: Building knowledge through content-rich nonfiction and informational text ................................................11

• Shift 3: Reading and writing grounded in evidence from text ....................................................................................12

The CPS Literacy Content Framework ....................................................................................................................................14

• District-wide Requirements .........................................................................................................................................14

- The CPS Literacy Planning Guides .........................................................................................................................14

- District-wide Benchmark Performance Assessments ............................................................................................16

• Optional CPS Literacy Toolsets .....................................................................................................................................17

- Curriculum Maps ...................................................................................................................................................18

- Performance Assessments and Scoring Tools .......................................................................................................19

- Unit Plans ..............................................................................................................................................................20

Getting Started .......................................................................................................................................................................22

Implementation of CCSS: Planning with ALL Learners in Mind ..............................................................................................24

Works Cited ............................................................................................................................................................................26

Planning GuidesKindergarten CPS Literacy Planning Guide .............................................................................................................................28

First Grade CPS Literacy Planning Guide .................................................................................................................................30

Second Grade CPS Literacy Planning Guide ............................................................................................................................32

Third Grade CPS Literacy Planning Guide ...............................................................................................................................34

Fourth Grade CPS Literacy Planning Guide .............................................................................................................................36

Fifth Grade CPS Literacy Planning Guide ................................................................................................................................38

Sixth Grade CPS Literacy Planning Guide ................................................................................................................................40

Seventh Grade CPS Literacy Planning Guide ..........................................................................................................................42

Eighth Grade CPS Literacy Planning Guide .............................................................................................................................44

Ninth Grade CPS Literacy Planning Guide...............................................................................................................................46

Tenth Grade CPS Literacy Planning Guide ..............................................................................................................................48

Eleventh Grade CPS Literacy Planning Guide .........................................................................................................................50

Twelfth Grade CPS Literacy Planning Guide ...........................................................................................................................52

TOC continued on next page


ToolsetsFirst Grade

First Grade Curriculum Map ...................................................................................................................................................56

First Grade Unit One ...............................................................................................................................................................60

First Grade Assessment ..........................................................................................................................................................74

First Grade Scoring Tool for Assessment ................................................................................................................................76

Sixth Grade

Sixth Grade Curriculum Map ..................................................................................................................................................80

Sixth Grade Unit One ..............................................................................................................................................................84

Sixth Grade Assessment .........................................................................................................................................................89

Sixth Grade Scoring Tool for Assessment ...............................................................................................................................90

Eleventh Grade

Eleventh Grade Curriculum Map ............................................................................................................................................92

Eleventh Grade Unit One ........................................................................................................................................................96

Eleventh Grade Assessment .................................................................................................................................................102

Eleventh Grade Scoring Tool for Assessment .......................................................................................................................105

GlossaryTerms ....................................................................................................................................................................................109


Acknowledgements

The Literacy Content Framework was developed by the staff in the Department of Literacy in close collaboration with the Office of Instruction, the Department of Language and Culture, the Office of Specialized Student Services, and with teachers from Early Adopter Schools and schools across the district. This talented and dynamic group of literacy specialists and teachers spent countless hours sharing their best thinking and extensive experience in planning, developing, reviewing, and revising the literacy framework and accompanying sample tools. These documents represent our best understanding about how to address the challenge of implementing the Common Core State Standards for English Language Arts / Literacy in every CPS classroom. We also acknowledge there is much to be learned and improved and as we move forward with the District’s Common Core implementation goals, we welcome feedback about ways to make the literacy sample tools: curriculum maps, unit plans, performance assessments and scoring tools more applicable to classroom practice.

Many thanks to the following for their talent and effort:

Elementary School Contributors

Rolando ArgumedoTeacherMarvin Camras Elementary School

Carla GurgoneTeacherEvergreen Academy Middle School

Cynthia RaisanenTeacherRufus M. Hitch Elementary School

Rosa ArosteguiTeacherPhilip Rogers Elementary School

Courtney HoganTeacherEnrico Tonti Elementary School

Wanda ReyesTeacherPeter Cooper Dual Language Academy

Madonna Bodmer TeacherJohn A Walsh Elementary School

Madeline KobayashiTeacherPhilip Rogers Elementary School

Octavia Rhodes-SansingTeacherTheodore Herzl Elementary School

Jennifer ButlerTeacherIrene C. Hernandez Middle School for the Advancement of Science

Brenda LisenbyTeacherJames R. Doolittle Jr Elementary School

Maricela SalazarTeacherJames Hedges Elementary School

Eu ChoiTeacherHorace Mann Elementary School

Elizabeth LoeropTeacherEvergreen Academy Middle School

Nancy SerranoTeacherIrene C. Hernandez Middle School for the Advancement of Science

Jillian Dehaan-Forster TeacherTheodore Herzl Elementary School

Christiana Martino-VegaTeacherMarvin Camras Elementary School

Margaret SlamkowskiTeacherVirgil Grissom Elementary School

Deborah EbertsTeacherCharles R. Henderson Elementary School

Kelly MastersonTeacherMarvin Camras Elementary School

Michelle StewinTeacherGenevieve Melody Elementary School

Dayna FetzerTeacherSkinner North

Hannah MillerTeacherArthur A. Libby Elementary School

Ashley ThomasTeacherPeter Cooper Dual Language Academy

Sara FliehmanTeacherDaniel Hale Williams Preparatory School

Alexis MoralesTeacherFrancisco I. Madero Middle School

Reno ThurmonTeacherCharles R. Henderson Elementary School

Angelika FriedmanTeacherManuel Perez Elementary School

Colleen Nelsen TeacherEnrico Tonti Elementary School

Leah UhlerTeacherBrighton Park Elementary School

Natasha GasichTeacherGenevieve Melody Elementary School

Kathleen PidrakTeacherVirgil Grissom Elementary School


High School Contributors

Sarah BeyTeacherNicholas Senn High School

David GoodrichTeacherLincoln Park High School

Therese PlunkettTeacherRoger C. Sullivan High School

Keith CoxTeacherRoberto Clemente Community High School

A. F. KulasTeacherRoberto Clemente Community High School

Jordan WankoffTeacherEdwin G. Foreman High School

Stephanie DrainTeacherRoberto Clemente Community High School

Hannah LangTeacherDavid G. Farragut Career High School

David DuvallTeacherNicholas Senn High School

Stephanie NudelmanTeacherDavid G. Farragut Career High School

Central Office Contributors

Sana AnsariLiteracy SpecialistDept. of Literacy

Osvaldo De SantiagoBilingual Professional Dev. SpecialistDept. of Language and Cultural Education

Eboney LoftonDirectorOffice of Specialized Student Services

Craston ArtisLiteracy SpecialistDept. of Literacy

Julia EmigLiteracy SpecialistDept. of Literacy

Olivia MulcahyInterim DirectorDept. of Language and Cultural Education

Meghan BerryLiteracy SpecialistDept. of Literacy

Cynthia GreenLiteracy SpecialistDept. of Literacy

Jose A. MoralesBilingual Professional Dev. SpecialistDept. of Language and Cultural Education

Michelle BrelandLiteracy SpecialistDept. of Literacy

Carolyn KingLiteracy SpecialistDept. of Literacy

Sarah RabeLiteracy SpecialistDept. of Literacy

Elizabeth Cardenas-LopezDirectorDept. of Literacy

Erin KoningLiteracy SpecialistDept. of Literacy


Intr

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The Common Core State Standards for English Language Arts and Literacy (CCSS-L), initiated by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA), articulate the skills and understandings that K-12 students must demonstrate in order to be college and career ready in literacy by the end of high school. The CCSS-L is unprecedented in its unified vision of what students are expected to achieve, and the standards are more cohesive and challenging than what has typically existed before. As of spring of 2012, these standards have been adopted by 46 states.

While the Common Core provides the expected results for students’ achievement, there is no mandate for how teachers are to instruct. “Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards” (CCSS, 2010, p. 4). Therefore, the CPS Department of Literacy, in consultation with the Department of Language and Cultural Education and the Office of Special Education and Supports, has been collaborating with teachers to develop the CPS Literacy Content Framework—a tool that will guide teachers as they implement the CCSS-L. Our primary objective is to provide tools and structures that will support teachers in the design of strong, school-based literacy instruction.

This document includes:

� An introduction to the Common Core State Standards for English Language Arts and Literacy

� The instructional shifts needed to implement the CCSS-L and how these shifts are evident in the CPS Literacy Content Framework

• Regular practice with complex text and its academic vocabulary

• Building knowledge through content-rich nonfiction and informational text

• Reading and writing grounded in evidence from text

� Components of the CPS Literacy Content Framework

• CPS Literacy Planning Guide and its connection to PARCC

• Sample Grade-level toolsets: Curriculum Maps, Performance Assessments, Unit Plans, and Scoring Tools

• How Performance Assessments support the CPS Literacy Content Framework

� A suggested process for designing and implementing Standards-based curriculum

� A glossary of terms


An IntroductionThe Common Core State Standards for English Language Arts and Literacy

The structure of the Common Core State Standards for English Language Arts, CCSS-L, is elegant and comprehensive in design. There are three broad sections. A comprehensive K-5 section and a 6-12 section are specific to English Language Arts, and cover Reading, Writing, Speaking and Listening, and Language. The K-5 section also includes foundational skills. The third section, Literacy in History/Social Studies, Science, and Technical Subjects, 6-12, consists only of the Reading and Writing strands. The figure below illustrates these dimensions.

To provide additional cohesion and specificity, the CCSS-L threads College and Career Readiness (CCR) Anchor Standards across all grades and content areas. Each CCR Anchor Standard corresponds with a grade-specific Standard that translates into end-of-year expectations. The K-5 ELA Standards consist of Foundational Skills in Reading: Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Fluency. These skills are not intended to be used as ends in themselves; rather, they are important elements of a comprehensive literacy program that develops proficient readers who are able to read, comprehend, and question.

Figure 1: Common Core State Standards in Literacy

ReadingLiterature & Informational

ELA Standards

CCR Anchor Standard

Key Ideas & Details(1, 2, 3)

Text Types & Purpose(1, 2, 3)

Comprehension & Collaboration

(1, 2, 3)

Presentation of Knowledge & Ideas

(4, 5, 6)

Conventions of Standards - English

(1, 2)

Craft & Structure(4, 5, 6)

Production & Distribution of Writing

(4, 5, 6)

Integration of Knowledge & Ideas

(7, 8, 9)

Research to Build Knowledge

(7, 8, 9)

Vocabulary Acquisition & Use

(4, 5, 6)

Text Complexity(10)

Range of Writing(10)

Knowledge of Language(3)

CCR Anchor Standard CCR Anchor Standard CCR Anchor Standard

Writing Speaking/Listening Language

Strands

K-5 Foundational Skills• Print Concepts • Phonological Awareness • Phonics and Word Recognition • Fluency


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The ELA Reading strands are further divided into Standards for Reading Literature (RL) and Standards for Reading Information (RI). To understand the Reading Standards, think of a ladder. Anchor Standard 1, citing evidence from the text, forms one side of the ladder. The other side of the ladder is formed by Anchor Standard 10, “Read and comprehend complex literary and informational text independently and proficiently” (CCSS, 2010, p. 10). The rungs of the ladder are composed of Reading Standards 2-9, which indicate a means for how to engage in Standard 1 with text(s) as specified in Standard 10. For example, a third grade reader would use Reading for Information Standard 9, comparing and contrasting important details and key points, by citing evidence (1) from complex text (10). The Standards are meant to be harmonized in this fashion.

In the Writing Standards, the central modes are arguments, informative/explanatory texts, and narratives. The Standards for Speaking and Listening have direct implications for instruction in that they focus on oral communication and interpersonal skills; the Standards for Language require students to be conscious of linguistic conventions as well as how words are used in multiple contexts.

In addition to providing this continuity, the CCSS-L dramatically elevate the expectations of student performance. The differences between the former Illinois learning standard and the CCSS-L are stark.

Former Illinois State Learning Standard Common Core State Standard for English Language Arts and Literacy

IL STATE: (1.7.08) Identify the structure and format of text including graphics and headers

CCSS-L: (RI.7.5) Analyze the structure an author uses to organize text, including how the major sections contribute to the whole and to the development of ideas.

Standard = Content Standard = Content + Literacy Practices

One of the most dramatic differences between the standards that have guided our teaching and learning to date and those we are now implementing is the integration of literacy practices with content expectations.


Instructional Shifts in Literacy

As noted above, the CCSS-L represent a much more cohesive and challenging vision for what it means to obtain higher levels of literacy. Student Achievement Partners, an entity founded by the CCSS-L’s authors, identified the following three instructional shifts that are required to implement these Standards:

1. Regular practice with complex text and its academic vocabulary

2. Building knowledge through content-rich nonfiction and informational text

3. Reading and writing grounded in evidence from text

We will discuss each of these shifts in turn and briefly describe how they are evident in the CPS Literacy Content Framework.

Shift 1: Regular practice with complex text and its academic vocabularyWhat is text complexity? In the groundbreaking report, “Reading Between the Lines: What the ACT Reveals about College Readiness in Reading,” researchers found that “Performance on complex texts is the clearest differentiator in reading between students who are more likely to be ready for college and those who are less likely to be ready” (ACT, 2006, p. 6). Text complexity is much more than a quantifiable Lexile score. Text complexity is defined as:

…a multidimensional measure of the ideas, concepts, language, and structures that together make a text easier or more difficult for a student to read and understand. There are three elements to consider when matching a text to a reader: the qualitative aspects such as the language and knowledge demands; the quantitative aspects that measure things like word and sentence length; and reader and text considerations like the student’s motivation, content knowledge, reading ability, and purpose (Fisher, Q&A for National Council of Teachers of English, 2012).

Why is this shift so important? The literacy research community largely concurs that students need to be engaged in reading more complex texts (Calkins, Ehrenworth, & Lehman, 2012; Wong-Fillmore, 2010). Calkins et al. expressly describe the importance of recognizing that a student’s inability to perform a reading “skill,” such as inferring, does not necessarily mean that the student is unable to make an inference; rather, the text is probably just harder to read (p. 11). Furthermore, an instructional shift towards greater text complexity goes beyond the findings from the National Reading Panel (2000) by emphasizing higher levels of reading comprehension. Similarly, the College Readiness Standards (CRS), while still vital in their articulation of skills, become more meaningful when used in conjunction with the CCSS-L in that students are asked to demonstrate an application of literacy skills by performing increasingly sophisticated tasks with higher levels of texts.

In consideration of the development of academic vocabulary, Wong-Fillmore (2010) writes, “Academic language can only be learned from texts—by noticing how it works in reading texts, engaging with, thinking about, discussing their content with others, and by writing” (italics added). Students will gain academic language if they have multiple opportunities to see, hear, and use more sophisticated forms of language in a variety of authentic contexts (Beck, McKeown, & Kucan, 2002).

How should teachers incorporate complex text into their instruction? As we engage students in reading increasingly complex texts for a variety of purposes, we still need to provide students with ample opportunities to select and read texts based on their personal choice. In other words, a focus on text complexity does not preclude what we know about the powerful effects of having students read accessible books that they choose. There is a direct link between children’s achievement levels and how much they read (Allington, 2011), and a strong literacy program incorporates this feature. The authors of the CCSS-L point out, “Students need opportunities to stretch their reading abilities but also to experience the satisfaction of pleasure of easy, fluent reading, both of which the Standards allow for” (CCSS, 2010, Appendix A, p. 9).


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Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

The authors of the Common Core (Pimentel & Coleman, 2011) suggest that teachers use the practice of close reading. With this method, students engage in directed rereading of complex passages in which they consider text-dependent questions in order to decipher the text’s inherent meaning. While this analytical method is certainly important, expert readers also monitor for meaning, preview text, predict, question, integrate their prior knowledge, and evaluate the text’s value (Pearson & Duke, 2002). As students begin to read more complex texts across the disciplines, they also need to become cognizant of literacy practices that are associated with what it means to read within disciplinary domains (Lee & Spratley, 2010). In sum, teachers should use their professional judgment to incorporate comprehension strategies that have been identified through decades of reading research.

How is this shift represented in the CPS Literacy Content Framework? In the Literacy Content Framework, our sample tools indicate how more accessible texts are used in conjunction with complex texts, and we make explicit reference to Reading Workshop structures. We indicate how teachers can use close reading practices within the context of strategic literacy instruction.

We also want to comment on the list of suggested texts in Appendix B of the CCSS-L. Many researchers and literacy experts have challenged the limited focus of these Exemplars. “There is a very high premium placed on older, classic, Anglo-American literature, with language and settings that can be remote from today’s students and interests” (Zemelman et al., 2012, p. 103). However, the CCSS-L authors explicitly state that this list is not meant to be interpreted as required reading. While we certainly used the Exemplars as a point of reference in our sample tools, we were careful to balance our selections with contemporary topics, a wider range of texts, and a greater diversity of authors. Teachers should likewise select rich and authentic texts that are responsive to their curricular goals and to the students that they teach.

Finally, within the context of our sample tools, we highlighted key terminology to emphasize for academic language development. Students will not become instantly proficient if we merely throw complex text at them. They will need expert scaffolding over time, which includes the explicit and thoughtful teaching of academic language.

Shift 2: Building knowledge through content-rich nonfiction and informational textWhat is informational text? Informational text is a broad category of nonfiction that includes (but is not limited to) biographies and autobiographies; books about history, science, and the arts; personal essays; speeches; memoirs; technical texts; editorials; and information displayed in charts, graphs, or maps. The purpose of informational text is to “increase readers’ knowledge of a subject, to help readers better understand a process, or to provide readers with enhanced comprehension of a concept” (CCSS-L, Appendix A, 2010, p. 23).

Why is this shift so important? Based on research from the National Assessment of Educational Progress (NAEP), students are not being prepared for the staggering array of nonfiction and informational text they will encounter in college and at work. The following distribution of literary and informational texts is based on recommendations from the 2009 NAEP Reading Framework (CCSS-L, 2010, p. 5):

Table 1: Distribution of Literacy and Informational Texts


How should teachers incorporate informational text into their instruction? The instructional shift towards incorporating informational text and literary nonfiction goes hand in hand with higher levels of text complexity. As teachers determine how to engage students in reading a range of complex texts across an academic year, they also need to consider how to redress the over-abundant use of fiction.

The distributions provided above are intended to address a student’s coursework across all content-areas. In other words, an ELA teacher is not expected to create a curriculum in which up to 70% of the texts consist of nonfiction. Rather, the broad distribution above is meant to reflect texts read across all content-areas, including social studies and science. The Standards do suggest that English language arts teachers incorporate greater levels of “literary nonfiction” (CCSS-L, 2010, p. 5).

The emphasis on informational text has direct ramifications for teachers of every subject. In the elementary grades, teachers can use the CCSS-L in conjunction with their science and history texts. In grades 6-12, the Literacy Standards provide an opportunity for grade-level teams to plan interdisciplinary curriculum in which students might, for example, focus on Reading Anchor Standard 1 (citing evidence from text) across all subjects.

How is this shift represented in the CPS Literacy Content Framework? In the sample tools for grades K-5, we included a few sample topics and concepts that are aligned with the CPS Social Science 2.0 Framework and the CPS Science Curriculum to demonstrate how to build a Curriculum Map that intentionally weaves together literacy with subject areas. The sample tools for grades 6-12 also include concepts, such as power and justice, which were suggested by the CPS Department of Social Science to demonstrate the potential for thematic units. Even so, we recognize the need for discipline-specific approaches to literacy (Shanahan & Shanahan, 2008).

This instructional shift is about much more than merely selecting texts about spiders, Hela cells, or political regimes.

The standards also call for students to move away from simply reading for information, toward reading with a much more analytical stance…The Common Core emphasizes the importance of reading several texts about a topic, with readers determining the central ideas, issues, and disputes in those topics, and anticipating the arguments around a topic (Calkins et al., 2012, p. 20).

Students are not just building knowledge about content; rather, they are also building knowledge about how to read informational text in order to synthesize, evaluate, and create content. Therefore, schools that use textbooks exclusively will need to move towards acquiring “a more balanced mix of real-world materials in a variety of genres” (Zemelman et al., 2012, p. 112). In our tools, we similarly selected a balance of fiction and informational texts that were in response to “real-world” topics.

Shift 3: Reading and Writing Grounded in Evidence from the TextWhat does it mean to write with textual evidence? The final instructional shift is twofold: students first learn how to analyze, through close reading, a variety of texts; second, they learn how to construct arguments in which they cite textual evidence in support of their claims. “The Standards put particular emphasis on students’ ability to write sound arguments on substantive topics and issues, as this ability is critical to college and career readiness” (CCSS-L, Appendix A, p. 24).

Why is this shift so important? The explicit emphasis on the teaching of writing in the CCSS-L is a departure from past policy. No Child Left Behind did not have any stipulations for writing instruction, for example, and in data collected by the NAEP, students reported doing minimal writing in their classes. Furthermore, writing prompts on standardized tests are often not “grounded in evidence from text,” such as a persuasive essay prompt that requires students to argue for or against the wearing of uniforms in school. The focus on argument writing is based on Graff’s (2003) research that “argument literacy is fundamental to being educated” (cited in CCSS, Appendix A, p. 24).


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The CCSS-L enumerate writing outcomes to address these concerns. Students are expected to produce arguments, informative/explanatory texts, and (to a much lesser extent) narratives. Because the Standards draw such strong connections between reading and writing, the distribution of types of writing across grades are aligned to the 2011 NAEP Writing Framework (CCSS-L, 2010, p. 5):

Grade Writing to Persuade Writing to ExplainWriting to Convey

Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

How should teachers incorporate writing with evidence into their instruction? While developing analytical writing skills is a valuable practice during the early grades, it is important to consider how we build students’ ability to write arguments. Because the Common Core was constructed by working backwards from what students need to know and be able to do in college, the Standards do not always line up with the developmental needs of young children, such as learning to write through firsthand experience. “The first three anchor standards for writing [in the CCSS] begin with argument, proceed to informational writing, and end with narrative writing, but learners grow into these genres in just the opposite direction. Human beings grow up on narratives, on stories” (Calkins et al., 2012, p. 113). Stories provide the pathways toward learning, and we suggest tapping into our K-5 students’ disposition towards narrative when first teaching them to write. In this way, learning how to write within the structure of narrative is considered new learning; the content chosen should be familiar. As students get older, argument and informational writing will be more familiar to them; hence, they will spend more time practicing these modes of writing with greater attention to complex text.

High-quality writing instruction includes far more than a list of final products and discrete genres. Primarily, students need to understand that the craft of writing is based on attentiveness to audience, task, and purpose. Students need many opportunities to practice writing about texts, but they also need to read texts as writers; they need to have access to real-world texts that resemble what they, themselves, are attempting to emulate (Zemelman et al., 2012). The Writing Standards explicitly include “planning, revising, editing, rewriting, or trying a new approach” as part of the production and distribution of writing (see W.5).

How is this shift represented in the CPS Literacy Content Framework? In our Literacy Content Framework for K-5, we include a progression of Performance Assessments in narrative, informational, and argument writing. Each year, teachers cycle through these modes of writing with increasingly complex texts and tasks. For grades 6-8, students begin the year with Performance Assessments in argument and informational writing to demonstrate that they are ready to engage, from the outset, in text-based modes of writing. We also begin to exercise a more nuanced view of genre. Students synthesize information from multiple sources—writing to explain—in order to develop claims with supporting evidence—writing to convince. Narrative writing, to convey experience, is still a cornerstone and can be used to enrich students’ reading and to help them build rhetorical devices into their own texts. By high school, the writing focus moves primarily to Performance Assessments in argument. It is essential for high school students to learn how to construct sophisticated arguments based on a variety of sources (Hillocks, 2011); however, they will continue to develop their skills through other modalities of writing. At more sophisticated levels of writing, genres of writing are less distinct: “Skilled writers many times use a blend of text types to accomplish their purposes” (CCSS-L, 2010, Appendix A, p. 24).

Table 2: Distribution of Types of Writing


CPS Literacy Content Framework

As noted earlier, our primary objective is to provide tools and structures that will support teachers in the design of strong, school-based literacy instruction. In the following section, we first describe the district-wide requirements for the implementation of the Literacy Content Framework. Next, we describe the sample grade-level Toolsets and how they are intended to be optional models for the implementation of CPS requirements. See below for an overview of the following sections:

� District-wide Requirements

• CPS Literacy Planning Guides

• District-wide Benchmark Performance Assessments

� Optional Grade-level Toolsets

• Curriculum Map

• Unit Plan

• Performance Assessment and Scoring Tool

� Getting Started

District-wide Requirements The CPS Literacy Planning Guides

The CPS Literacy Planning Guides are expected to be used by teachers across the district. The purpose of Planning Guides is to provide a roadmap for teachers to determine an appropriate balance of short/extended texts, informational/literary texts, and modes of writing over the course of an academic year. In this way, teachers will be intentional about implementing the CCSS-L in light of the instructional shifts described above. The CPS Literacy Planning Guides also include Benchmark Performance Assessments that will be given five times between August and June.

The CPS Literacy Planning Guides were based on the Model Content Frameworks developed by PARCC, the Partnership for Assessment of Readiness for College and Careers (2011). PARCC suggests the following to help schools and districts design curriculum that is aligned with the expectations of the Common Core:

Per quarter, students in grades 3-12 will read:Over the course of an academic year, students in grades 3-12 will engage in:

5-9 short texts Routine writing

At minimum, 1 extended text Written analyses (to argue or to inform)

A balance of informational and literary texts (50/50 in 3-8; 70/30 in 9-12)

Research writing

Narrative writing (35% in 3-5; 30% in 6-8; 20% in 9-12)

Similarly to the PARCC Model, the CPS Literacy Planning Guides are divided into four quarters. On the left-side, we describe the types and distribution of texts for each quarter--short/extended, literary/informational-- and depending on the grade level, we provide some guidance for genre. In the middle of the Planning Guide, we describe the various modes of writing

Table 3: Recommendations from the PARCC Model Content Frameworks

CPS Literacy Content Framework_Version 2.0

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Sixth Grade CPS Literacy Planning GuideBuilt upon the PARCC Content Framework

Reading Complex TextsRL/RI6.10

(see suggested genres)

Writing About TextsW6.1-2, 4-6,9-10

Research Project W.6.7-9, RL/RI.6.1-10

Narrative WritingW.6.3-6, 10

Assessments†W.6.1-3, 9

RI.6.1 3-5 Short Texts

per quarter1-2 Extended Texts

per quarter (At least 2 Informational

& 2 Literature a year)

Daily Routine Writing(W6.9)

(RL/RI.6.1)

4-6 Analyses per year(RL/RI.6.1 & W.6.9)

(W.6.4, 6.5 & L.6.1-3)

1 Research Paper per quarter(As evidenced in written prod-ucts aligned to W.6.1, W.6.2,

or W.6.9)

2 Narratives per year Written Product

BOY BOYRI.6.1, W.6.9 Performance Task for Pre-Assessment*

Q1 Literature 2-3Informational Texts: 1-2

Literature/Informational Develop & convey understanding

Students must write daily and consistently during reading of short and extended texts to show evidence of their application of read-ing strategies, such as predicting, visualizing, inferring, summariz-ing, questioning and connecting.

Students must write consistently, during and after reading short and extended texts, and respond to text dependent questions.

Q1 Focus on arguments

Analyses should be written to develop either an argu-ment or explanation based on the ideas and facts gathered through the reading of short and extended texts.

Integrate knowledge from sources when composing

Writing standards 7-9 should be taught and formatively assessed in each quarter within the writing activities of at least one unit as they build toward the completion of a final argument or informative/explanatory text.

Convey experiences

Write at least two narratives a year that convey real or imagined experiences and reflect the craft of literary elements outlined in Reading standards 2-6.

End of Q1 W6.1 (argument writing)RL6.1( text dependent questions that will provide students with the evidence needed to develop their argument writing piece)

Use short argument pieces as mentor text(s) to support the development of students’ argument writing in preparation for quarter benchmark.

Q2 Literature: 2-3Informational Texts: 1-2

Informational/Literature Q2 Focus on inform & explain


End of Q2W6.2 (informational writing)RI6.1 (text dependent questions that will provide students with the evidence needed to develop their informational writing piece)

Use short informational pieces as mentor text(s) to support the development of stu-dents’ informational writing in preparation for quarter benchmark.

Q3 Literature: 2-3Informational texts: 1-2

Literature/Informational Q3 Focus on arguments


End of Q3W6.1 (argument writing)RL6.1 (text dependent questions that will provide students with the evidence needed to develop their argument writing piece)

Use short argument pieces as mentor text(s) to support the development of students’ argument writing in preparation for quarter benchmark.

Q4 Literature: 2-3Informational texts: 1-2

Informational/Literature Q4 Focus on inform & explain


End of Q4RI6.1, W6.9 Performance Task for Post-Assessment*

Use short informational pieces as mentor text(s) to support the development of stu-dents’ informational writing in preparation for quarterbenchmark.

In short, teachers should (as appropriate by grade level):

1. Plan for a balance of extended and shorter texts

2. Plan for a balance of informational texts

3. Plan for a balance of modes of writing (routine; analyses; research; narrative)

4. Move towards greater text complexity

5. Incorporate Performance Assessments

In addition to the above components, the CPS Literacy Planning Guides call for students to cite evidence, analyze content, study and apply grammar and vocabulary, conduct research, and report findings as foundational literacy practices that undergird all instruction. In grades K-5, teachers also consistently focus on the Foundational Skills in Reading: fluency, phonics, and word recognition. All literacy Standards are represented in instruction over the course of the year. Finally, because the PARCC did not provide guidelines for K-2, we extrapolated from grade 3 to develop CPS Literacy Planning Guides for K-2. For example, in our samples for grade 1, students hear linguistically rich texts, fiction and nonfiction, which are read aloud to them.

Figure 2: Sixth Grade CPS Literacy Planning Guide (see p. 40 for complete model)

that students will engage in over the course of the year. On the right-side, there is a description of the district-wide Benchmark Performance Assessments. We created alignment between the Benchmark Performance Assessments and modes of writing (e.g., if students write an argument, they should have an opportunity to read some examples of “mentor texts” of argument). Please see below for a visual illustration.


District-wide Benchmark Performance Assessments

To provide more cohesion and direction across the district, each CPS Literacy Planning Guide includes five district-wide Benchmark Performance Assessments that are specific to that grade. Again, we used the PARCC Model Content Frameworks for guidance. The PARCC is designing assessments that will be aligned to the CCSS-L and that will replace the ISAT in 2014-2015. The CPS Benchmark Performance Assessments will help students prepare for the PARCC tests. More importantly, these kinds of assessments require students to apply their learning to a task or set of tasks. They also provide snapshots of where students are in relation to the Standards. With the exception of the BOY/EOY assessments, the district will not collect these data; the Benchmark Assessments are primarily intended to be informative for teachers and schools.

See below for a description.

Performance Assessments Provided by District for Grades K-3

BOY: Pre-assessment of reading and writing with text evidence (RL.1 and W.8)*End of Quarter 1: Benchmark in narrative writing (RL.1, SL.4, and W.3)End of Quarter 2: Benchmark in informational writing (RI.1, SL.2, and W.2)End of Quarter 3: Benchmark in opinion writing (RL.1, SL.5, and W.1)EOY: Post-assessment of reading and writing with text evidence (RL.1 and W.8)*

Performance Assessments Provided by District for Grades 4-5

BOY: Pre-assessment of reading and writing with text evidence (RI.1 and W.9)*End of Quarter 1: Benchmark in narrative writing (RL.1 and W.3)End of Quarter 2: Benchmark in informational writing (RI.1 and W.2)End of Quarter 3: Benchmark in opinion writing (RL.1 and W.1)EOY: Post-assessment of reading and writing with text evidence (RI.1 and W.9)*


BOY: Pre-assessment of reading and writing with text evidence (RI.1 and W.9)*End of Quarter 1: Benchmark in argument writing (RL.1 and W.1)End of Quarter 2: Benchmark in informational writing (RI.1 and W.2)End of Quarter 3: Benchmark in argument writing (RL.1 and W.1)EOY: Post-assessment of reading and writing with text evidence (RI.1 and W.9)*


BOY: Pre-assessment of reading and writing with text evidence (RI.1 and W.9)*End of Quarter 1: Benchmark in argument writing (RL.1 and W.1)End of Quarter 2: Benchmark in argument writing (RL.1 and W.1)End of Quarter 3: Benchmark in informational writing (RI.1 and W.2)EOY: Post-assessment of reading and writing with text evidence (RI.1 and W.9)*

*The BOY/EOY performance tasks will also be used to measure student growth for teacher evaluation

Table 4: Performance Assessments Provided by District K-12

There are 2 literacy Standards directly assessed in each Benchmark Performance Assessments; however, to do well on these tasks, students will need to demonstrate proficiency with multiple Standards. For example, to complete an informational piece of writing in grade 6, students will most certainly engage in RI.6.2 (determine a central idea of a text) and L.6.6 (acquire and use accurately grade-appropriate words). Therefore, teachers will teach to and assess for all Standards over the course of the year. Finally, Standards are revisited to demonstrate that they spiral; students will engage in the same Standards with increased complexity of texts and tasks.

More information about the nature of Performance Assessments is provided in the Toolsets section below.


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tionOptional CPS Literacy Toolsets

To support our transition to CCSS-L, we have constructed sample Toolsets for each grade level (https://ocs.cps.k12.il.us/sites/IKMC). Each Toolset demonstrates how teacher teams can use the CPS Literacy Planning Guide, described above, to create a Curriculum Map, Performance Assessment, Scoring Tool, and Unit Plan. These samples are not required to be implemented; they are merely meant to inform teachers’ planning and practice.

In the development of the Toolsets, we applied the principles of backwards design: the goals and expectations (“what students will learn”) established in a Curriculum Map drove the development of performance assessments (“how we will know if the students learned”). The Performance Assessments drove the development of the Scoring Tool and Unit Plan (“how students are going to achieve the academic expectations “). The triangle below illustrates this process.

Figure 3: Backwards Planning from Standards

StandardsYear Long Plan (Curriculum Map)

Assessment(Performance Assessment & Scoring Tool)

Long-Term Planning(Units)

Short-Term Planning(Lessons)


Curriculum MapsThe CCSS-L are not a curriculum; they merely provide information about learning outcomes. Therefore, it is incumbent on teachers to design instruction that is relevant for their schools and students. We developed sample Curriculum Maps to illustrate how texts, Performance Assessments, and Standards (those that are primarily assessed) might be laid out over the course of an academic year. We used Essential Questions, “a question that lies at the heart of a subject or a curriculum, and promotes inquiry and uncoverage of a subject” (Wiggins & McTighe, 2005, p. 342), to provide an organizing, conceptual framework for our texts and assessments. We deliberately identified Essential Questions that are about literacy practices (e.g., How do writers convince others to agree with them?) and content (e.g., How is the theme of journey conveyed in texts from different cultures?) to demonstrate that the CCSS-L are about the application of high-level skills to complex content. Additionally, unifying concepts were identified in conjunction with the CPS Department of Social Science (K-12) to demonstrate the potential for cross-curricular connections.


Sixth Grade Curriculum MapQuarter 1

Unifying Concepts

Essential Questions Reading Complex Texts & Texts to Support Writing3-5 short texts; 1 extended text per quarter

Balance between literary and informational text

Performance Assessments

Q1Unifying Concept

identity through culture

Q1 Unit 1

How do cultural experiences influence who we are?

How do authors convey mean-ing through words and/or images?

Q1 Unit 1

Extended Text (autobiography and fiction; see Sixth Grade Unit Plan for how these texts are used in book clubs) The Circuit by Francisco JimenezThe Breadwinner by Deborah Ellis Seedfolks by Paul FleischmanHoles by Louis Sachar

Short Texts (informational and editorial) “Evolution of a Point Guard” by Howard Beck, New York Times“I’ve Got Your Number” by Robe Imbriano, New York Times “Hip-Hop at the Museum?” by Stephanie Harvey & Anne Goudvis, Toolkit Texts“Marriage--or Else” by Rod Nordland & Alissa J. Rubin, Junior Scholastic“Negotiating Asian-American Identity through Portraiture” posted by Saskia

DeMelker, PBS Newshour (http://www.pbs.org/newshour/art/blog/2011/10/negotiating-asian-american-identity-through-portraiture.html)

“Eisenhower to Ngo Dinh Diem” (http://www.pbs.org/wgbh/amex/vietnam/psources/ps_eisenhower.html)

Beginning of Year (BOY): RI.6.1 and W.9 Performance Task (reading and writing about text with evidence) for Pre-Assessment*†

Q1 Unit 1

Teacher-created performance assessmentFocus on inform and explain Primary Standards Assessed: RI.6.1; RI.6.7; RI.6.10; W.6.2

Q1 Unit 2

How is the theme of journey conveyed in texts from differ-ent cultures?

How do writers convince others to agree with them?

Q1 Unit 2

Extended Text (historical fiction) Escape from Saigon by Andrea Warren

Short Texts (informational and literary) First Crossing: Stories about Teen Immigrants edited by Donald R. GalloPhoto: “Operation Baby Lift” from Children and Youth in History (http://chnm.gmu.edu/cyh/primary-sources/344)“The Legacy of Operation Babylift” by Allison Martin

(http://www.adoptvietnam.org/adoption/babylift.htm)

Q1 Unit 2

Teacher-created performance assessmentFocus on argumentPrimary Standards Assessed: RI.6.1; RI.6.6; RI.6.8; RI.6.10; W.6.1

End of Q1 Benchmark Assessment†W.6.1 argument writingRI.6.1 (text dependent questions that measure students’ comprehension and provide them with the evidence needed to develop their informational writing piece)

* These performance tasks will also be used to measure student growth for teacher evaluation.

† These will be provided by the district.

In our Curriculum Maps for grades K-8, we deliberately selected texts over the course of the year that increase in complexity. In selecting complex text for instruction, we recommend that teachers use a variety of factors, such as: Fountas & Pinnell’s Leveling System, Lexile measures (the CCSS-L indicate higher Lexile measures in Appendix A, p. 8), the content and concepts that are being taught, and students’ proclivities as readers. If teachers are using the Fountas and Pinnell Leveling System for grades K-8, we suggest that they continue to do so “Because the criteria used by the CCSS to assess text complexity are similar to the criteria used by Fountas and Pinnell” (Calkins, Ehrenworth, & Lehman, 2012). In high school, we demonstrate texts that more closely approximate what students need to read to be ready for college and to become more critically aware. Of course adjustments will be made in the context of teaching. Students will need scaffolds to support their reading of complex texts. Indeed, in Appendix A of the Common Core, authors note: “Teachers who have had success using particular texts that are easier than those required for a given grade band should feel free to continue to use them so long as the general movement during a given school year is toward texts of higher levels of Complexity” (CCSS-L, Appendix A, 2010, p. 9).

Figure 4: Suggested Sixth Grade Curriculum Map (see p. 80 for complete model)


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Performance Assessments and Scoring ToolsIn addition to district-wide Benchmark Performance Assessments, teachers will design end-of-unit Performance Assessments. Peter Afflerbach (2012) writes, “A performance assessment represents convergences of student learning, incorporating skills, strategies, and the content domain learning that are goals of effective instruction. Performance assessments can help us determine not only what students can understand…but also how they use what they understand” (p. 96). End-of-unit Performance Assessments are summative in that they provide a “summary of a student’s achievement in relation to…learning standards” (p. 50); however, they may also be used formatively in that they provide teachers valuable information about what their students know and are able to do.


Tool

sets

Sixth Grade AssessmentUnit One

Standards: � RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from

the text.

� RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

� W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Texts: � Various texts from the unit (See unit plan for texts)

Description of Task Students will construct a photo essay, with written commentary, to complete the following directive: Describe how culture influences personal identity, referring to the texts you’ve read during this unit as evidence for your response.

Considerations for students with disabilities:George has a visual impairment. George’s accommodations include:

• In constructing his essay, he may utilize a Braille writer to convey (verbal) vignettes or short phrases/sayings that make evident the connection between culture and personal identity.

Considerations for English Language Learners:Sandra is a level 2 in her English Language Proficiency. Support strategies for Sandra include:

• Using labels to explain each photo with a short phrase in English including domain-specific words found in the texts from the unit.

• One on one reading support session where she and the teacher will review the main ideas of the texts.

• Access to a list of the domain-specific vocabulary words both in her language and in English.

General Directions for Administering Assessment:Teacher: Students will be allowed three 40 minute reading and/or writing blocks to outline, draft, revise and complete their final product. Students must all write their commentary, but may orally present the final product if they choose. More or less time can be afforded according to teacher discretion. The teacher may also present the texts in digital format or through audiobooks to ensure that all students have access.

Only the final product will be evaluated as part of this assessment (as indicated by the standards above). Place the student directions on the board for all students to read and then read them aloud to the students. Take time to answer clarifying questions posed by the students.

Student Directions: We’ve learned a lot over the last few weeks. Now it is time you synthesize what you’ve learned about culture and its influence on identity. You have three 40-minute sessions to develop a photo essay that describes how culture influences identity. You must use text evidence from the novel you read and from at least one of the informational photo essays you read during the last few weeks in order to support your description. To communicate your ideas visually and through writing, you can gather pictures from Google searches, the photo essays, and pictures you take on your own.

We constructed sample Performance Assessments (PAs) that fall at the end of Unit 1, Quarter 1. The PAs consist of complex tasks in which students apply what they have learned to complete a challenging and engaging assessment. For example, in grade 1, students illustrate and describe details from a story that they read (with support, as needed); they also write a personal narrative using words and labels. In grade 6, students construct photo essays, with written commentary, in which they inform others about the relationship between culture and identity based on the texts they have read during the unit. In grade 11, students complete diacritical journals and construct essays that apply Locke’s conception of individuality to the texts they have read during the unit.

Figure 5: Sixth Grade Assessment (see p. 89 for complete model)



Sixth Grade Scoring Tool for AssessmentUnit One

STANDARD EMERGING

Student work does not achieve all of the “Meeting” criteria and is far below it.

DEVELOPING

Student work does not achieve all of the “Meeting” criteria but is close to it.

MEETING

Student achieves all of the criteria listed below.

EXCEEDING

Student achieves all the “Meeting” criteria and goes beyond.

RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

oTextual evidence is not provided in the analysis.

oTextual evidence is generalized and does not provide strong support of the analysis of what the text says explicitly as well as inferences drawn from the text.

oTextual evidence is provided to support analysis of what the text says explicitly as well as inferences drawn from the text.

oTextual evidence provided is comprehensive and provides several examples that supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RI.6.7Integrate information presented in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

oLogical conclusion is not present.

oLogical conclusion about the common topic is present but is not supported with relevant textual evidence.

oAnalysis integrates the main ideas and details in the “texts”

oComparisons between various media formats build towards logical conclusions about the common topic.

oComparisons between various media formats build towards multiple conclusions about the common topic which are supported by text evidence.

Unit PlansWhen teachers craft Unit Plans, they bring together many complex factors: knowledge of their students’ varied needs; content expertise; pedagogical acumen; a desire to make learning relevant; and a continuous process of reflection and revision given their end performance goals. Wiggins and McTighe (2005) describe backwards design in the following way:

Our lessons, units, and courses should be logically inferred from the results sought, not derived from methods, books, and activities with which we are most comfortable. Curriculum should lay out the most effective ways of achieving the specific results. It is analogous to travel planning. Our frameworks should provide a set of itineraries deliberately designed to meet cultural goals rather than a purposeless tour of all the major sites in a foreign country (p. 14).

Scoring Tools, commonly referred to as rubrics, are developed in conjunction with Performance Assessments. Scoring Tools are used to make transparent to students where they are in relation to a standard or learning outcome. To develop our sample Scoring Tools, we began by unpacking the primary Standards assessed—what do students have to know and be able to do?—and articulated the criteria in the “meets” column. From there, we fleshed out the other three columns for emerging, developing, and exceeding. Descriptors for emerging, developing, and exceeding are based on some piloted student work and will be refined over time to include a greater variety of possible student responses, reflective of additional piloting of assessments.

Figure 6: Sixth Grade Scoring Tool (see p. 90 for complete model)


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We are not suggesting that content, texts, and strategies don’t matter. They do. Standards should not exist in a vacuum. Rather, we need to think about content, texts, and strategies in conjunction with what we want our students to learn and why it matters for them to learn it.

Within each of our sample Curriculum Maps, we developed a Unit Plan that takes place in the first quarter of the year. The purpose of the sample Unit Plan is to demonstrate how teachers can use a variety of literacy practices and texts to scaffold students’ learning towards achievement of the Standards. Additionally, we provide examples of accommodations for diverse learners. We made these as realistic as possible through the creation of student profiles. For example, you’ll see references to “George,” “Sandra,” and “Thomas” in our various tools. The terms that we used in our Unit Plans are defined in the Glossary.


Sixth Grade Unit OneExploring Culture and Identify through Text and Images

Unit Name: Exploring Culture and Identity through Text and Images

Unit Description: Students will read a novel that highlights the relationship between culture and identity. Students will also read and respond to several shorter informational texts on the same topic. By the end of the unit, students will have read a variety of literature and informational texts, and they will reference those texts to communicate their understanding of how culture influences identity through the creation of a photo essay.

Length: 5 Weeks

Enduring Understandings

� Readers determine important ideas in texts and use those ideas to develop a summary of the text

� Readers use textual evidence to draw conclusions

� Writers use certain organizational structures, specific word choice, and a variety of evidence when explaining a topic in an essay

Essential Questions

� How do our cultural experiences influence who we are?

� How do authors convey meaning through words and/or images?

Common Core Standards

Primary Secondary

Primary Standards Assessed RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Secondary Standards Addressed RL.6.2; RL.6.9; RI.6.2; RI.6.3; RI.6.10; W.6.4; W.6.5; W.6.7; W.6.8;W.6.9 ;W.6.10;SL.6.1; SL.6.4; L6.1; L6.2

Skills Reading, Writing, and Citing Textual Evidence

� Literal and inferential comprehension

� Summarizing

� Drawing conclusions from textual and/or visual evidence

� Making connections across a variety of texts (short, extended, online, etc.)

� Applying the qualities of informative/explanatory writing

Figure 7: Sixth Grade Unit One (see p. 84 for complete model)


When teachers meet with their grade-level and/or course teams to develop a CCSS-L plan, how should they begin? The goal is for teacher teams to work together to determine how to implement the CCSS-L within the context of their school. The clear and logical progression of the CCSS-L outlines the expectations for what each student should know and be able to do by the end of their grade level in order to become college and career ready. The CPS Literacy Content Framework and its sample toolsets guide teams as they develop the plans needed in order to implement classroom instruction aligned to the standards. The following planning outline compiles practices and considerations to help teams translate the big ideas into the classroom.

1. Consider the three instructional shifts that teachers must implement in order to support student success in meeting the CCSS-L. What instructional strategies are already being used that support these shifts? For example, teachers might consider the ways in which they build students’ academic vocabulary during small guided reading groups. Additionally, teachers might want to consider what they need to add or change about their instruction in order to support the shifts. For example, teachers may want to consider whether their classroom libraries provide the variety of literary and informational reading materials needed in order to build students’ stamina for reading and comprehending complex texts.

2. Compare your curriculum and/or literacy program with the CPS Literacy Planning Guide for your grade level. How can you develop, revise, or refine your curriculum to incorporate the instructional shifts present in its components? For example, are your 6th grade students reading 3 to 5 short texts in each quarter with the appropriate balance between literary and informational text?

3. Construct (or revise) your grade-level Curriculum Map by addressing each component laid out in the grade level samples.

a. Unifying Concepts: Are they developmentally appropriate and engaging to your students? Unifying concepts of high quality will ignite student learning and provide a solid foundation upon which you can build Essential Questions and complex text sets. Unifying concepts should keep literacy instruction in stride with content area instruction.

b. Essential Questions: Do they promote inquiry around the content of each Unit? If a teacher has been successful in planning and executing an effective Unit, students should be able to respond to each Essential Question thoughtfully and provide support with a logical rationale.

c. Complex Texts: Do the texts in each quarter represent a grade-appropriate balance of short and extended literary and informational texts? Texts need to be connected to the unifying concepts and the Essential Questions of the Unit, and they need to increase in complexity from the beginning of the year to the end of the year.

d. Performance Assessments: Are Reading Standards 1 and 10 present in each assessment? Do the clusters of Standards you’ve identified for assessment in each unit throughout the year address all of the Reading and Writing Standards? How will the distribution of these clusters prepare students for the Benchmark Assessments?

4. Construct (or revise) your Performance Assessments, Scoring Tools and Units in alignment with your Curriculum Map.

a. Performance Assessments & Scoring Tools: Start by unpacking the Standards to determine what students should know and be able to do to meet them. This allows you to see the connections across

Getting Started


Intr

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tionStandards more clearly. Unpacking also provides you with the foundation for your task and your

Scoring Tool. Making explicit what Students must know and be able to do builds out the criteria for meeting the standards that should be present in your Scoring Tool. Additionally, unpacking provides ideas for what tasks you can have students complete to show their proficiency. Ask yourself, does the task align to the cluster of Standards you are assessing? Does the Scoring Tool you are using to evaluate student performance align with the Standards it’s evaluating through the task?

b. Unit: Do the learning activities outlined in the Unit teach the content knowledge and skills students will need to independently and proficiently complete the Performance Assessment? The learning activities in the Unit should revolve around the Essential Questions and Enduring Understandings in a way that scaffolds student learning so they are proficient in the Standards being assessed at the end of the Unit. Likewise, the secondary Standards to be addressed in the Unit should support the learning of the primary Standards to be assessed.

Things to Remember � This planning process is iterative. In other words, as you begin to select your focus Standards for the

Performance Assessments, you will simultaneously be considering your texts, Essential Questions, unifying concepts, etc. Read across all of your documents to insure that the changes you make in one align with what’s outlined in another.

� The most important parts of the process will be your instruction, collaboration with colleagues, and ongoing reflection about how your students are doing. As you implement your Unit Plan, continue to meet with your colleagues to study students’ work and revise accordingly.

� Never underestimate your professional judgment. Your knowledge of your students and their needs should always be the forerunner in your planning.


Implementation of CCSSPlanning with ALL Learners in Mind

The Common Core State Standards were written for ALL K-12 students and, as such, effective implementation of the Standards rests on the intentional planning of instruction to provide access to learning for all students.

Student diversity is always present whether recognized or not; it is a given in every classroom. Within every group of students, teachers can anticipate that there will be a variety of skills, affinities, challenges, experiences, cultural lenses, aptitudes, interests, English language proficiency levels, (in the case of ELLs, native language proficiency levels), represented. As teachers engage in initial stages of curriculum planning (i.e. the clustering of standards, selection of texts and tasks, and the design of performance assessments) they must simultaneously consider the variety of learner profiles among their students. It is critical that teachers start curriculum planning with both the Standards and the Learners in mind.

Intentional planning for a diverse student group from the outset will maximize the likelihood that all students will be able to successfully access information, process concepts, and demonstrate their learning. Early in the year or course, data from various sources such as cumulative folders, screeners, pre-tests, Individualized Education Plans (IEPs), Individual Bilingual Instruction Plans (IBIPs), parent questionnaires, and getting-to-know-you activities, give teachers important preliminary information about every individual student that will influence their plans. As teachers better get to know individual students and their particular learning needs, over time they can continuously adjust curricular plans and personalize instructional strategies for more tailored differentiation.

Having initial plans that are universally-designed will position teachers to serve most students well, but in the process of personalizing the plan and as teachers would know, there will be certain elements that are crucial to include explicitly for particular groups of students. For example, while every child is unique and will therefore benefit from attention to their individual learner profile, a student who has been identified with a disability, by law and best practice, will require instructional supports based upon the IEP team’s best thinking relative to academic and functional need. Similarly, while every child is in the process of developing language and will therefore benefit from an educational experience that is designed for a range of social and academic English levels, a student who has been identified as an English Language Learner (ELL), by law and best practice, will have needs that must be addressed in particular ways. In both cases, it is important for teachers to specifically recognize and articulate in their curriculum plans and in their methods of instruction how they will tailor learning for these individuals.


Intr

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tionArticle 14, Illinois School Code, Title 23,

Administrative Code.226Establishes the requirements for the treatment of children and the provision of special education and related services pursuant to the Individuals with Disabilities Education Improvement Act.

http://www.isbe.net/rules/archive/pdfs/226ark.pdf

Article 14C, Illinois School Code, Title 23 Illinois Administrative Code. 228

Establishes requirements for school districts’ provision of services to students in preschool through grade 12 who have been identified as limited English proficient.

http://www.isbe.net/rules/archive/pdfs/228ark.pdf

CAST CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning.

www.cast.org

Illinois Resource Center The IRC provides assistance to teachers serving linguistically and culturally diverse students, including English language learners (ELLs), in grades PK-12.

www.thecenterweb.org/irc

National Center on Universal Design for Learning

The National UDL Center supports the effective implementation of UDL by connecting stakeholders in the field and providing resources and information about: UDL Basics, Advocacy, Implementation Research, Community, Resources.

www.udlcenter.org

STAR NET Region II STAR NET Region II provides technical assistance, training and resources to professionals and families supporting the education of young children, with an emphasis on children with special needs.

www.thecenterweb.org/starnet

Understanding Language Understanding Language aims to heighten educator awareness of the critical role that language plays in the new Common Core State Standards and Next Generation Science Standards.

www.ell.stanford.edu

World-Class Instructional Design and Assessment

WIDA advances academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators.

www.wida.us

Resources for Addressing Universal Variability


ACT, Inc. (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Iowa City, IA: Author.

Afflerbach, P. (2012). Understanding and using reading assessment K-12 (2nd edition). Newark, DE: International Reading Association.

Allington, R. (2011). What really matters for struggling readers: Designing research-based programs (3rd edition). New York: Allyn and Bacon.

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press.

Calkins, L., Ehrenworth, M., Lehman, C. (2012). Pathways to the Common Core: Accelerating achievement. Portsmouth, NH: Heinemann.

Coleman, D. & Pimentel, P. (2011). Publisher’s criteria for Common Core State Standards in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. National Governors Association and Council of Chief State School Officers.

Duke, N.K., & Pearson, P. (2002). Effective practices for developing reading comprehension. In A.E. Farstrup, & S. Samuels (Eds.), What research has to say about reading instruction (pp. 205-242). Newark, DE: International Reading Association.

Fisher, D. (2012). Text complexity and the Common Core Standards: Q & A with Doug Fisher and Nancy Frey. Urbana, IL: National Council of Teachers of English. Retrieved April 17, 2012, from http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/TextComplexityandtheCommonCoreStandards

Graff, G. (2003). Clueless in academe. New Haven, CT: Yale University Press.

Hillocks, G. (2011). Teaching argument writing: Grades 6-12. Portsmouth, NH: Heinemann.

Lee, C.D., Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York, NY: Carnegie Corporation of New York.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

National Assessment Governing Board. (2008). Reading framework for the 2000 National Assessment of Educational Progress. Washington, D.C.: U.S. Government Printing Office.

National Governors Association and Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects.

PARCC Model Content Frameworks. (2011). Partnership for Assessment of Readiness for College and Careers.

Shanahan, T. & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents. Harvard Education Review 78(1), 40-59.

Wiggins, G. and McTighe, J. 2005. Understanding by design (2nd edition). Alexandria, VA: Association for Supervision andCurriculum Development.

Wong-Fillmore, L. 2010. Can English Learners meet them? Presentation on Common Core at the Council of Chief State School Officers meeting.

Zemelman, S., Daniels, H., Hyde, A. 2012. Best practice: Bringing standards to life in America’s classrooms. Portsmouth, NH: Heinemann.

Works Cited


Planning GuidesThe following planning guides outline the type and number of texts and writing activities students should be engaged in within each quarter. All planning guides are also available on our Knowledge Management site: https://ocs.cps.k12.il.us/sites/IKMC


Kind

erga

rten

CPS

Lite

racy

Pla

nnin

g G

uide

Foun

datio

nal S

kills

**RF

S.K.

1-4

Read

ing

Com

plex

Tex

tsRL

/RI.K

.10

(see

sugg

este

d ge

nres

)

Writi

ng A

bout

Tex

tsW

.K.1

-2, 5

-8Le

arni

ng to

Writ

e***

W.K

.1-3

, 8As

sess

men

ts†

W.K

.1-3

RL/R

I.K.1

Beha

vior

s and

Und

erst

andi

ngs t

o

Noti

ce, T

each

and

Sup

port

End

of Q

uart

er

Benc

hmar

ks fo

r In

depe

nden

t Re

adin

g Le

vels

Bala

nce

of L

itera

ture

an

d In

form

ation

al

Text

s to

Read

Alo

ud

and

Supp

ort W

riting

Daily

Rou

tine

Writi

ngW

riting

Mod

es a

nd

Proc

ess

Writt

en P

rodu

ct

BOY

Emer

gent

Sto

ry B

ooks

Sh

ared

Rea

ding

Writi

ng st

anda

rd 9

requ

ires

that

stud

ents

, beg

inni

ng in

4th

gr

ade,

dra

w e

vide

nce

from

lit

erar

y or

info

rmati

onal

text

s to

supp

ort a

naly

sis, r

eflec

tion,

and

re

sear

ch. H

owev

er, s

tude

nts

can

begi

n ap

prox

imati

ng th

is w

ork

in p

rimar

y gr

ades

whi

le

inde

pend

ently

read

ing

or

resp

ondi

ng to

wha

t has

bee

n re

ad a

loud

thro

ugh

the

use

of

sym

bols,

labe

ls, w

ords

, phr

ases

an

d/or

sent

ence

s, d

epen

ding

on

wha

t is d

evel

opm

enta

lly

appr

opria

te fo

r all

stud

ents

in

thei

r cla

ss.

Teac

hers

shou

ld

deci

de h

ow th

ey w

ould

scaf

-fo

ld st

uden

ts a

cros

s the

yea

r to

writ

e ab

out t

heir

read

ing.

BOY

RL K

.1, W

K.8

Per

form

ance

Tas

k fo

r Pr

e-As

sess

men

t*

Q1

Prin

t Con

cept

s RFS

.K.1

Ph

onol

ogic

al A

war

enes

s RFS

.K.2

Ph

onic

s and

Wor

d Re

cogn

ition

RFS

.K.3

Flue

ncy

RFS.

K.4

Emer

gent

Sto

ry B

ooks

Sh

ared

Rea

ding

Bala

nce

of L

itera

ture

an

d In

form

ation

al

Text

s

Emph

asis

on le

arni

ng

to w

rite

narr

ative

End

of Q

1 W

. K.3

(nar

rativ

e w

riting

)RL

. K.1

, SL.

K.4

(ask

& a

nsw

er q

uesti

ons

abou

t the

text

)

Q2

Prin

t Con

cept

s RFS

.K.1

Ph

onol

ogic

al A

war

enes

s RFS

.K.2

Ph

onic

s and

Wor

d Re

cogn

ition

RFS

.K.3

Flue

ncy

RFS.

K.4

Emer

gent

Sto

ry B

ooks

Sh

ared

Rea

ding

Em

phas

is on

Li

tera

ture

Text

sEm

phas

is on

lear

ning

to

writ

e na

rrati

veEn

d of

Q2

W.K

.2 (i

nfor

mati

onal

writi

ng)

RI.K

.1, S

L.1.

5 (a

sk &

ans

wer

que

stion

s ab

out t

he te

xt)

Q3

Prin

t Con

cept

s RFS

.K.1

Ph

onol

ogic

al A

war

enes

s RFS

.K.2

Ph

onic

s and

Wor

d Re

cogn

ition

RFS

.K.3

Flue

ncy

RFS.

K.4

Leve

l A/B

/C(b

ased

on

Foun

tas

and

Pinn

ell l

evel

ing

syst

em)

Bala

nce

of L

itera

ture

an

d In

form

ation

al

Text

s

Bala

nce

of le

arni

ng

to w

rite

narr

ative

and

op

inio

ns

End

of Q

3W

.K.1

(opi

nion

writi

ng)

RL.K

.1, S

L.K.

6 (a

sk &

ans

wer

que

stion

s ab

out t

he te

xt)

Q4

Prin

t Con

cept

s RFS

.K.1

Ph

onol

ogic

al A

war

enes

s RFS

.K.2

Ph

onic

s and

Wor

d Re

cogn

ition

RFS

.K.3

Flue

ncy

RFS.

K.4

Leve

l B/C

/D(b

ased

on

Foun

tas

and

Pinn

ell l

evel

ing

syst

em)

Bala

nce

of L

itera

ture

an

d In

form

ation

al

Text

s

Bala

nce

of le

arni

ng to

w

rite

narr

ative

and

in

form

ation

al

EOY

Q4

RL.K

.1, W

.K.8

Per

form

ance

Tas

k fo

r Po

st-A

sses

smen

t*


Plan

ning

Gui

des

Kind

erga

rten

CPS

Lite

racy

Pla

nnin

g G

uide

(con

tinue

d)

Sugg

este

d G

enre

s to

guid

e th

e te

achi

ng o

f com

plex

text

Lite

ratu

re: a

dven

ture

stor

ies,

folk

tale

s, le

gend

s, fa

bles

, fan

tasy

, rea

listic

ficti

on, m

yths

, nur

sery

rhym

es, n

arra

tive

poem

s, fr

ee-v

erse

and

lim

eric

ks

Info

rmati

onal

text

s: b

iogr

aphi

es, a

utob

iogr

aphi

es; b

ooks

abo

ut h

istor

y, so

cial

stud

ies;

scie

nce

and

the

arts

; tec

hnic

al te

xt, i

nclu

ding

dire

ction

s, fo

rms a

nd in

form

ation

disp

laye

d in

gra

phs,

cha

rts o

r m

aps

For R

eadi

ng a

nd W

riting

in E

ach

Qua

rter

Cite

evi

denc

eRL

/RI.K

.1An

alyz

e co

nten

tRL

/RI.K

.2-9

, SL.

K.2-

3St

udy

and

appl

y gr

amm

arL.

K.1-

2, S

L.K.

6St

udy

& a

pply

voc

abul

ary

L.K.

4-6

Cond

uct d

iscu

ssio

nsSL

.K.1

Repo

rt fi

ndin

gsSL

.K.4

-6

*The

se p

erfo

rman

ce ta

sks w

ill a

lso b

e us

ed to

mea

sure

stud

ent g

row

th fo

r tea

cher

eva

luati

on.

†The

se w

ill b

e pr

ovid

ed b

y th

e di

stric

t.

**A

syst

emati

c ap

proa

ch is

ess

entia

l to

teac

h th

ese

foun

datio

nal s

kills

. Th

ese

stan

dard

s are

dire

cted

tow

ard

fost

erin

g st

uden

ts’ u

nder

stan

ding

and

wor

king

kno

wle

dge

of c

once

pts o

f prin

t, th

e al

phab

etic

prin

cipl

e, a

nd o

ther

bas

ic c

onve

ntion

s of t

he E

nglis

h w

riting

syst

em. T

hese

foun

datio

nal s

kills

are

not

an

end

in a

nd o

f the

mse

lves

; rat

her,

they

are

nec

essa

ry a

nd im

port

ant c

ompo

nent

s of a

n eff

ectiv

e,

com

preh

ensiv

e re

adin

g pr

ogra

m d

esig

ned

to d

evel

op p

rofic

ient

read

ers w

ith th

e ca

paci

ty to

com

preh

end

text

s acr

oss a

rang

e of

type

s and

disc

iplin

es. I

nstr

uctio

n sh

ould

be

diffe

renti

ated

: goo

d re

ader

s w

ill n

eed

muc

h le

ss p

racti

ce w

ith th

ese

conc

epts

than

stru

gglin

g re

ader

s will

. The

poi

nt is

to te

ach

stud

ents

wha

t the

y ne

ed to

lear

n fr

om w

hat t

hey

alre

ady

know

—to

disc

ern

whe

n pa

rticu

lar c

hild

ren

or

activ

ities

war

rant

mor

e or

less

atte

ntion

. (se

e CC

SS.L

p.1

6)

***T

he p

rogr

essio

n of

writi

ng a

sses

sed

acro

ss th

e ye

ar in

firs

t gra

de re

pres

ents

how

writ

ers g

row

into

thes

e ge

nres

. Sto

ries p

rovi

de th

e pa

thw

ays t

owar

d le

arni

ng, a

nd w

e su

gges

t tap

ping

into

our

K-5

st

uden

ts’ d

ispos

ition

tow

ards

nar

rativ

e w

hen

first

teac

hing

them

to w

rite.

Hen

ce, w

e be

gin

with

teac

hing

and

ass

essin

g na

rrati

ve, t

hen

mov

ing

stud

ents

to w

rite

info

rmati

onal

then

opi

nion

pie

ces.


Firs

t Gra

de C

PS L

itera

cy P

lann

ing

Gui

de

Foun

datio

nal S

kills

**RF

S.1.

1-4

Read

ing

Com

plex

Tex

tsRL

/RI1

.10

(see

sugg

este

d ge

nres

)

Writi

ng A

bout

Tex

tsW

.1.1

-2, 5

-8Le

arni

ng to

Writ

e***

W.1

.1-3

, 8As

sess

men

ts†

W.1

.1-3

RL/R

I.1.1

Beha

vior

s and

Und

erst

andi

ngs t

o

Noti

ce, T

each

and

Sup

port

End

of Q

uart

er

Benc

hmar

ks fo

r In

depe

nden

t Re

adin

g Le

vels

Bala

nce

of L

itera

ture

an

d In

form

ation

al

Text

s to

Read

Alo

ud

and

Supp

ort W

riting

Daily

Rou

tine

Writi

ngW

riting

Mod

es a

nd

Proc

ess

Writt

en P

rodu

ct

BOY

Leve

l B/C

(bas

ed o

n Fo

unta

s an

d Pi

nnel

l lev

elin

g sy

stem

)

Writi

ng st

anda

rd 9

requ

ires

that

stud

ents

, beg

inni

ng in

4th

gr

ade,

dra

w e

vide

nce

from

lit

erar

y or

info

rmati

onal

text

s to

supp

ort a

naly

sis, r

eflec

tion,

and

re

sear

ch. H

owev

er, s

tude

nts

can

begi

n ap

prox

imati

ng th

is w

ork

in p

rimar

y gr

ades

whi

le

inde

pend

ently

read

ing

or

resp

ondi

ng to

wha

t has

bee

n re

ad a

loud

thro

ugh

the

use

of

sym

bols,

labe

ls, w

ords

, phr

ases

an

d/or

sent

ence

s, d

epen

ding

on

wha

t is d

evel

opm

enta

lly

appr

opria

te fo

r all

stud

ents

in

thei

r cla

ss.

Teac

hers

shou

ld

deci

de h

ow th

ey w

ould

scaf

-fo

ld st

uden

ts a

cros

s the

yea

r to

writ

e ab

out t

heir

read

ing.

BOY

RL 1

.1, W

1.8

Per

form

ance

Tas

k fo

r Pr

e-As

sess

men

t*

Q1

Emph

asis

on P

rint C

once

pts R

FS.1

.1 a

nd

Phon

olog

ical

Aw

aren

ess R

FS.1

.2

Phon

ics a

nd W

ord

Reco

gniti

on R

FS.1

.3Fl

uenc

y RF

S.1.

4

Leve

l C/D

/E(b

ased

on

Foun

tas

and

Pinn

ell l

evel

ing

syst

em)

Emph

asis

on

Lite

ratu

reEm

phas

is on

lear

ning

to

writ

e na

rrati

veEn

d of

Q1

W. 1

.3 (n

arra

tive

writi

ng)

RL. 1

.1, S

L.1.

4 (a

sk &

ans

wer

que

stion

s ab

out t

he te

xt)

Q2

Emph

asis

on P

rint C

once

pts R

FS.1

.1 a

nd

Phon

olog

ical

Aw

aren

ess R

FS.1

. 2

Phon

ics a

nd W

ord

Rec

ogni

tion

RFS.

1.3

Flue

ncy

RFS.

1.4

Leve

l E/F

/G(b

ased

on

Foun

tas

and

Pinn

ell l

evel

ing

syst

em)

Emph

asis

on

Info

rmati

onal

Text

sEm

phas

is on

lear

ning

to

writ

e in

form

ation

alEn

d of

Q2

W.1

.2 (i

nfor

mati

onal

writi

ng)

RI.1

.1, S

L.1.

2 (a

sk &

ans

wer

que

stion

s ab

out t

he te

xt)

Q3

Scaff

old

Prin

t Con

cept

s and

Pho

nolo

gica

l Aw

aren

ess

base

d on

the

deve

lopm

enta

l pr

ogre

ssio

n of

you

r rea

ders

and

writ

ers.

Phon

ics a

nd W

ord

Rec

ogni

tion

RFS

.1.3

Flue

ncy

RFS.

1.4

Leve

l G/H

/I(b

ased

on

Foun

tas

and

Pinn

ell l

evel

ing

syst

em)

Bala

nce

of L

itera

ture

an

d In

form

ation

al

Text

s

Bala

nce

of le

arni

ng

to w

rite

narr

ative

and

op

inio

ns

End

of Q

3W

.1.1

(opi

nion

writi

ng)

RL.1

.1, S

L.1.

5 (a

sk &

ans

wer

que

stion

s ab

out t

he te

xt)

Q4

Scaff

old

Prin

t Con

cept

s and

Pho

nolo

gica

l Aw

aren

ess b

ased

on

the

deve

lopm

enta

l pr

ogre

ssio

n of

you

r rea

ders

and

writ

ers.

Phon

ics a

nd W

ord

Rec

ogni

tion

RFS.

1.3

Flue

ncy

RFS.

1.4

Flue

ncy

Goal

: 53

Wor

d co

unt p

er m

inut

e (W

CPM

) by

EOY

(Has

brou

ck-T

inda

l, 20

06)

Leve

l I/J

/K(b

ased

on

Foun

tas

and

Pinn

ell l

evel

ing

syst

em)

Bala

nce

of L

itera

ture

an

d In

form

ation

al

Text

s

Bala

nce

of w

riting

na

rrati

ve, i

nfor

mati

onal

an

d/or

opi

nion

s

EOY

Q4

RL.1

.1, W

.1.8

Per

form

ance

Tas

k fo

r Po

st-A

sses

smen

t*


Plan

ning

Gui

des

Firs

t Gra

de C

PS L

itera

cy P

lann

ing

Gui

de (c

ontin

ued)

Sugg

este

d G

enre

s to

guid

e th

e te

achi

ng o

f com

plex

text

Lite

ratu

re: a

dven

ture

stor

ies,

folk

tale

s, le

gend

s, fa

bles

, fan

tasy

, rea

listic

ficti

on, m

yths

, nur

sery

rhym

es, n

arra

tive

poem

s, fr

ee-v

erse

and

lim

eric

ks

Info

rmati

onal

text

s: b

iogr

aphi

es, a

utob

iogr

aphi

es; b

ooks

abo

ut h

istor

y, so

cial

stud

ies;

scie

nce

and

the

arts

; tec

hnic

al te

xt, i

nclu

ding

dire

ction

s, fo

rms,

reci

pes a

nd in

form

ation

disp

laye

d in

gra

phs,

ch

arts

or m

aps

For R

eadi

ng a

nd W

riting

in E

ach

Qua

rter

Cite

evi

denc

eRL

/RI1

.1An

alyz

e co

nten

tRL

/RI1

.2-9

, SL1

.2-3

Stud

y an

d ap

ply

gram

mar

L1.1

-2, S

L1.6

Stud

y &

app

ly v

ocab

ular

yL1

.4-6

Cond

uct d

iscu

ssio

nsSL

1.1

Repo

rt fi

ndin

gsSL

1.4-

6

*The

se p

erfo

rman

ce ta

sks w

ill a

lso b

e us

ed to

mea

sure

stud

ent g

row

th fo

r tea

cher

eva

luati

on.

†The

se w

ill b

e pr

ovid

ed b

y th

e di

stric

t.

**A

syst

emati

c ap

proa

ch is

ess

entia

l to

teac

h th

ese

foun

datio

nal s

kills

. Th

ese

stan

dard

s are

dire

cted

tow

ard

fost

erin

g st

uden

ts’ u

nder

stan

ding

and

wor

king

kno

wle

dge

of c

once

pts o

f prin

t, th

e al

phab

etic

prin

cipl

e, a

nd o

ther

bas

ic c

onve

ntion

s of t

he E

nglis

h w

riting

syst

em. T

hese

foun

datio

nal s

kills

are

not

an

end

in a

nd o

f the

mse

lves

; rat

her,

they

are

nec

essa

ry a

nd im

port

ant c

ompo

nent

s of a

n eff

ectiv

e,

com

preh

ensiv

e re

adin

g pr

ogra

m d

esig

ned

to d

evel

op p

rofic

ient

read

ers w

ith th

e ca

paci

ty to

com

preh

end

text

s acr

oss a

rang

e of

type

s and

disc

iplin

es. I

nstr

uctio

n sh

ould

be

diffe

renti

ated

: goo

d re

ader

s w

ill n

eed

muc

h le

ss p

racti

ce w

ith th

ese

conc

epts

than

stru

gglin

g re

ader

s will

. The

poi

nt is

to te

ach

stud

ents

wha

t the

y ne

ed to

lear

n fr

om w

hat t

hey

alre

ady

know

—to

disc

ern

whe

n pa

rticu

lar c

hild

ren

or

activ

ities

war

rant

mor

e or

less

atte

ntion

. (se

e CC

SS.L

p.1

6)

***T

he p

rogr

essio

n of

writi

ng a

sses

sed

acro

ss th

e ye

ar in

firs

t gra

de re

pres

ents

how

writ

ers g

row

into

thes

e ge

nres

. Sto

ries p

rovi

de th

e pa

thw

ays t

owar

d le

arni

ng, a

nd w

e su

gges

t tap

ping

into

our

K-5

st

uden

ts’ d

ispos

ition

tow

ards

nar

rativ

e w

hen

first

teac

hing

them

to w

rite.

Hen

ce, w

e be

gin

with

teac

hing

and

ass

essin

g na

rrati

ve, t

hen

mov

ing

stud

ents

to w

rite

info

rmati

onal

then

opi

nion

pie

ces.


Seco

nd G

rade

CPS

Lite

racy

Pla

nnin

g G

uide

Foun

datio

nal S

kills

**RF

S.2.

1-4

Read

ing

Com

plex

Tex

tsRL

/RI.2

.10

(see

sugg

este

d ge

nres

)

Writi

ng A

bout

Tex

tsW

.2.1

-2, 5

-8Le

arni

ng to

Writ

e***

W.2

.1-3

, 8As

sess

men

ts†

W.2

.1-3

RL/R

I.2.1

Beha

vior

s and

Und

erst

andi

ngs t

o

Noti

ce, T

each

and

Sup

port

End

of Q

uart

er

Benc

hmar

ks fo

r In

depe

nden

t Re

adin

g Le

vels

Bala

nce

of L

itera

ture

an

d In

form

ation

al

Text

s to

Read

Alo

ud

and

Supp

ort W

riting

Daily

Rou

tine

Writi

ngW

riting

Mod

es a

nd

Proc

ess

Writt

en P

rodu

ct

BOY

Leve

l I/J

/K(b

ased

on

Foun

tas

and

Pinn

ell le

velin

g sy

stem

)

Writi

ng st

anda

rd 9

requ

ires

that

stud

ents

, beg

inni

ng in

4th

gr

ade,

dra

w e

vide

nce

from

lit

erar

y or

info

rmati

onal

text

s to

supp

ort a

naly

sis, r

eflec

tion,

and

re

sear

ch. H

owev

er,

stud

ents

ca

n be

gin

appr

oxim

ating

this

wor

k in

prim

ary

grad

es w

hile

in

depe

nden

tly re

adin

g or

re

spon

ding

to w

hat h

as b

een

read

alo

ud th

roug

h th

e us

e of

sy

mbo

ls, la

bels,

wor

ds, p

hras

es

and/

or se

nten

ces,

dep

endi

ng

on w

hat i

s dev

elop

men

tally

ap

prop

riate

for a

ll st

uden

ts in

th

eir c

lass

. Te

ache

rs sh

ould

de

cide

how

they

wou

ld sc

af-

fold

stud

ents

acr

oss t

he y

ear t

o w

rite

abou

t the

ir re

adin

g.

BOY

RL 2

.1, W

2.8

Perfo

rman

ce T

ask

for

Pre-

Asse

ssm

ent*

Q1

Phon

ics a

nd W

ord

Reco

gniti

on R

FS.2

.3Fl

uenc

y RF

S.2.

4 Le

vel J

/K/L

(bas

ed o

n Fo

unta

s an

d Pi

nnel

l leve

ling

syst

em)

Emph

asis

on

Lite

ratu

re

Emph

asis

on w

riting

na

rrati

veEn

d of

Q1

W.2

.3(n

arra

tive

writi

ng)

RL.2

.1, S

L.2.

1(as

k &

ans

wer

que

stion

s ab

out t

he te

xt)

Q2

Phon

ics a

nd W

ord

Reco

gniti

on R

FS.2

.3Fl

uenc

y RF

S.2.

4 Le

vel J

/K/L

(bas

ed o

n Fo

unta

s an

d Pi

nnel

l leve

ling

syst

em)

Emph

asis

on

Info

rmati

onal

Text

sEm

phas

is w

riting

in

form

ation

alEn

d of

Q2

W.2

.2(in

form

ation

al w

riting

)RI

.2.1

, SL.

2.2(

ask

& a

nsw

er q

uesti

ons

abou

t the

text

)

Q3

Phon

ics a

nd W

ord

Reco

gniti

on R

FS.2

.3Fl

uenc

y RF

S.2.

4 Le

vel K

/L/M

(bas

ed o

n Fo

unta

s an

d Pi

nnel

l lev

elin

g sy

stem

)

Bala

nce

of L

itera

ture

an

d In

form

ation

al

Text

s

Bala

nce

of w

riting

na

rrati

ve a

nd o

pini

ons

End

of Q

3W

.2.1

(opi

nion

writi

ng)

RL.2

.1, S

L.2.

5 (a

sk &

ans

wer

que

stion

s ab

out t

he te

xt)

Q4

Phon

ics a

nd W

ord

Reco

gniti

on R

FS.2

.3Fl

uenc

y RF

S.2.

4 Fl

uenc

y Go

al: 9

0 W

ord

coun

t per

min

ute

(WCP

M) b

y EO

Y (H

asbr

ouck

-Tin

dal,

2006

)

Leve

l L/M

/N(b

ased

on

Foun

tas

and

Pinn

ell l

evel

ing

syst

em)

Bala

nce

of L

itera

ture

an

d In

form

ation

al

Text

s

Bala

nce

of w

riting

na

rrati

ve, i

nfor

mati

onal

an

d/or

opi

nion

s

EOY

Q4

RL.2

.1, W

.2.8

Perfo

rman

ce T

ask

for

Post

-Ass

essm

ent*


Plan

ning

Gui

des

Seco

nd G

rade

CPS

Lite

racy

Pla

nnin

g G

uide

(con

tinue

d)

Sugg

este

d G

enre

s to

guid

e th

e te

achi

ng o

f com

plex

text

Lite

ratu

re: a

dven

ture

stor

ies,

folk

tale

s, le

gend

s, fa

bles

, fan

tasy

, rea

listic

ficti

on, m

yths

, nur

sery

rhym

es, n

arra

tive

poem

s, fr

ee-v

erse

and

lim

eric

ks

Info

rmati

onal

text

s: b

iogr

aphi

es, a

utob

iogr

aphi

es; b

ooks

abo

ut h

istor

y, so

cial

stud

ies;

scie

nce

and

the

arts

; tec

hnic

al te

xt, i

nclu

ding

dire

ction

s, fo

rms a

nd in

form

ation

disp

laye

d in

gra

phs,

cha

rts o

r m

aps

For R

eadi

ng a

nd W

riting

in E

ach

Qua

rter

Cite

evi

denc

eRL

/RI.2

.1An

alyz

e co

nten

tRL

/RI.2

.2-9

, SL.

2.2-

3St

udy

and

appl

y gr

amm

arL.

2.1-

2, S

L.2.

6St

udy

& a

pply

voc

abul

ary

L.2.

4-6

Cond

uct d

iscu

ssio

nsSL

.2.1

Repo

rt fi

ndin

gsSL

.2.4

-6

*The

se p

erfo

rman

ce ta

sks w

ill a

lso b

e us

ed to

mea

sure

stud

ent g

row

th fo

r tea

cher

eva

luati

on.

†The

se w

ill b

e pr

ovid

ed b

y th

e di

stric

t.

**A

syst

emati

c ap

proa

ch is

ess

entia

l to

teac

h th

ese

foun

datio

nal s

kills

. Th

ese

stan

dard

s are

dire

cted

tow

ard

fost

erin

g st

uden

ts’ u

nder

stan

ding

and

wor

king

kno

wle

dge

of c

once

pts o

f prin

t, th

e al

phab

etic

prin

cipl

e, a

nd o

ther

bas

ic c

onve

ntion

s of t

he E

nglis

h w

riting

syst

em. T

hese

foun

datio

nal s

kills

are

not

an

end

in a

nd o

f the

mse

lves

; rat

her,

they

are

nec

essa

ry a

nd im

port

ant c

ompo

nent

s of a

n eff

ectiv

e,

com

preh

ensiv

e re

adin

g pr

ogra

m d

esig

ned

to d

evel

op p

rofic

ient

read

ers w

ith th

e ca

paci

ty to

com

preh

end

text

s acr

oss a

rang

e of

type

s and

disc

iplin

es. I

nstr

uctio

n sh

ould

be

diffe

renti

ated

: goo

d re

ader

s w

ill n

eed

muc

h le

ss p

racti

ce w

ith th

ese

conc

epts

than

stru

gglin

g re

ader

s will

. The

poi

nt is

to te

ach

stud

ents

wha

t the

y ne

ed to

lear

n fr

om w

hat t

hey

alre

ady

know

—to

disc

ern

whe

n pa

rticu

lar c

hild

ren

or

activ

ities

war

rant

mor

e or

less

atte

ntion

. (se

e CC

SS.L

p.1

6)

***T

he p

rogr

essio

n of

writi

ng a

sses

sed

acro

ss th

e ye

ar in

firs

t gra

de re

pres

ents

how

writ

ers g

row

into

thes

e ge

nres

. Sto

ries p

rovi

de th

e pa

thw

ays t

owar

d le

arni

ng, a

nd w

e su

gges

t tap

ping

into

our

K-5

st

uden

ts’ d

ispos

ition

tow

ards

nar

rativ

e w

hen

first

teac

hing

them

to w

rite.

Hen

ce, w

e be

gin

with

teac

hing

and

ass

essin

g na

rrati

ve, t

hen

mov

ing

stud

ents

to w

rite

info

rmati

onal

then

opi

nion

pie

ces.


Third

Gra

de C

PS L

itera

cy P

lann

ing

Gui

deBu

ilt u

pon

the

PARC

C Co

nten

t Fra

mew

ork

Read

ing

Com

plex

Tex

tsRL

/RI.3

.10

(see

sugg

este

d ge

nres

)

Writi

ng A

bout

Tex

tsW

.3.1

-2, 4

-6, 8

,10

Rese

arch

Pro

ject

W

.3.7

-8, R

L/RI

.3.1

-10

Nar

rativ

e W

riting

W.3

.3-6

, 10

Asse

ssm

ents

†W

.3.1

-3, 8

RI.3

.15-

9 Sh

ort T

exts

pe

r qua

rter

1 Ex

tend

ed T

ext

per q

uart

er(A

t lea

st 2

Info

rmati

onal

&

2 L

itera

ture

a y

ear)

Daily

Rou

tine

W

riting

(W.3

.8)

(RL/

RI.3

.1)

2-3

Anal

yses

per y

ear

(RL/

RI.3

.1&

W.3

.8)

(W.3

.4,3

.5&

L.3

.1-3

)

1 Re

sear

ch P

aper

per

qua

rter

(As e

vide

nced

in w

ritten

pr

oduc

ts a

ligne

d to

W.3

.1,

W.3

.2)

3 N

arra

tives

a y

ear

Writt

en P

rodu

ct

BOY

BOY

RL.3

.1, W

.3.8

Per

form

ance

Ta

sk fo

r Pre

-Ass

essm

ent*

Q1

Lite

ratu

re: 3

-5In

form

ation

al: 2

-4Li

tera

ture

/Inf

orm

ation

alDe

velo

p &

con

vey

unde

rsta

ndin

g

Writi

ng st

anda

rd 9

re

quire

s tha

t stu

dent

s,

begi

nnin

g in

4th

gr

ade,

dra

w e

vide

nce

from

lite

rary

or

info

rmati

onal

text

s to

supp

ort a

naly

sis, r

e-fle

ction

, and

rese

arch

. Ho

wev

er, s

tude

nts

can

do th

is w

ork

in

third

gra

de w

hile

in

depe

nden

tly re

adin

g or

resp

ondi

ng to

wha

t ha

s bee

n re

ad a

loud

.

Stud

ents

mus

t writ

e da

ily a

nd c

onsis

tent

ly

durin

g re

adin

g of

shor

t an

d ex

tend

ed te

xts t

o sh

ow e

vide

nce

of th

eir

appl

icati

on o

f rea

d-in

g st

rate

gies

, suc

h as

pr

edic

ting,

visu

alizi

ng,

infe

rrin

g, su

mm

ariz-

ing,

que

stion

ing

and

conn

ectin

g.

Stud

ents

mus

t writ

e co

nsist

ently

, dur

ing

and

after

read

ing

shor

t an

d ex

tend

ed te

xts,

an

d re

spon

d to

text

de

pend

ent q

uesti

ons.

Q1

Focu

s on

opin

ions

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n op

inio

n or

exp

lana

tion

base

d on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

Inte

grat

e kn

owle

dge

from

so

urce

s whe

n co

mpo

sing

Writi

ng st

anda

rds 7

-8 sh

ould

be

taug

ht a

nd fo

rmati

vely

ass

esse

d in

eac

h qu

arte

r with

in th

e w

riting

acti

vitie

s of a

t lea

st o

ne

unit

as th

ey b

uild

tow

ard

the

com

pleti

on o

f a fi

nal o

pini

on o

r in

form

ative

/exp

lana

tory

text

.

Conv

ey e

xper

ienc

es

Writ

e at

leas

t thr

ee

narr

ative

s a y

ear

that

con

vey

real

or

imag

ined

exp

erie

nces

an

d re

flect

the

craft

of

lite

rary

ele

men

ts

outli

ned

in R

eadi

ng

stan

dard

s 2-6

.

End

of Q

1 W

.3.3

(nar

rativ

e w

riting

)RL

.3.1

( tex

t dep

ende

nt

ques

tions

that

mea

sure

st

uden

ts’ c

ompr

ehen

sion

and

prov

ides

them

with

th

e in

form

ation

nee

ded

to d

evel

op th

eir n

arra

tive

writi

ng p

iece

)

Use

shor

t lite

rary

pie

ces a

s men

tor t

ext(

s)

to su

ppor

t the

dev

elop

men

t of s

tude

nts’

na

rrati

ve w

riting

in p

repa

ratio

n fo

r qua

rter

be

nchm

ark.

Q2

Lite

ratu

re: 3

-5In

form

ation

al: 2

-4In

form

ation

al/L

itera

ture

Q2

Focu

s on

info

rm &

exp

lain

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n op

inio

n or

exp

lana

tion

base

d on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

2W

.3.2

(inf

orm

ation

al

writi

ng)

RI.3

.1 (t

ext d

epen

dent

qu

estio

ns th

at m

easu

re

stud

ents

’ com

preh

ensio

n an

d pr

ovid

es th

em w

ith

the

evid

ence

nee

ded

to

deve

lop

thei

r inf

orm

a-tio

nal w

riting

pie

ce )

Use

shor

t inf

orm

ation

al p

iece

s as m

ento

r te

xt(s

) to

supp

ort t

he d

evel

opm

ent o

f stu

-de

nts’

info

rmati

onal

writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.

Q3

Lite

ratu

re: 3

-5In

form

ation

al: 2

-4Li

tera

ture

/Inf

orm

ation

alQ

3 Fo

cus o

n op

inio

ns

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n op

inio

n or

exp

lana

tion

base

d on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

3W

.3.1

(opi

nion

writi

ng)

RL.3

.1 (t

ext d

epen

dent

qu

estio

ns th

at m

easu

re

stud

ents

’ com

preh

ensio

n an

d pr

ovid

es th

em w

ith

the

evid

ence

nee

ded

to

deve

lop

thei

r opi

nion

-pi

ece)

Use

shor

topi

nion

pie

ces a

s men

tor t

ext(

s)

to su

ppor

t the

dev

elop

men

t of s

tude

nts’

ar

gum

ent w

riting

in p

repa

ratio

n fo

r qua

rter

be

nchm

ark.

Q4

Lite

ratu

re: 3

-5In

form

ation

al: 2

-4In

form

ation

al/L

itera

ture

Q4

Focu

s on

info

rm &

exp

lain

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n op

inio

n or

exp

lana

tion

base

d on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

4RL

.3.1

, W.3

.8 P

erfo

rman

ce

Task

for P

ost-A

sses

smen

t*

Use

shor

t inf

orm

ation

al p

iece

s asm

ento

r te

xt(s

) to

supp

ort t

he d

evel

opm

ent o

f stu

-de

nts’

info

rmati

onal

writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.


Plan

ning

Gui

des

Third

Gra

de C

PS L

itera

cy P

lann

ing

Gui

de (c

ontin

ued)

Built

upo

n th

e PA

RCC

Cont

ent F

ram

ewor

k

Sugg

este

d ge

nres

to g

uide

the

teac

hing

of c

ompl

ex te

xt:

Lite

ratu

re: a

dven

ture

stor

ies,

folk

tale

s, le

gend

s, fa

bles

, fan

tasy

, rea

listic

ficti

on a

nd d

ram

a, w

ith a

spec

ial e

mph

asis

on m

yth,

as w

ell a

s nur

sery

rhym

es, n

arra

tive

poem

s, li

mer

icks

and

free

ver

se

Info

rmati

onal

/Lite

rary

Non

fictio

n: b

iogr

aphi

es a

nd a

utob

iogr

aphi

es; b

ooks

abo

ut h

istor

y, so

cial

stud

ies,

scie

nce

and

the

arts

; tec

hnic

al te

xts,

incl

udin

g di

recti

ons,

form

s and

info

rmati

on d

ispla

yed

in g

raph

s, c

hart

s or m

aps;

and

dig

ital s

ourc

es o

n a

rang

e of

topi

cs w

ritten

for a

bro

ad a

udie

nce

Shor

t Tex

ts: s

hort

text

s of m

ultip

le g

enre

s (s

uch

as p

oetr

y, ar

ticle

s, o

r spe

eche

s) th

at w

ould

allo

w st

uden

ts to

dra

w e

vide

nce

from

the

text

s and

pre

sent

thei

r ana

lyse

s in

writi

ng a

s wel

l as t

hrou

gh

spea

king

Exte

nded

Tex

ts: e

xten

ded,

full-

leng

th w

orks

of l

itera

ture

(suc

h as

a n

ovel

or p

lay)

or l

onge

r inf

orm

ation

al te

xt (s

uch

as a

mem

oir o

r bio

grap

hy),

depe

ndin

g on

the

focu

s of t

he u

nit

Fo

r Rea

ding

and

Writi

ng in

Eac

h Q

uart

erCi

te e

vide

nce

RL/R

I.3.1

Anal

yze

cont

ent

RL/R

I.3.2

-9, S

L3.2

-3St

udy

and

appl

y gr

amm

arL.

6.1-

3, S

L.6.

6St

udy

& a

pply

voc

abul

ary

L.3.

4-6

Cond

uct d

iscu

ssio

nsSL

.3.1

Repo

rt fi

ndin

gsSL

.3.4

-6Re

adin

g: F

ound

ation

al S

kills

Phon

ics &

wor

d re

cogn

ition

RF.3

.3Fl

uenc

yRF

.3.4

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


Four

th G

rade

CPS

Lite

racy

Pla

nnin

g G

uide

Built

upo

n th

e PA

RCC

Cont

ent F

ram

ewor

k

Read

ing

Com

plex

Tex

tsRL

/RI.4

.10

(see

sugg

este

d ge

nres

)

Writi

ng A

bout

Tex

tsW

.4.1

-2, 4

-6, 9

-10

Rese

arch

Pro

ject

W

.4.7

-9, R

L/RI

.4.1

-10

Nar

rativ

e W

riting

W.4

.3-6

, 10

Asse

ssm

ents

†W

.4.1

-3, 8

RI.4

.15-

9 Sh

ort T

exts

pe

r qua

rter

1 Ex

tend

ed T

ext

per q

uart

er(A

t lea

st 2

Info

rmati

onal

&

2 L

itera

ture

a y

ear)

Daily

Rou

tine

W

riting

(W.4

.8)

(RL/

RI.4

.1)

3-4

Anal

yses

per y

ear

(RL/

RI.4

.1&

W.4

.8)

(W.4

.4,4

.5&

L.4

.1-3

)

1 Re

sear

ch P

aper

per

qua

rter

(As e

vide

nced

in w

ritten

pr

oduc

ts a

ligne

d to

W.4

.1,

W.4

.2)

3 N

arra

tives

a y

ear

Writt

en P

rodu

ct

BOY

BOY

RI.4

.1, W

.4.9

Perfo

rman

ce

Task

for P

re-A

sses

smen

t*Q

1Li

tera

ture

: 3-5

Info

rmati

onal

: 2-4

Lite

ratu

re/I

nfor

mati

onal

Deve

lop

& c

onve

y un

ders

tand

ing

Stud

ents

mus

t writ

e da

ily a

nd c

onsis

tent

ly

durin

g re

adin

g of

shor

t an

d ex

tend

ed te

xts t

o sh

ow e

vide

nce

of th

eir

appl

icati

on o

f rea

d-in

g st

rate

gies

, suc

h as

pr

edic

ting,

visu

alizi

ng,

infe

rrin

g, su

mm

ariz-

ing,

que

stion

ing

and

conn

ectin

g.

Stud

ents

mus

t writ

e co

nsist

ently

, dur

ing

and

after

read

ing

shor

t an

d ex

tend

ed te

xts,

an

d re

spon

d to

text

de

pend

ent q

uesti

ons.

Q1

Focu

s on

opin

ions

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n op

inio

n or

exp

lana

tion

base

d on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

Inte

grat

e kn

owle

dge

from

so

urce

s whe

n co

mpo

sing

Writi

ng st

anda

rds 7

-8 sh

ould

be

taug

ht a

nd fo

rmati

vely

ass

esse

d in

eac

h qu

arte

r with

in th

e w

riting

acti

vitie

s of a

t lea

st o

ne

unit

as th

ey b

uild

tow

ard

the

com

pleti

on o

f a fi

nal a

rgum

ent

or in

form

ative

/exp

lana

tory

text

.

Conv

ey e

xper

ienc

es

Writ

e at

leas

t thr

ee

narr

ative

s a y

ear

that

con

vey

real

or

imag

ined

exp

erie

nces

an

d re

flect

the

craft

of

lite

rary

ele

men

ts

outli

ned

in R

eadi

ng

stan

dard

s 2-6

.

End

of Q

1 W

.4.3

(nar

rativ

e w

riting

)RL

.4.1

( tex

t dep

ende

nt

ques

tions

that

mea

sure

st

uden

ts’ c

ompr

ehen

sion

and

prov

ides

them

with

th

e in

form

ation

nee

ded

to d

evel

op th

eir n

arra

tive

writi

ng p

iece

)

Use

shor

t lite

rary

pie

ces a

s men

tor t

ext(

s)

to su

ppor

t the

dev

elop

men

t of s

tude

nts’

na

rrati

ve w

riting

in p

repa

ratio

n fo

r qua

rter

be

nchm

ark.

Q2

Lite

ratu

re: 3

-5In

form

ation

al: 2

-4In

form

ation

al/L

itera

ture

Q2

Focu

s on

info

rm &

exp

lain

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n op

inio

n or

exp

lana

tion

base

d on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

2W

.4.2

(inf

orm

ation

al

writi

ng)

RI.4

.1 (t

ext d

epen

dent

qu

estio

ns th

at m

easu

re

stud

ents

’ com

preh

ensio

n an

d pr

ovid

es th

em w

ith

the

evid

ence

nee

ded

to

deve

lop

thei

r inf

orm

a-tio

nal w

riting

pie

ce )

Use

shor

t inf

orm

ation

al p

iece

s as m

ento

r te

xt(s

) to

supp

ort t

he d

evel

opm

ent o

f stu

-de

nts’

info

rmati

onal

writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.

Q3

Lite

ratu

re: 3

-5In

form

ation

al: 2

-4Li

tera

ture

/Inf

orm

ation

alQ

3 Fo

cus o

n op

inio

ns

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n op

inio

n or

exp

lana

tion

base

d on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

3W

.4.1

(opi

nion

writi

ng)

RL.4

.1 (t

ext d

epen

dent

qu

estio

ns th

at m

easu

re

stud

ents

’ com

preh

ensio

n an

d pr

ovid

es th

em w

ith

the

evid

ence

nee

ded

to

deve

lop

thei

r opi

nion

-pi

ece)

Use

shor

topi

nion

pie

ces a

s men

tor t

ext(

s)

to su

ppor

t the

dev

elop

men

t of s

tude

nts’

ar

gum

ent w

riting

in p

repa

ratio

n fo

r qua

rter

be

nchm

ark.

Q4

Lite

ratu

re: 3

-5In

form

ation

al: 2

-4In

form

ation

al/L

itera

ture

Q4

Focu

s on

info

rm &

exp

lain

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n op

inio

n or

exp

lana

tion

base

d on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

4RI

.4.1

, W.4

.9 P

erfo

rman

ce

Task

for P

ost-A

sses

smen

t*

Use

shor

t inf

orm

ation

al p

iece

s as m

ento

r te

xt(s

) to

supp

ort t

he d

evel

opm

ent o

f stu

-de

nts’

info

rmati

onal

writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.


Plan

ning

Gui

des

Four

th G

rade

CPS

Lite

racy

Pla

nnin

g G

uide

(con

tinue

d)Bu

ilt u

pon

the

PARC

C Co

nten

t Fra

mew

ork

Sugg

este

d ge

nres

to g

uide

the

teac

hing

of c

ompl

ex te

xt:

Lite

ratu

re: a

dven

ture

stor

ies,

folk

tale

s, le

gend

s, fa

bles

, fan

tasy

, rea

listic

ficti

on a

nd d

ram

a, w

ith a

spec

ial e

mph

asis

on m

yth,

as w

ell a

s nur

sery

rhym

es, n

arra

tive

poem

s, li

mer

icks

and

free

ver

se

Info

rmati

onal

/Lite

rary

Non

fictio

n: b

iogr

aphi

es a

nd a

utob

iogr

aphi

es; b

ooks

abo

ut h

istor

y, so

cial

stud

ies,

scie

nce

and

the

arts

; tec

hnic

al te

xts,

incl

udin

g di

recti

ons,

form

s and

info

rmati

on d

ispla

yed

in g

raph

s, c

hart

s or m

aps;

and

dig

ital s

ourc

es o

n a

rang

e of

topi

cs w

ritten

for a

bro

ad a

udie

nce

Shor

t Tex

ts: s

hort

text

s of m

ultip

le g

enre

s (s

uch

as p

oetr

y, ar

ticle

s, o

r spe

eche

s) th

at w

ould

allo

w st

uden

ts to

dra

w e

vide

nce

from

the

text

s and

pre

sent

thei

r ana

lyse

s in

writi

ng a

s wel

l as t

hrou

gh

spea

king

Exte

nded

Tex

ts: e

xten

ded,

full-

leng

th w

orks

of l

itera

ture

(suc

h as

a n

ovel

or p

lay)

or l

onge

r inf

orm

ation

al te

xt (s

uch

as a

mem

oir o

r bio

grap

hy),

depe

ndin

g on

the

focu

s of t

he u

nit

Fo

r Rea

ding

and

Writi

ng in

Eac

h Q

uart

erCi

te e

vide

nce

RL/R

I.4.1

Anal

yze

cont

ent

RL/R

I.4.2

-9, S

L.4.

2-3

Stud

y an

d ap

ply

gram

mar

L.4.

1-3,

SL.

4.6

Stud

y &

app

ly v

ocab

ular

yL.

4.4-

6Co

nduc

t dis

cuss

ions

SL.4

.1Re

port

find

ings

SL.4

.4-6

Read

ing:

Fou

ndati

onal

Ski

llsPh

onic

s & w

ord

reco

gniti

onRF

.4.3

Flue

ncy

RF.4

.4

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


Fift

h G

rade

CPS

Lite

racy

Pla

nnin

g G

uide

Built

upo

n th

e PA

RCC

Cont

ent F

ram

ewor

k

Read

ing

Com

plex

Tex

tsRL

/RI5

.10

(see

sugg

este

d ge

nres

)

Writi

ng A

bout

Tex

tsW

5.1-

2, 4

-6,9

-10

Rese

arch

Pro

ject

W

5.7-

9, R

L/RI

5.1-

10N

arra

tive

Writi

ngW

.5.3

-6, 1

0As

sess

men

ts†

W5.

1-3,

9RI

5.1

5-9

Shor

t Tex

ts

per q

uart

er1

Exte

nded

Tex

t pe

r qua

rter

(At l

east

2 In

form

ation

al

& 2

Lite

ratu

re a

yea

r)

Daily

Rou

tine

W

riting

(W.5

.9)

(RL/

R.I5

.1)

4-5

Anal

yses

per y

ear

(RL/

R.I5

.1&

W5.

9) (W

.5.4

,5.5

& L

.5.1

-3)

1 Re

sear

ch P

aper

per

qua

rter

(As e

vide

nced

in w

ritten

pr

oduc

ts a

ligne

d to

W.1

, W.2

, or

W.9

)

3 N

arra

tives

a y

ear

Writt

en P

rodu

ct

BOY

BOY

RI.5

.1, W

.5.9

Per

form

ance

Ta

sk fo

r Pre

-Ass

essm

ent*

Q1

Lite

ratu

re: 3

-5In

form

ation

al: 2

-4Li

tera

ture

/Inf

orm

ation

alDe

velo

p &

Con

vey

Und

erst

andi

ng

Stud

ents

mus

t writ

e da

ily a

nd c

onsis

tent

ly

durin

g re

adin

g of

shor

t an

d ex

tend

ed te

xts t

o sh

ow e

vide

nce

of th

eir

appl

icati

on o

f rea

d-in

g st

rate

gies

, suc

h as

pr

edic

ting,

visu

alizi

ng,

infe

rrin

g, su

mm

ariz-

ing,

que

stion

ing

and

conn

ectin

g.

Stud

ents

mus

t writ

e co

nsist

ently

, dur

ing

and

after

read

ing

shor

t an

d ex

tend

ed te

xts,

an

d re

spon

d to

text

de

pend

ent q

uesti

ons.

Q1

Focu

s on

opin

ions

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

Inte

grat

e kn

owle

dge

from

so

urce

s whe

n co

mpo

sing

Writi

ng S

tand

ards

7-9

shou

ld b

e ta

ught

and

form

ative

ly a

sses

sed

in e

ach

quar

ter w

ithin

the

writi

ng a

ctivi

ties o

f at l

east

one

un

it as

they

bui

ld to

war

d th

e co

mpl

etion

of a

fina

l arg

umen

t or

info

rmati

ve/e

xpla

nato

ry te

xt.

Conv

ey e

xper

ienc

es

Writ

e at

leas

t thr

ee

narr

ative

s a y

ear

that

con

vey

real

or

imag

ined

exp

erie

nces

an

d re

flect

the

craft

of

lite

rary

ele

men

ts

outli

ned

in R

eadi

ng

Stan

dard

s 2-6

.

End

of Q

1 W

.5.3

(nar

rativ

e w

riting

)RL

.5.1

( tex

t dep

ende

nt

ques

tions

that

mea

sure

st

uden

ts’ c

ompr

ehen

sion

and

prov

ide

them

with

th

e in

form

ation

nee

ded

to d

evel

op th

eir n

arra

tive

writi

ng p

iece

)

Use

shor

t nar

rativ

e pi

eces

as m

ento

r tex

t(s)

to

supp

ort t

he d

evel

opm

ent o

f stu

dent

s’

narr

ative

writi

ng in

pre

para

tion

for q

uart

er

benc

hmar

k.

Q2

Lite

ratu

re: 3

-5In

form

ation

al: 2

-4In

form

ation

al/L

itera

ture

Q2

Focu

s on

info

rm &

exp

lain

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

2W

.5.2

(inf

orm

ation

al

writi

ng)

RI.5

.1 (t

ext d

epen

dent

qu

estio

ns th

at m

easu

re

stud

ents

’ com

preh

ensio

n an

d pr

ovid

e th

em w

ith th

e ev

iden

ce n

eede

d to

de-

velo

p th

eir i

nfor

mati

onal

w

riting

pie

ce)

Use

shor

t inf

orm

ation

al p

iece

s as m

ento

r te

xt(s

) to

supp

ort t

he d

evel

opm

ent o

f stu

-de

nts’

info

rmati

onal

writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.

Q3

Lite

ratu

re: 3

-5In

form

ation

al: 2

-4Li

tera

ture

/Inf

orm

ation

alQ

3 Fo

cus o

n op

inio

ns

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

3W

.5.1

(opi

nion

writi

ng)

RL.5

.1 (t

ext d

epen

dent

qu

estio

ns th

at m

easu

re

stud

ents

’ com

preh

ensio

n an

d pr

ovid

e th

em w

ith th

e ev

iden

ce n

eede

d to

de-

velo

p th

eir o

pini

on p

iece

)

Use

shor

t opi

nion

pie

ces a

s men

tor

text

(s) t

o su

ppor

t the

dev

elop

men

t of

stud

ents

’opi

nion

writi

ng in

pre

para

tion

for

quar

ter b

ench

mar

k.

Q4

Lite

ratu

re: 3

-5In

form

ation

al 2

-4In

form

ation

al/L

itera

ture

Q4

Focu

s on

info

rm &

exp

lain

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

4RI

.5.1

, W.5

.9 P

erfo

rman

ce

Task

for P

ost-A

sses

smen

t*

Use

shor

t inf

orm

ation

al p

iece

s as m

ento

r te

xt(s

) to

supp

ort t

he d

evel

opm

ent o

f stu

-de

nts’

info

rmati

onal

writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.


Plan

ning

Gui

des

Fift

h G

rade

CPS

Lite

racy

Pla

nnin

g G

uide

(con

tinue

d)Bu

ilt u

pon

the

PARC

C Co

nten

t Fra

mew

ork

Sugg

este

d ge

nres

to g

uide

the

teac

hing

of c

ompl

ex te

xt:

Lite

ratu

re: a

dven

ture

stor

ies,

folk

tale

s, le

gend

s, fa

bles

, fan

tasy

, rea

listic

ficti

on, m

yth

and

dram

a, n

urse

ry rh

ymes

, nar

rativ

e po

ems,

lim

eric

ks a

nd fr

ee v

erse

Info

rmati

onal

/Lite

rary

Non

fictio

n: b

iogr

aphi

es a

nd a

utob

iogr

aphi

es; b

ooks

and

shor

t tex

ts a

bout

hist

ory,

soci

al st

udie

s, sc

ienc

e an

d th

e ar

ts; t

echn

ical

text

s, in

clud

ing

dire

ction

s, fo

rms a

nd in

for-

mati

on d

ispla

yed

in g

raph

s, c

hart

s or m

aps;

and

dig

ital s

ourc

es o

n a

rang

e of

topi

cs w

ritten

for a

bro

ad a

udie

nce

Shor

t Tex

ts: s

hort

text

s of m

ultip

le g

enre

s (s

uch

as p

oetr

y, ar

ticle

s, o

r spe

eche

s) th

at w

ould

allo

w st

uden

ts to

dra

w e

vide

nce

from

the

text

s and

pre

sent

thei

r ana

lyse

s in

writi

ng a

s wel

l as t

hrou

gh

spea

king

Exte

nded

Tex

ts: e

xten

ded,

full-

leng

th w

orks

of l

itera

ture

(suc

h as

a n

ovel

or p

lay)

or l

onge

r inf

orm

ation

al te

xt (s

uch

as a

mem

oir o

r bio

grap

hy),

depe

ndin

g on

the

focu

s of t

he u

nit

Fo

r Rea

ding

and

Writi

ng in

Eac

h Q

uart

erCi

te e

vide

nce

RL/R

I.5.1

Anal

yze

cont

ent

RL/R

I.5.2

-9, S

L.5.

2-3

Stud

y an

d ap

ply

gram

mar

L.5.

1-3,

SL.

5.6

Stud

y &

app

ly v

ocab

ular

yL.

5.4-

6Co

nduc

t dis

cuss

ions

SL.5

.1Re

port

find

ings

S.L5

.4-6

Read

ing:

Fou

ndati

onal

Ski

llsPh

onic

s & w

ord

reco

gniti

onRF

.5.3

Flue

ncy

RF.5

.4

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


Sixt

h G

rade

CPS

Lite

racy

Pla

nnin

g G

uide

Built

upo

n th

e PA

RCC

Cont

ent F

ram

ewor

k

Read

ing

Com

plex

Tex

tsRL

/RI6

.10

(see

sugg

este

d ge

nres

)

Writi

ng A

bout

Tex

tsW

6.1-

2, 4

-6,9

-10

Rese

arch

Pro

ject

W

.6.7

-9, R

L/RI

.6.1

-10

Nar

rativ

e W

riting

W.6

.3-6

, 10

Asse

ssm

ents

†W

.6.1

-3, 9

RI.6

.1

3-5

Shor

t Tex

ts

per q

uart

er1-

2 Ex

tend

ed T

exts

pe

r qua

rter

(A

t lea

st 2

Info

rmati

onal

&

2 L

itera

ture

a y

ear)

Daily

Rou

tine

W

riting

(W6.

9)(R

L/RI

.6.1

)

4-6

Anal

yses

per

yea

r(R

L/RI

.6.1

& W

.6.9

) (W

.6.4

, 6.5

& L

.6.1

-3)

1 Re

sear

ch P

aper

per

qua

rter

(As e

vide

nced

in w

ritten

pro

d-uc

ts a

ligne

d to

W.6

.1, W

.6.2

, or

W.6

.9)

2 N

arra

tives

per

yea

rW

ritten

Pro

duct

BOY

BOY

RI.6

.1, W

.6.9

Per

form

ance

Ta

sk fo

r Pre

-Ass

essm

ent*

Q1

Lite

ratu

re 2

-3In

form

ation

al

Text

s: 1

-2

Lite

ratu

re/I

nfor

mati

onal

Deve

lop

& c

onve

y un

ders

tand

ing

Stud

ents

mus

t writ

e da

ily a

nd c

onsis

tent

ly

durin

g re

adin

g of

shor

t an

d ex

tend

ed te

xts t

o sh

ow e

vide

nce

of th

eir

appl

icati

on o

f rea

d-in

g st

rate

gies

, suc

h as

pr

edic

ting,

visu

alizi

ng,

infe

rrin

g, su

mm

ariz-

ing,

que

stion

ing

and

conn

ectin

g.

Stud

ents

mus

t writ

e co

nsist

ently

, dur

ing

and

after

read

ing

shor

t an

d ex

tend

ed te

xts,

an

d re

spon

d to

text

de

pend

ent q

uesti

ons.

Q1

Focu

s on

argu

men

ts

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

Inte

grat

e kn

owle

dge

from

so

urce

s whe

n co

mpo

sing

Writi

ng st

anda

rds 7

-9 sh

ould

be

taug

ht a

nd fo

rmati

vely

ass

esse

d in

eac

h qu

arte

r with

in th

e w

riting

acti

vitie

s of a

t lea

st o

ne

unit

as th

ey b

uild

tow

ard

the

com

pleti

on o

f a fi

nal a

rgum

ent

or in

form

ative

/exp

lana

tory

text

.

Conv

ey e

xper

ienc

es

Writ

e at

leas

t tw

o na

rrati

ves a

yea

r th

at c

onve

y re

al o

r im

agin

ed e

xper

ienc

es

and

refle

ct th

e cr

aft

of li

tera

ry e

lem

ents

ou

tline

d in

Rea

ding

st

anda

rds 2

-6.

End

of Q

1 W

6.1

(arg

umen

t writi

ng)

RL6.

1( te

xt d

epen

dent

qu

estio

ns th

at w

ill p

rovi

de

stud

ents

with

the

evid

ence

ne

eded

to d

evel

op th

eir

argu

men

t writi

ng p

iece

)

Use

shor

t arg

umen

t pie

ces a

s men

tor t

ext(

s)

to su

ppor

t the

dev

elop

men

t of s

tude

nts’

ar

gum

ent w

riting

in p

repa

ratio

n fo

r qua

rter

be

nchm

ark.

Q2

Lite

ratu

re: 2

-3In

form

ation

al

Text

s: 1

-2

Info

rmati

onal

/Lite

ratu

reQ

2 Fo

cus o

n in

form

& e

xpla

in

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

2W

6.2

(info

rmati

onal

w

riting

)RI

6.1

(text

dep

ende

nt

ques

tions

that

will

pro

vide

st

uden

ts w

ith th

e ev

iden

ce

need

ed to

dev

elop

thei

r in

form

ation

al w

riting

pi

ece)

Use

shor

t inf

orm

ation

al p

iece

s as m

ento

r te

xt(s

) to

supp

ort t

he d

evel

opm

ent o

f stu

-de

nts’

info

rmati

onal

writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.

Q3

Lite

ratu

re: 2

-3In

form

ation

al

text

s: 1

-2

Lite

ratu

re/I

nfor

mati

onal

Q3

Focu

s on

argu

men

ts

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

3W

6.1

(arg

umen

t writi

ng)

RL6.

1 (te

xt d

epen

dent

qu

estio

ns th

at w

ill p

rovi

de

stud

ents

with

the

evid

ence

ne

eded

to d

evel

op th

eir

argu

men

t writi

ng p

iece

)

Use

shor

t arg

umen

t pie

ces a

s men

tor t

ext(

s)

to su

ppor

t the

dev

elop

men

t of s

tude

nts’

ar

gum

ent w

riting

in p

repa

ratio

n fo

r qua

rter

be

nchm

ark.

Q4

Lite

ratu

re: 2

-3In

form

ation

al

text

s: 1

-2

Info

rmati

onal

/Lite

ratu

reQ

4 Fo

cus o

n in

form

& e

xpla

in

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

4RI

6.1,

W6.

9 P

erfo

rman

ce

Task

for P

ost-A

sses

smen

t*U

se sh

ort i

nfor

mati

onal

pie

ces a

s men

tor

text

(s) t

o su

ppor

t the

dev

elop

men

t of s

tu-

dent

s’ in

form

ation

al w

riting

in p

repa

ratio

n fo

r qua

rter

ben

chm

ark.


Plan

ning

Gui

des

Sixt

h G

rade

CPS

Lite

racy

Pla

nnin

g G

uide

(con

tinue

d)Bu

ilt u

pon

the

PARC

C Co

nten

t Fra

mew

ork

Sugg

este

d G

enre

s to

guid

e th

e te

achi

ng o

f com

plex

text

:Li

tera

ture

: adv

entu

re, h

istor

ical

ficti

on, m

yste

ries,

myt

hs, s

cien

ce fi

ction

, rea

listic

ficti

on, p

arod

ies,

satir

e, d

ram

a, g

raph

ic n

ovel

s, p

lays

, poe

ms (

narr

ative

, fre

e-ve

rse)

sonn

ets,

bal

lads

and

epi

cs

Info

rmati

onal

/Lite

rary

Non

fictio

n: su

bgen

res o

f exp

ositi

on, a

rgum

ent a

nd fu

nctio

nal t

ext i

n th

e fo

rm o

f per

sona

l ess

ays;

spee

ches

; opi

nion

pie

ces;

ess

ays a

bout

art

or l

itera

ture

; bio

grap

hies

; mem

-oi

rs; j

ourn

alism

; and

hist

oric

al, s

cien

tific,

tech

nica

l or e

cono

mic

acc

ount

s

Shor

t Tex

ts: s

hort

text

s of m

ultip

le g

enre

s (s

uch

as p

oetr

y, ar

ticle

s, o

r spe

eche

s) th

at w

ould

allo

w st

uden

ts to

dra

w e

vide

nce

from

the

text

s and

pre

sent

thei

r ana

lyse

s in

writi

ng a

s wel

l as t

hrou

gh

spea

king

Exte

nded

Tex

ts: e

xten

ded,

full-

leng

th w

orks

of l

itera

ture

(suc

h as

a n

ovel

or p

lay)

or l

onge

r inf

orm

ation

al te

xt (s

uch

as a

mem

oir o

r bio

grap

hy),

depe

ndin

g on

the

focu

s of t

he u

nit

For R

eadi

ng a

nd W

riting

in E

ach

Qua

rter

Cite

evi

denc

eRL

/RI.6

.1An

alyz

e co

nten

tRL

/RI.6

.2-9

, SL6

.2-3

Stud

y an

d ap

ply

gram

mar

L.6.

1-3,

SL.

6.6

Stud

y &

app

ly v

ocab

ular

yL.

6.4-

6Co

nduc

t dis

cuss

ions

SL.6

.1Re

port

find

ings

SL.6

.4-6

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


Seve

nth

Gra

de C

PS L

itera

cy P

lann

ing

Gui

deBu

ilt u

pon

the

PARC

C Co

nten

t Fra

mew

ork

Read

ing

Com

plex

Tex

tsRL

/RI.7

.10

(see

sugg

este

d ge

nres

)

Writi

ng A

bout

Tex

tsW

.7.1

-2, 4

-6,9

-10

Rese

arch

Pro

ject

W

.7.7

-9, R

L/RI

.7.1

-10

Nar

rativ

e W

riting

W.7

.3-6

, 10

Asse

ssm

ents

†W

.7.1

-3,9

RI.7

.13-

5 Sh

ort T

exts

pe

r qua

rter

1-2

Exte

nded

Tex

ts

per q

uart

er

(At l

east

2 In

form

ation

al

& 2

Lite

ratu

re a

yea

r)

Daily

Rou

tine

W

riting

(W.7

.9)

(RL/

RI.7

.1)

4-6

Anal

yses

per

yea

r(R

L/RI

.7.1

& W

.7.9

) (W

.7.4

,7.5

& L

.7.1

-3)

1 Re

sear

ch P

aper

per

qua

rter

(As e

vide

nced

in w

ritten

pro

d-uc

ts a

ligne

d to

W.7

.1, W

.7.2

, or

W.7

.9)

2 N

arra

tives

a y

ear

Writt

en P

rodu

ct

BOY

BOY

RI.7

.1, W

.7.9

Per

form

ance

Ta

sk fo

r Pre

-Ass

essm

ent*

Q1

Lite

ratu

re: 2

-3In

form

ation

al: 1

-2Li

tera

ture

/Inf

orm

ation

alDe

velo

p &

con

vey

unde

rsta

ndin

g

Stud

ents

mus

t writ

e da

ily a

nd c

onsis

tent

ly

durin

g re

adin

g of

shor

t an

d ex

tend

ed te

xts t

o sh

ow e

vide

nce

of th

eir

appl

icati

on re

adin

g st

rate

gies

, suc

h as

pr

edic

ting,

visu

alizi

ng,

infe

rrin

g, su

mm

ariz-

ing,

que

stion

ing

and

conn

ectin

g.

Stud

ents

mus

t writ

e co

nsist

ently

, dur

ing

and

after

read

ing

shor

t an

d ex

tend

ed te

xts,

an

d re

spon

d to

text

de

pend

ent q

uesti

ons.

Q1

Focu

s on

argu

men

ts

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

Inte

grat

e kn

owle

dge

from

so

urce

s whe

n co

mpo

sing

Writi

ng st

anda

rds 7

-9 sh

ould

be

taug

ht a

nd fo

rmati

vely

ass

esse

d in

eac

h qu

arte

r with

in th

e w

riting

acti

vitie

s of a

t lea

st o

ne

unit

as th

ey b

uild

tow

ard

the

com

pleti

on o

f a fi

nal a

rgum

ent

or in

form

ative

/exp

lana

tory

text

.

Conv

ey e

xper

ienc

es

Writ

e at

leas

t tw

o na

rrati

ves a

yea

r th

at c

onve

y re

al o

r im

agin

ed e

xper

ienc

es

and

refle

ct th

e cr

aft

of li

tera

ry e

lem

ents

ou

tline

d in

Rea

ding

st

anda

rds 2

-6.

End

of Q

1 W

.7.1

(arg

umen

t writi

ng)

RL.7

.1 (t

ext d

epen

dent

qu

estio

ns th

at m

easu

re

stud

ents

’ com

preh

ensio

n an

d pr

ovid

e th

em w

ith

the

evid

ence

nee

ded

to

deve

lop

thei

r arg

umen

t w

riting

pie

ce)

Use

shor

t arg

umen

t pie

ces a

s men

tor t

ext(

s)

to su

ppor

t the

dev

elop

men

t of s

tude

nts’

ar

gum

ent w

riting

in p

repa

ratio

n fo

r qua

rter

be

nchm

ark.

Q2

Lite

ratu

re: 2

-3In

form

ation

al: 1

-2In

form

ation

al/L

itera

ture

Q2

Focu

s on

info

rm &

exp

lain

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

2W

.7.2

(inf

orm

ation

al

writi

ng)

RI.7

.1 (t

ext d

epen

dent

qu

estio

ns th

at m

easu

re

stud

ents

’ com

preh

ensio

n an

d pr

ovid

e th

em w

ith th

e ev

iden

ce n

eede

d to

de-

velo

p th

eir i

nfor

mati

onal

w

riting

pie

ce)

Use

shor

t inf

orm

ation

al p

iece

s as m

ento

r te

xt(s

) to

supp

ort t

he d

evel

opm

ent o

f stu

-de

nts’

info

rmati

onal

writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.

Q3

Lite

ratu

re: 2

-3In

form

ation

al

text

s: 1

-2

Lite

ratu

re/I

nfor

mati

onal

Q3

Focu

s on

argu

men

ts

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

3W

.7.1

(arg

umen

t writi

ng)

RL.7

.1 (t

ext d

epen

dent

qu

estio

ns th

at m

easu

re

stud

ents

’ com

preh

ensio

n an

d pr

ovid

e th

em w

ith

the

evid

ence

nee

ded

to

deve

lop

thei

r arg

umen

t w

riting

pie

ce)

Use

shor

t arg

umen

t pie

ces a

s men

tor t

ext(

s)

to su

ppor

t the

dev

elop

men

t of s

tude

nts’

ar

gum

ent w

riting

in p

repa

ratio

n fo

r qua

rter

be

nchm

ark.

Q4

Lite

ratu

re: 2

-3In

form

ation

al

text

s: 1

-2

Info

rmati

onal

/Lite

ratu

reQ

4 Fo

cus o

n in

form

& e

xpla

in

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

4RI

.7.1

, W.7

.9 P

erfo

rman

ce

Task

for P

ost-A

sses

smen

t*

Use

info

rmati

onal

pie

ces a

s a m

ento

r tex

t to

supp

ort i

nfor

mati

onal

writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.


Plan

ning

Gui

des

Seve

nth

Gra

de C

PS L

itera

cy P

lann

ing

Gui

de (c

ontin

ued)

Built

upo

n th

e PA

RCC

Cont

ent F

ram

ewor

k

Sugg

este

d ge

nres

to g

uide

the

teac

hing

of c

ompl

ex te

xt:

Lite

ratu

re: a

dven

ture

, hist

oric

al fi

ction

, mys

terie

s, m

yths

, sci

ence

ficti

on, r

ealis

tic fi

ction

, alle

gorie

s, p

arod

ies,

satir

e, d

ram

a, g

raph

ic n

ovel

s, o

ne-a

ct a

nd m

ulti-

act p

lays

, poe

ms (

narr

ative

, lyr

ical

, fr

ee-v

erse

) son

nets

, ode

s, b

alla

ds a

nd e

pics

Info

rmati

onal

/Lite

rary

Non

fictio

n: su

bgen

res o

f exp

ositi

on, a

rgum

ent a

nd fu

nctio

nal t

ext i

n th

e fo

rm o

f per

sona

l ess

ays;

spee

ches

; opi

nion

pie

ces;

ess

ays a

bout

art

or l

itera

ture

; bio

grap

hies

; mem

-oi

rs; j

ourn

alism

; and

hist

oric

al, s

cien

tific,

tech

nica

l or e

cono

mic

acc

ount

s

Shor

t Tex

ts: s

hort

text

s of m

ultip

le g

enre

s (s

uch

as p

oetr

y, ar

ticle

s, o

r spe

eche

s) th

at w

ould

allo

w st

uden

ts to

dra

w e

vide

nce

from

the

text

s and

pre

sent

thei

r ana

lyse

s in

writi

ng a

s wel

l as t

hrou

gh

spea

king

Exte

nded

Tex

ts: e

xten

ded,

full-

leng

th w

orks

of l

itera

ture

(suc

h as

a n

ovel

or p

lay)

or l

onge

r inf

orm

ation

al te

xt (s

uch

as a

mem

oir o

r bio

grap

hy),

depe

ndin

g on

the

focu

s of t

he u

nit

For R

eadi

ng a

nd W

riting

in E

ach

Qua

rter

Cite

evi

denc

eRL

/RI.7

.1An

alyz

e co

nten

tRL

/RI.7

.2-9

, SL7

.2-3

Stud

y an

d ap

ply

gram

mar

L.7.

1-3,

SL.

7.6

Stud

y &

app

ly v

ocab

ular

yL.

7.4-

6Co

nduc

t dis

cuss

ions

SL.7

.1Re

port

find

ings

SL.7

.4-6

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


Eigh

th G

rade

CPS

Lite

racy

Pla

nnin

g G

uide

Built

upo

n th

e PA

RCC

Cont

ent F

ram

ewor

kRe

adin

g Co

mpl

ex T

exts

RL/R

I.8.1

0(s

ee su

gges

ted

genr

es)

Writi

ng A

bout

Tex

tsW

.8.1

-2, 4

-6,9

-10

Rese

arch

Pro

ject

W

.8.1

-2, 4

-6,9

-10

Nar

rativ

e W

riting

W.8

.3-6

, 10

Asse

ssm

ents

†W

.8.1

-3,9

RI.8

.13-

5 Sh

ort T

exts

pe

r qua

rter

1-2

Exte

nded

Tex

ts

per q

uart

er

(At l

east

2 In

form

ation

al

& 2

Lite

ratu

re a

yea

r)

Daily

Rou

tine

W

riting

(W.8

.9)

(RL/

RI.8

.1)

4-6

Anal

yses

per

yea

r(R

L/RI

.8.1

& W

.8.9

) (W

.8.4

,8.5

& L

.8.1

-3)

1 Re

sear

ch P

aper

per

qua

rter

(As e

vide

nced

in w

ritten

pro

d-uc

ts a

ligne

d to

W.8

.1, W

.8.2

, or

W.8

.9)

2 N

arra

tives

a y

ear

Writt

en P

rodu

ct

BOY

BOY

RI.8

.1, W

.8.9

Per

form

ance

Ta

sk fo

r Pre

-Ass

essm

ent*

Q1

Lite

ratu

re 2

-3In

form

ation

al

Text

s: 1

-2

Lite

ratu

re/I

nfor

mati

onal

Deve

lop

& c

onve

y un

ders

tand

ing

Stud

ents

mus

t writ

e da

ily a

nd c

onsis

tent

ly

durin

g re

adin

g of

shor

t an

d ex

tend

ed te

xts t

o sh

ow e

vide

nce

of th

eir

appl

icati

on o

f rea

d-in

g st

rate

gies

, suc

h as

pr

edic

ting,

visu

alizi

ng,

infe

rrin

g, su

mm

ariz-

ing,

que

stion

ing

and

conn

ectin

g.

Stud

ents

mus

t writ

e co

nsist

ently

, dur

ing

and

after

read

ing

shor

t an

d ex

tend

ed te

xts,

an

d re

spon

d to

text

de

pend

ent q

uesti

ons.

Q1

Focu

s on

argu

men

ts

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

Inte

grat

e kn

owle

dge

from

so

urce

s whe

n co

mpo

sing

Writi

ng st

anda

rds 7

-9 sh

ould

be

taug

ht a

nd fo

rmati

vely

ass

esse

d in

eac

h qu

arte

r with

in th

e w

riting

acti

vitie

s of a

t lea

st o

ne

unit

as th

ey b

uild

tow

ard

the

com

pleti

on o

f a fi

nal a

rgum

ent

or in

form

ative

/exp

lana

tory

text

.

Conv

ey e

xper

ienc

es

Writ

e at

leas

t tw

o na

rrati

ves a

yea

r th

at c

onve

y re

al o

r im

agin

ed e

xper

ienc

es

and

refle

ct th

e cr

aft

of li

tera

ry e

lem

ents

ou

tline

d in

Rea

ding

st

anda

rds 2

-6.

End

of Q

1 W

.8.1

(arg

umen

t writi

ng)

RL.8

.1 (t

ext d

epen

dent

qu

estio

ns th

at m

easu

re

stud

ents

’ com

preh

ensio

n an

d pr

ovid

e th

em w

ith

the

evid

ence

nee

ded

to

deve

lop

thei

r arg

umen

ta-

tive

writi

ng p

iece

)

Use

shor

t arg

umen

t pie

ces a

s men

tor t

ext(

s)

to su

ppor

t the

dev

elop

men

t of s

tude

nts’

ar

gum

ent w

riting

in p

repa

ratio

n fo

r qua

rter

be

nchm

ark.

Q2

Lite

ratu

re 2

-3In

form

ation

al

Text

s: 1

-2

Info

rmati

onal

/Lite

ratu

reQ

2 Fo

cus o

n in

form

& e

xpla

in

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

2W

.8.2

(inf

orm

ation

al

writi

ng)

RI.8

.1 (

text

dep

ende

nt

ques

tions

that

mea

sure

st

uden

ts’ c

ompr

ehen

sion

and

prov

ide

them

with

the

evid

ence

nee

ded

to d

e-ve

lop

thei

r inf

orm

ation

al

writi

ng p

iece

)

Use

shor

t inf

orm

ation

al p

iece

s as m

ento

r te

xt(s

) to

supp

ort t

he d

evel

opm

ent o

f stu

-de

nts’

info

rmati

onal

writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.

Q3

Lite

ratu

re:2

-3In

form

ation

al

text

s: 1

-2

Lite

ratu

re/I

nfor

mati

onal

Q3

Focu

s on

argu

men

ts

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

3W

.8.1

(arg

umen

t writi

ng)

RL.8

.1 (t

ext d

epen

dent

qu

estio

ns th

at m

easu

re

stud

ents

’ com

preh

ensio

n an

d pr

ovid

e th

em w

ith

the

evid

ence

nee

ded

to

deve

lop

thei

r arg

umen

ta-

tive

writi

ng p

iece

)

Use

shor

t arg

umen

t pie

ces a

s men

tor t

ext(

s)

to su

ppor

t the

dev

elop

men

t of s

tude

nts’

ar

gum

ent w

riting

in p

repa

ratio

n fo

r qua

rter

be

nchm

ark.

Q4

Lite

ratu

re: 2

-3In

form

ation

al

text

s: 1

-2

Info

rmati

onal

/Lite

ratu

reQ

4 Fo

cus o

n in

form

& e

xpla

in

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

4RI

.8.1

, W.8

.9 P

erfo

rman

ce

Task

for P

ost-A

sses

smen

t*

Use

shor

t inf

orm

ation

al p

iece

s as m

ento

r te

xt(s

) to

supp

ort t

he d

evel

opm

ent o

f stu

-de

nts’

info

rmati

onal

writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.


Plan

ning

Gui

des

Eigh

th G

rade

CPS

Lite

racy

Pla

nnin

g G

uide

(con

tinue

d)Bu

ilt u

pon

the

PARC

C Co

nten

t Fra

mew

ork

Sugg

este

d ge

nres

to g

uide

the

teac

hing

of c

ompl

ex te

xt:

Lite

ratu

re: a

dven

ture

, hist

oric

al fi

ction

, mys

terie

s, m

yths

, sci

ence

ficti

on, r

ealis

tic fi

ction

, alle

gorie

s, p

arod

ies,

satir

e, d

ram

a, g

raph

ic n

ovel

s, o

ne-a

ct a

nd m

ulti-

act p

lays

, poe

ms (

narr

ative

, lyr

ical

, fr

ee-v

erse

) son

nets

, ode

s, b

alla

ds a

nd e

pics

Info

rmati

onal

/Lite

rary

Non

fictio

n: in

clud

e th

e su

bgen

res o

f exp

ositi

on, a

rgum

ent a

nd fu

nctio

nal t

ext i

n th

e fo

rm o

f per

sona

l ess

ays;

spee

ches

; opi

nion

pie

ces;

ess

ays a

bout

art

or l

itera

ture

; bio

gra-

phie

s; m

emoi

rs; j

ourn

alism

; and

hist

oric

al, s

cien

tific,

tech

nica

l or e

cono

mic

acc

ount

s

Shor

t Tex

ts: s

hort

text

s of m

ultip

le g

enre

s (s

uch

as p

oetr

y, ar

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r spe

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w e

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the

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thei

r ana

lyse

s in

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s wel

l as t

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gh

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Exte

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Tex

ts: e

xten

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full-

leng

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orks

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For R

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Qua

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Cite

evi

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pply

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uct d

iscu

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.8.1

Repo

rt fi

ndin

gsSL

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-6

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

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the

dist

rict.


Nin

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rade

CPS

Lite

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Pla

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Built

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arch

Pro

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L/RI

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0As

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RI.9

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Exte

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Lite

ratu

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yea

r)

Daily

Rou

tine

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riting

(W.9

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L/RI

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Anal

yses

per

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1 &

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per

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ritten

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Tas

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1Li

tera

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Info

rmati

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te

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Lite

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nfor

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Deve

lop

& c

onve

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ders

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Stud

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t writ

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nd c

onsis

tent

ly

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g re

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shor

t an

d ex

tend

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xts t

o sh

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appl

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pr

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Stud

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, dur

ing

and

after

read

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shor

t an

d ex

tend

ed te

xts,

an

d re

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text

de

pend

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uesti

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Q1

Focu

s on

argu

men

ts

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

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sed

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idea

s and

fact

s gat

here

d th

roug

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Inte

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mpo

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Writi

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tand

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shou

ld b

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ught

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ative

ly a

sses

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in e

ach

quar

ter w

ithin

the

writi

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ctivi

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f at l

east

one

un

it as

they

bui

ld to

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e co

mpl

etion

of a

fina

l arg

umen

t or

info

rmati

ve/e

xpla

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xt.

Conv

ey e

xper

ienc

es

Writ

e at

leas

t tw

o na

rrati

ves a

yea

r th

at c

onve

y re

al o

r im

agin

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xper

ienc

es

and

refle

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e cr

aft

of li

tera

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lem

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ou

tline

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Rea

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st

anda

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-6.

End

of Q

1 W

.9-1

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(arg

umen

t writ

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g)RL

.9-1

0.1

(text

dep

ende

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ques

tions

that

mea

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st

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ompr

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sion

and

prov

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them

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th

e ev

iden

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p th

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Use

shor

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s men

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ext(

s)

to su

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dev

elop

men

t of a

rgum

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pre

para

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for q

uart

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ench

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Q2

Lite

ratu

re: 2

-3In

form

ation

al

text

s: 1

-2

Info

rmati

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/Lite

ratu

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2 Fo

cus o

n ar

gum

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Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

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sed

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idea

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fact

s gat

here

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adin

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shor

t an

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tend

ed te

xts.

End

of Q

2W

.9-1

0.9

(arg

umen

t writ

-in

g)RI

.9-1

0.1

(text

dep

ende

nt

ques

tions

that

mea

sure

st

uden

ts’ c

ompr

ehen

sion

and

prov

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them

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e ev

iden

ce n

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p th

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rgum

ent

writi

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Use

shor

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umen

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s men

tor t

ext(

s)

to su

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elop

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t of a

rgum

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ench

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Lite

ratu

re: 2

-3In

form

ation

al

text

s: 1

-2

Lite

ratu

re/I

nfor

mati

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Q3

Focu

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rm &

exp

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Anal

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shou

ld b

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ritten

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dev

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gu-

men

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natio

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idea

s and

fact

s gat

here

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roug

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adin

g of

shor

t an

d ex

tend

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xts.

End

of Q

3W

.9-1

0.9

(info

rmati

onal

w

riting

) RI

.9-1

0.1

(text

dep

ende

nt

ques

tions

that

mea

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uden

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ompr

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and

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them

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evid

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ded

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Use

shor

t inf

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s as m

ento

r te

xt(s

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supp

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Lite

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-3In

form

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text

s: 1

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Info

rmati

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/Lite

ratu

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4 Fo

cus o

n ar

gum

ents

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

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sed

on

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idea

s and

fact

s gat

here

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roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

4RI

.9-1

0.1,

W.9

-10.

9

Perfo

rman

ce T

ask

for

Post

-Ass

essm

ent*

Use

shor

t arg

umen

t pie

ces a

s men

tor t

ext(

s)

to su

ppor

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dev

elop

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t of s

tude

nts’

ar

gum

ent w

riting

in p

repa

ratio

n fo

r qua

rter

be

nchm

ark.


Plan

ning

Gui

des

Nin

th G

rade

CPS

Lite

racy

Pla

nnin

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uide

(con

tinue

d)Bu

ilt u

pon

the

PARC

C Co

nten

t Fra

mew

ork

Sugg

este

d ge

nres

to g

uide

the

teac

hing

of c

ompl

ex te

xt:

Lite

ratu

re: a

dven

ture

, hist

oric

al fi

ction

, mys

terie

s, m

yths

, sci

ence

ficti

on, r

ealis

tic fi

ction

, alle

gorie

s, p

arod

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satir

e, d

ram

a, g

raph

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ovel

s, o

ne-a

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ulti-

act p

lays

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ms (

narr

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, lyr

ical

, fr

ee-v

erse

) son

nets

, ode

s, b

alla

ds a

nd e

pics

Info

rmati

onal

/Lite

rary

Non

fictio

n: su

bgen

res o

f exp

ositi

on, a

rgum

ent a

nd fu

nctio

nal t

ext i

n th

e fo

rm o

f per

sona

l ess

ays;

spee

ches

; opi

nion

pie

ces;

ess

ays a

bout

art

or l

itera

ture

; bio

grap

hies

; mem

-oi

rs; j

ourn

alism

; and

hist

oric

al, s

cien

tific,

tech

nica

l or e

cono

mic

acc

ount

s

Shor

t Tex

ts: s

hort

text

s of m

ultip

le g

enre

s (s

uch

as p

oetr

y, ar

ticle

s, o

r spe

eche

s) th

at w

ould

allo

w st

uden

ts to

dra

w e

vide

nce

from

the

text

s and

pre

sent

thei

r ana

lyse

s in

writi

ng a

s wel

l as t

hrou

gh

spea

king

Exte

nded

Tex

ts: e

xten

ded,

full-

leng

th w

orks

of l

itera

ture

(suc

h as

a n

ovel

or p

lay)

or l

onge

r inf

orm

ation

al te

xt (s

uch

as a

mem

oir o

r bio

grap

hy),

depe

ndin

g on

the

focu

s of t

he u

nit

For R

eadi

ng a

nd W

riting

in E

ach

Qua

rter

Cite

evi

denc

eRL

/RI.9

-10.

1An

alyz

e co

nten

tRL

/RI.9

-10.

2-9,

SL

.9-1

0.2-

3

Stud

y an

d ap

ply

gram

mar

L.9-

10.1

-3, S

L.9-

10.6

Stud

y &

app

ly v

ocab

ular

yL.

9-10

.4-6

Cond

uct d

iscu

ssio

nsSL

.9-1

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Repo

rt fi

ndin

gsSL

.9-1

0.4-

6

1 Stan

dard

RI.9

-10.

9 sti

pula

tes t

hat s

tude

nts “

anal

yze

sem

inal

U.S

. doc

umen

ts o

f hist

oric

al a

nd li

tera

ry si

gnifi

canc

e.”

Teac

hers

shou

ld in

corp

orat

e th

ese

text

s, w

here

rele

vant

, dur

ing

the

acad

emic

yea

r.

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


Tent

h G

rade

CPS

Lite

racy

Pla

nnin

g G

uide

Built

upo

n th

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RCC

Cont

ent F

ram

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k

Read

ing

Com

plex

Tex

tsRL

/RI.9

-10.

10(s

ee su

gges

ted

genr

es)

Writi

ng A

bout

Tex

tsW

.9-1

0.1-

2, 4

-6, 9

-10

Rese

arch

Pro

ject

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.9-1

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9, R

L/RI

.9-1

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10N

arra

tive

Writi

ngW

.9-1

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6, 1

0As

sess

men

ts†

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1, 9

RI.9

-10.

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5 Sh

ort T

exts

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Exte

nded

Tex

ts

per q

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east

2 In

form

ation

al

& 2

Lite

ratu

re a

yea

r)

Daily

Rou

tine

W

riting

(W.9

-10.

9)(R

L/RI

.9-1

0.1)

4-6

Anal

yses

per

qua

rter

(RL/

RI.9

-10.

1 &

W.9

-10.

9) (W

.9-1

0.4,

9-1

0.5

& L

.9-1

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3)

1 Re

sear

ch P

aper

per

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rter

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vide

nced

in w

ritten

pr

oduc

ts a

ligne

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W.9

-10.

1,

W.9

-10.

2, o

r W.9

-10-

.9)

2 N

arra

tives

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ear

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en P

rodu

ct

BOY

BOY

RI9-

10.1

, RI9

-10.

9

Perfo

rman

ce T

ask

for

Pre-

Asse

ssm

ent*

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Lite

ratu

re: 2

-3In

form

ation

al

Text

s1 :1-2

Lite

ratu

re/I

nfor

mati

onal

Deve

lop

& c

onve

y un

ders

tand

ing

Stud

ents

mus

t writ

e da

ily a

nd c

onsis

tent

ly

durin

g re

adin

g of

shor

t an

d ex

tend

ed te

xts t

o sh

ow e

vide

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of th

eir

appl

icati

on o

f rea

d-in

g st

rate

gies

, suc

h as

pr

edic

ting,

visu

alizi

ng,

infe

rrin

g, su

mm

ariz-

ing,

que

stion

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and

conn

ectin

g.

Stud

ents

mus

t writ

e co

nsist

ently

, dur

ing

and

after

read

ing

shor

t an

d ex

tend

ed te

xts,

an

d re

spon

d to

text

de

pend

ent q

uesti

ons.

Q1

Focu

s on

argu

men

ts

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

Inte

grat

e kn

owle

dge

from

so

urce

s whe

n co

mpo

sing

Writi

ng st

anda

rds 7

-9 sh

ould

be

taug

ht a

nd fo

rmati

vely

ass

esse

d in

eac

h qu

arte

r with

in th

e w

riting

acti

vitie

s of a

t lea

st o

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unit

as th

ey b

uild

tow

ard

the

com

pleti

on o

f a fi

nal a

rgum

ent

or in

form

ative

/exp

lana

tory

text

.

Conv

ey e

xper

ienc

es

Writ

e at

leas

t tw

o na

rrati

ves a

yea

r th

at c

onve

y re

al o

r im

agin

ed e

xper

ienc

es

and

refle

ct th

e cr

aft

of li

tera

ry e

lem

ents

ou

tline

d in

Rea

ding

st

anda

rds 2

-6.

End

of Q

1 W

.9-1

0.1

(arg

umen

t writ

-in

g)RL

.9-1

0.1

(text

dep

ende

nt

ques

tions

that

mea

sure

st

uden

ts’ c

ompr

ehen

sion

and

prov

ide

them

with

th

e ev

iden

ce n

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d to

de

velo

p th

eir a

rgum

ent

writi

ng p

iece

)

Use

shor

t arg

umen

t pie

ces a

s men

tor

text

(s) t

o su

ppor

t the

dev

elop

men

t of

stud

ents

’arg

umen

t writi

ng in

pre

para

tion

for

quar

ter b

ench

mar

k.

Q2

Lite

ratu

re: 2

-3In

form

ation

al

text

s: 1

-2

Info

rmati

onal

/Lite

ratu

reQ

2 Fo

cus o

n ar

gum

ents

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

2W

.9-1

0.9

(arg

umen

t writ

-in

g)RI

.9-1

0.1

(text

dep

ende

nt

ques

tions

that

mea

sure

st

uden

ts’ c

ompr

ehen

sion

and

prov

ide

them

with

th

e ev

iden

ce n

eede

d to

de

velo

p th

eir a

rgum

ent

writi

ng p

iece

)

Use

shor

t arg

umen

t pie

ces a

s men

tor t

ext(

s)

to su

ppor

t the

dev

elop

men

t of s

tude

nts’

in

form

ation

al w

riting

in p

repa

ratio

n fo

r qu

arte

r ben

chm

ark.

Q3

Lite

ratu

re:2

-3In

form

ation

al

text

: 1-2

Lite

ratu

re/I

nfor

mati

onal

Q3

Focu

s on

info

rm &

exp

lain

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

3W

.9-1

0.9

(info

rmati

onal

te

xt)

RI.9

-10.

1 (te

xt d

epen

dent

qu

estio

ns th

at m

easu

re

stud

ents

’ com

preh

ensio

n an

d pr

ovid

e th

em w

ith th

e ev

iden

ce n

eede

d to

de-

velo

p th

eir i

nfor

mati

onal

w

riting

pie

ce )

Use

shor

t inf

orm

ation

al p

iece

s as m

ento

r te

xt(s

) to

supp

ort t

he d

evel

opm

ent o

f stu

-de

nts’

info

rmati

onal

writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.

Q4

Lite

ratu

re: 2

-3In

form

ation

al

text

s: 1

-2

Info

rmati

onal

/Lite

ratu

reQ

4 Fo

cus o

n ar

gum

ents

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

4RI

.9-1

0.1,

W.9

-10.

9

Perfo

rman

ce T

ask

for

Post

-Ass

essm

ent*

Use

shor

t arg

umen

t pie

ces a

s men

tor t

ext(

s)

to su

ppor

t the

dev

elop

men

t of s

tude

nts’

ar

gum

ent w

riting

in p

repa

ratio

n fo

r qua

rter

be

nchm

ark.


Plan

ning

Gui

des

Tent

h G

rade

CPS

Lite

racy

Pla

nnin

g G

uide

(con

tinue

d)Bu

ilt u

pon

the

PARC

C Co

nten

t Fra

mew

ork

Sugg

este

d ge

nres

to g

uide

the

teac

hing

of c

ompl

ex te

xt:

Lite

ratu

re: a

dven

ture

, hist

oric

al fi

ction

, mys

terie

s, m

yths

, sci

ence

ficti

on, r

ealis

tic fi

ction

, alle

gorie

s, p

arod

ies,

satir

e, d

ram

a, g

raph

ic n

ovel

s, o

ne-a

ct a

nd m

ulti-

act p

lays

, poe

ms (

narr

ative

, lyr

ical

, fr

ee-v

erse

) son

nets

, ode

s, b

alla

ds a

nd e

pics

Info

rmati

onal

/Lite

rary

Non

fictio

n: su

bgen

res o

f exp

ositi

on, a

rgum

ent a

nd fu

nctio

nal t

ext i

n th

e fo

rm o

f per

sona

l ess

ays;

spee

ches

; opi

nion

pie

ces;

ess

ays a

bout

art

or l

itera

ture

; bio

grap

hies

; mem

-oi

rs; j

ourn

alism

; and

hist

oric

al, s

cien

tific,

tech

nica

l or e

cono

mic

acc

ount

s

Shor

t Tex

ts: s

hort

text

s of m

ultip

le g

enre

s (s

uch

as p

oetr

y, ar

ticle

s, o

r spe

eche

s) th

at w

ould

allo

w st

uden

ts to

dra

w e

vide

nce

from

the

text

s and

pre

sent

thei

r ana

lyse

s in

writi

ng a

s wel

l as t

hrou

gh

spea

king

Exte

nded

Tex

ts: e

xten

ded,

full-

leng

th w

orks

of l

itera

ture

(suc

h as

a n

ovel

or p

lay)

or l

onge

r inf

orm

ation

al te

xt (s

uch

as a

mem

oir o

r bio

grap

hy),

depe

ndin

g on

the

focu

s of t

he u

nit

For R

eadi

ng a

nd W

riting

in E

ach

Qua

rter

Cite

evi

denc

eRL

/RI.9

-10.

1An

alyz

e co

nten

tRL

/RI.9

-10.

2-9,

SL

.9-1

0.2-

3

Stud

y an

d ap

ply

gram

mar

L.9-

10.1

-3, S

L.9-

10.6

Stud

y &

app

ly v

ocab

ular

yL.

9-10

.4-6

Cond

uct d

iscu

ssio

nsSL

.9-1

0.1

Repo

rt fi

ndin

gsSL

.9-1

0.4-

6

1 Stan

dard

RI.9

-10.

9 sti

pula

tes t

hat s

tude

nts “

anal

yze

sem

inal

U.S

. doc

umen

ts o

f hist

oric

al a

nd li

tera

ry si

gnifi

canc

e.”

Teac

hers

shou

ld in

corp

orat

e th

ese

text

s, w

here

rele

vant

, dur

ing

the

acad

emic

yea

r.

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


Elev

enth

Gra

de C

PS L

itera

cy P

lann

ing

Gui

deBu

ilt u

pon

the

PARC

C Co

nten

t Fra

mew

ork

Read

ing

Com

plex

Tex

tsRL

/RI.1

1-12

.10

(see

sugg

este

d ge

nres

)

Writi

ng A

bout

Tex

tsW

.11-

12.1

-2, 4

-6, 9

-10

Rese

arch

Pro

ject

W

.11-

12.7

-9, R

L/RI

.11-

12.1

-10

Nar

rativ

e W

riting

W.1

1-12

.3-6

, 10

Asse

ssm

ents

†W

.11-

12.1

-3, 9

RI.1

1-12

.1

3-5

Shor

t Tex

ts

per q

uart

er1-

2 Ex

tend

ed T

exts

pe

r qua

rter

(A

t lea

st 2

Info

rmati

onal

&

2 L

itera

ture

a y

ear)

Daily

Rou

tine

W

riting

(W.1

1-12

.9)

(RL/

RI.1

1-12

.1)

4-6

Anal

yses

per

qua

rter

(RL/

RI.1

1-12

.1 &

W.1

1-12

.9)

(W.1

1-12

.4,W

.11-

12.5

& L.

11-1

2.1-

3)

1 Re

sear

ch P

aper

per

qua

rter

(As e

vide

nced

in w

ritten

pr

oduc

ts a

ligne

d to

W.1

1-12

.1,

W.1

1-12

.2, o

r W.1

1-12

.9)

2 N

arra

tives

per

yea

rW

ritten

Pro

duct

BOY

BOY

RI.1

1-12

.1, W

.11-

12.9

Per

for-

man

ce T

ask

for

Pre-

Asse

ssm

ent*

Q1

Lite

ratu

re: 2

-3In

form

ation

al

Text

s1 : 1-2

Lite

ratu

re/I

nfor

mati

onal

Deve

lop

& C

onve

y U

nder

stan

ding

Stud

ents

mus

t w

rite

daily

and

co

nsist

ently

dur

ing

read

ing

of sh

ort

and

exte

nded

text

s to

show

evi

denc

e of

thei

r app

licati

on

of re

adin

g st

rate

-gi

es, s

uch

as p

re-

dicti

ng, v

isual

izing

, in

ferr

ing,

sum

ma-

rizin

g, q

uesti

onin

g an

d co

nnec

ting.

Stud

ents

mus

t w

rite

cons

isten

tly,

durin

g an

d aft

er

read

ing

shor

t and

ex

tend

ed te

xts,

an

d re

spon

d to

te

xt d

epen

dent

qu

estio

ns.

Q1

Focu

s on

argu

men

ts

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

Inte

grat

e kn

owle

dge

from

so

urce

s whe

n co

mpo

sing

Writi

ng st

anda

rds 7

-9 sh

ould

be

taug

ht a

nd fo

rmati

vely

ass

esse

d in

eac

h qu

arte

r with

in th

e w

riting

acti

vitie

s of a

t lea

st o

ne

unit

as th

ey b

uild

tow

ard

the

com

pleti

on o

f a fi

nal a

rgum

en-

tativ

e or

info

rmati

ve/e

xpla

na-

tory

text

.

Conv

ey e

xper

ienc

es

Writ

e at

leas

t tw

o na

rrati

ves a

yea

r th

at c

onve

y re

al o

r im

agin

ed e

xper

ienc

es

and

refle

ct th

e cr

aft

of li

tera

ry e

lem

ents

ou

tline

d in

Rea

ding

St

anda

rds 2

-6.

End

of Q

1 W

11-1

2.1

(arg

umen

t writi

ng)

RL.1

1-12

.1( t

ext d

epen

dent

que

s-tio

ns th

at m

easu

re st

uden

ts’ c

om-

preh

ensio

n an

d pr

ovid

e th

em w

ith

the

evid

ence

nee

ded

to d

evel

op

thei

r arg

umen

t writi

ng p

iece

)

Use

shor

t arg

umen

t pie

ces a

s men

tor

text

(s) t

o su

ppor

t the

dev

elop

men

t of

stud

ents

’ arg

umen

t writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.

Q2

Lite

ratu

re: 2

-3In

form

ation

al

Text

s: 1

-2

Info

rmati

onal

/Lite

ratu

reQ

2 Fo

cus o

n ar

gum

ents

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

2W

11-1

2.1

(arg

umen

t writi

ng)

RL.1

1-12

.1 (

text

dep

ende

nt q

ues-

tions

that

mea

sure

stud

ents

’ com

-pr

ehen

sion

and

prov

ide

them

with

th

e ev

iden

ce n

eede

d to

dev

elop

th

eir a

rgum

ent w

riting

pie

ce)

Use

shor

t arg

umen

t pie

ces a

s men

tor

text

(s) t

o su

ppor

t the

dev

elop

men

t of

stud

ents

’ arg

umen

t writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.

Q3

Lite

ratu

re: 2

-3In

form

ation

al

Text

s: 1

-2

Lite

ratu

re/I

nfor

mati

onal

Q3

Focu

s on

info

rm &

exp

lain

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

3W

.11-

12.2

(inf

orm

ation

al w

riting

)RI

.11-

12.1

( te

xt d

epen

dent

qu

estio

ns th

at m

easu

re st

uden

ts’

com

preh

ensio

n an

d pr

ovid

es

them

with

the

evid

ence

nee

ded

to d

evel

op th

eir i

nfor

mati

onal

w

riting

pie

ce)

Use

shor

t inf

orm

ation

al p

iece

s as m

en-

tor t

ext(

s) to

supp

ort t

he d

evel

opm

ent o

f st

uden

ts’in

form

ation

al w

riting

in p

repa

ra-

tion

for q

uart

er b

ench

mar

k.

Q4

Lite

ratu

re: 2

-3In

form

ation

al

text

s: 1

-2

Info

rmati

onal

/Lite

ratu

reQ

4 Fo

cus o

n ar

gum

ents

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

4 RI

.11-

12.1

, W.1

1-12

.9

Perfo

rman

ce T

ask

for

Pre-

Asse

ssm

ent*

Use

shor

t arg

umen

t pie

ces a

s men

tor

text

(s) t

o su

ppor

t the

dev

elop

men

t of

stud

ents

’ arg

umen

t writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.


Plan

ning

Gui

des

Elev

enth

Gra

de C

PS L

itera

cy P

lann

ing

Gui

de (c

ontin

ued)

Built

upo

n th

e PA

RCC

Cont

ent F

ram

ewor

k

Sugg

este

d ge

nres

to g

uide

the

teac

hing

of c

ompl

ex te

xt:

Lite

ratu

re: a

dven

ture

, hist

oric

al fi

ction

, mys

terie

s, m

yths

, sci

ence

ficti

on, r

ealis

tic fi

ction

, par

odie

s, sa

tire,

dra

ma,

gra

phic

nov

els,

pla

ys, p

oem

s (na

rrati

ve, f

ree-

vers

e) so

nnet

s, b

alla

ds a

nd e

pics

Info

rmati

onal

/Lite

rary

Non

fictio

n: su

bgen

res o

f exp

ositi

on, a

rgum

ent a

nd fu

nctio

nal t

ext i

n th

e fo

rm o

f per

sona

l ess

ays;

spee

ches

; opi

nion

pie

ces;

ess

ays a

bout

art

or l

itera

ture

; bio

grap

hies

; mem

-oi

rs; j

ourn

alism

; U.S

. fou

ndati

onal

text

s; a

nd h

istor

ical

, sci

entifi

c, te

chni

cal o

r eco

nom

ic a

ccou

nts

Shor

t Tex

ts: s

hort

text

s of m

ultip

le g

enre

s (s

uch

as p

oetr

y, ar

ticle

s, o

r spe

eche

s) th

at w

ould

allo

w st

uden

ts to

dra

w e

vide

nce

from

the

text

s and

pre

sent

thei

r ana

lyse

s in

writi

ng a

s wel

l as t

hrou

gh

spea

king

Exte

nded

Tex

ts: e

xten

ded,

full-

leng

th w

orks

of l

itera

ture

(suc

h as

a n

ovel

or p

lay)

or l

onge

r inf

orm

ation

al te

xt (s

uch

as a

mem

oir o

r bio

grap

hy),

depe

ndin

g on

the

focu

s of t

he u

nit

For R

eadi

ng a

nd W

riting

in E

ach

Qua

rter

Cite

evi

denc

eRL

/RI.1

1-12

.1An

alyz

e co

nten

tRL

/RI.1

1-12

.2-9

, SL

.11-

12.2

-3

Stud

y an

d ap

ply

gram

mar

L.11

-12.

1-3,

SL.

11-1

2.6

Stud

y &

app

ly v

ocab

ular

yL.

11-1

2.4-

6Co

nduc

t dis

cuss

ions

SL.1

1-12

.1Re

port

find

ings

SL.1

1-12

.4-6

1 Stan

dard

RI1

1-12

.8 sti

pula

tes t

hat s

tude

nts “

delin

eate

and

eva

luat

e th

e re

ason

ing

in se

min

al U

.S. t

exts

.” Te

ache

rs sh

ould

inco

rpor

ate

thes

e te

xts,

whe

re re

leva

nt, d

urin

g th

e ac

adem

ic y

ear.

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


Twel

fth

Gra

de C

PS L

itera

cy P

lann

ing

Gui

deBu

ilt u

pon

the

PARC

C Co

nten

t Fra

mew

ork

Read

ing

Com

plex

Tex

tsRL

/RI.1

1-12

.10

(see

sugg

este

d ge

nres

)

Writi

ng A

bout

Tex

tsW

.11-

12.1

-2, 4

-6,9

-10

Rese

arch

Pro

ject

W

.11-

12.7

-9, R

L/RI

.11-

12.1

-10

Nar

rativ

e W

riting

W.1

1-12

.3-6

, 10

Asse

ssm

ents

†W

.11-

12.1

-3, 9

RI.1

1-12

.1

3-5

Shor

t Tex

ts

per q

uart

er1-

2 Ex

tend

ed T

exts

pe

r qua

rter

(A

t lea

st 2

Info

rmati

onal

&

2 L

itera

ture

a y

ear)

Daily

Rou

tine

W

riting

(W.1

1-12

.9)

(RL/

RI.1

1-12

.1)

4-6

Anal

yses

per

qua

rter

(RL/

RI.1

1-12

.1&

W.1

1-12

.9)

(W.1

1-12

.4,W

.11-

12.5

& L.

11-1

2.1-

3)

1 Re

sear

ch P

aper

per

qua

rter

(As e

vide

nced

in w

ritten

pr

oduc

ts a

ligne

d to

W.1

1-12

.1,

W.1

1-12

.2, o

r W.1

1-12

.9)

2 N

arra

tives

per

yea

rW

ritten

Pro

duct

BOY

BOY

RI.1

1-12

.1, W

.11-

12.9

Pe

rform

ance

Tas

k fo

r Pre

-Ass

ess-

men

t*Q

1Li

tera

ture

: 2-3

Info

rmati

onal

Te

xts1 : 1

-2

Lite

ratu

re/I

nfor

mati

onal

Deve

lop

& C

onve

y U

nder

stan

ding

Stud

ents

mus

t w

rite

daily

and

co

nsist

ently

dur

ing

read

ing

of sh

ort

and

exte

nded

text

s to

show

evi

denc

e of

thei

r app

licati

on

of re

adin

g st

rate

-gi

es, s

uch

as p

re-

dicti

ng, v

isual

izing

, in

ferr

ing,

sum

ma-

rizin

g, q

uesti

onin

g an

d co

nnec

ting.

Stud

ents

mus

t w

rite

cons

isten

tly,

durin

g an

d aft

er

read

ing

shor

t and

ex

tend

ed te

xts,

an

d re

spon

d to

te

xt d

epen

dent

qu

estio

ns.

Q1

Focu

s on

argu

men

ts

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

Inte

grat

e kn

owle

dge

from

so

urce

s whe

n co

mpo

sing

Writi

ng st

anda

rds 7

-9 sh

ould

be

taug

ht a

nd fo

rmati

vely

ass

esse

d in

eac

h qu

arte

r with

in th

e w

riting

acti

vitie

s of a

t lea

st o

ne

unit

as th

ey b

uild

tow

ard

the

com

pleti

on o

f a fi

nal a

rgum

en-

tativ

e or

info

rmati

ve/e

xpla

na-

tory

text

.

Conv

ey e

xper

ienc

es

Writ

e at

leas

t tw

o na

rrati

ves a

yea

r th

at c

onve

y re

al o

r im

agin

ed e

xper

ienc

es

and

refle

ct th

e cr

aft

of li

tera

ry e

lem

ents

ou

tline

d in

Rea

ding

St

anda

rds 2

-6.

End

of Q

1 W

.11-

12.1

(arg

umen

t writi

ng)

RL.1

1-12

.1( t

ext d

epen

dent

que

s-tio

ns th

at m

easu

re st

uden

ts’ c

om-

preh

ensio

n an

d pr

ovid

e th

em w

ith

the

evid

ence

nee

ded

to d

evel

op

thei

r arg

umen

t writi

ng p

iece

)

Use

shor

t arg

umen

t pie

ces a

s men

tor

text

(s) t

o su

ppor

t the

dev

elop

men

t of

stud

ents

’ arg

umen

t writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.

Q2

Lite

ratu

re: 2

-3In

form

ation

al

Text

s: 1

-2

Info

rmati

onal

/Lite

ratu

reQ

2 Fo

cus o

n ar

gum

ents

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

2W

.11-

12.1

(arg

umen

t writi

ng)

RL.1

1-12

.1 (

text

dep

ende

nt q

ues-

tions

that

mea

sure

stud

ents

’ com

-pr

ehen

sion

and

prov

ide

them

with

th

e ev

iden

ce n

eede

d to

dev

elop

th

eir a

rgum

ent w

riting

pie

ce)

Use

shor

t arg

umen

t pie

ces a

s men

tor

text

(s) t

o su

ppor

t the

dev

elop

men

t of

stud

ents

’ arg

umen

t writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.

Q3

Lite

ratu

re: 2

-3In

form

ation

al

Text

s: 1

-2

Lite

ratu

re/I

nfor

mati

onal

Q3

Focu

s on

info

rm &

exp

lain

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

3W

.11-

12.2

(inf

orm

ation

al w

riting

)RI

.11-

12.1

(te

xt d

epen

dent

que

s-tio

ns th

at m

easu

re st

uden

ts’ c

om-

preh

ensio

n an

d pr

ovid

e th

em w

ith

the

evid

ence

nee

ded

to d

evel

op

thei

r inf

orm

ation

al w

riting

pie

ce)

Use

shor

t inf

orm

ation

al p

iece

s as m

en-

tor t

ext(

s) to

supp

ort t

he d

evel

opm

ent o

f st

uden

ts’in

form

ation

al w

riting

in p

repa

ra-

tion

for q

uart

er b

ench

mar

k.

Q4

Lite

ratu

re: 2

-3In

form

ation

al

text

s: 1

-2

Info

rmati

onal

/Lite

ratu

reQ

4 Fo

cus o

n ar

gum

ents

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

4 RI

.11-

12.1

, W.1

1-12

.9

Perfo

rman

ce T

ask

for

Pre-

Asse

ssm

ent*

Use

shor

t arg

umen

t pie

ces a

s men

tor

text

(s) t

o su

ppor

t the

dev

elop

men

t of

stud

ents

’ arg

umen

t writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.


Plan

ning

Gui

des

Twel

fth

Gra

de C

PS L

itera

cy P

lann

ing

Gui

de (c

ontin

ued)

Built

upo

n th

e PA

RCC

Cont

ent F

ram

ewor

k

Sugg

este

d ge

nres

to g

uide

the

teac

hing

of c

ompl

ex te

xt:

Lite

ratu

re: a

dven

ture

, hist

oric

al fi

ction

, mys

terie

s, m

yths

, sci

ence

ficti

on, r

ealis

tic fi

ction

, par

odie

s, sa

tire,

dra

ma,

gra

phic

nov

els,

pla

ys, p

oem

s (na

rrati

ve, f

ree-

vers

e) so

nnet

s, b

alla

ds a

nd e

pics

Info

rmati

onal

/Lite

rary

Non

fictio

n: su

bgen

res o

f exp

ositi

on, a

rgum

ent a

nd fu

nctio

nal t

ext i

n th

e fo

rm o

f per

sona

l ess

ays;

spee

ches

; opi

nion

pie

ces;

ess

ays a

bout

art

or l

itera

ture

; bio

grap

hies

; mem

-oi

rs; j

ourn

alism

; U.S

. fou

ndati

onal

text

s; a

nd h

istor

ical

, sci

entifi

c, te

chni

cal o

r eco

nom

ic a

ccou

nts

Shor

t Tex

ts: s

hort

text

s of m

ultip

le g

enre

s (s

uch

as p

oetr

y, ar

ticle

s, o

r spe

eche

s) th

at w

ould

allo

w st

uden

ts to

dra

w e

vide

nce

from

the

text

s and

pre

sent

thei

r ana

lyse

s in

writi

ng a

s wel

l as t

hrou

gh

spea

king

Exte

nded

Tex

ts: e

xten

ded,

full-

leng

th w

orks

of l

itera

ture

(suc

h as

a n

ovel

or p

lay)

or l

onge

r inf

orm

ation

al te

xt (s

uch

as a

mem

oir o

r bio

grap

hy),

depe

ndin

g on

the

focu

s of t

he u

nit

For R

eadi

ng a

nd W

riting

in E

ach

Qua

rter

Cite

evi

denc

eRL

/RI.1

1-12

.1An

alyz

e co

nten

tRL

/RI.1

1-12

.2-9

, SL

.11-

12.2

-3

Stud

y an

d ap

ply

gram

mar

L.11

-12.

1-3,

SL.

11-1

2.6

Stud

y &

app

ly v

ocab

ular

yL.

11-1

2.4-

6Co

nduc

t dis

cuss

ions

SL.1

1-12

.1Re

port

find

ings

SL.1

1-12

.4-6

1 Stan

dard

RI1

1-12

.8 sti

pula

tes t

hat s

tude

nts “

delin

eate

and

eva

luat

e th

e re

ason

ing

in se

min

al U

.S. t

exts

.” Te

ache

rs sh

ould

inco

rpor

ate

thes

e te

xts,

whe

re re

leva

nt, d

urin

g th

e ac

adem

ic y

ear.

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


ToolsetsThe toolsets in the following pages provide examples of year-long curriculum maps, unit plans and performance assessments for every grade. The examples can be adjusted by a grade level team for use in their own classrooms or simply referenced as they develop their own unit plans. Included in this document are the Toolsets for 1st, 6th and 11th grade as samples. All other grade-level toolsets are available on our Knowledge Management site: https://ocs.cps.k12.il.us/sites/IKMC.


Firs

t Gra

de C

urric

ulum

Map

Qua

rter

1

Esse

ntial

Que

stion

sRe

adin

g Co

mpl

ex T

exts

& T

exts

to S

uppo

rt W

riting

Bala

nce

betw

een

liter

ary

and

info

rmati

onal

read

ing

and

writi

ngPe

rfor

man

ce A

sses

smen

ts

Q1

Q1

Uni

t 1

How

do

read

ers e

nsur

e th

at w

hat t

hey

have

read

they

und

erst

and?

Wha

t do

read

ers d

o w

hen

they

don

’t un

ders

tand

wha

t the

y’ve

read

?

How

do

writ

ers w

rite

effec

tivel

y to

con

vey

mea

ning

?

How

do

we

wor

k as

a c

omm

unity

of

read

ers a

nd w

riter

s in

our c

lass

room

?

Q1

Uni

t 1

Emph

asis

on

Lite

rary

Tex

ts fo

r Rea

d Al

oud

Josh

ua’s

Nig

ht W

hisp

ers b

y An

gela

John

son

One

of T

hree

by

Ange

la Jo

hnso

nPe

ter’s

Cha

ir by

Ezr

a Ja

ck K

eats

Inde

pend

ent T

exts

Stud

ents

read

ing

on g

rade

leve

l wou

ld b

e re

adin

g te

xts i

ndep

ende

ntly

with

in th

e ra

nge

of F

ount

as a

nd P

inne

ll Le

vels

B-E

Foun

datio

nal S

kills

Prin

t Con

cept

s 1.1

Phon

olog

ical

Aw

aren

ess 1

.2Ph

onic

s 1.3

Flue

ncy

1.4

Begi

nnin

g of

the

Year

(BO

Y): R

L.1.

1 an

d W

.1.8

Per

form

ance

Ta

sk fo

r Pre

-Ass

essm

ent*

†

Q1

Uni

t 1

Teac

her-c

reat

ed p

erfo

rman

ce a

sses

smen

tFo

cus o

n re

adin

g lit

erat

ure

and

writi

ng n

arra

tive;

Pr

imar

y St

anda

rds A

sses

sed:

RL.

1.1;

RL.

1.3;

RL.

1.7;

W.1

.3;

SL.1

.4

Q1

Uni

t 2

How

do

read

ers e

nsur

e th

at w

hat t

hey

have

read

they

und

erst

and?

Wha

t are

the

way

s tha

t rea

ders

talk

abo

ut

book

s with

a p

artn

er?

How

do

writ

ers w

rite

effec

tivel

y to

con

vey

mea

ning

?

How

do

writ

ers m

ake

sure

that

wha

t th

ey’v

e w

ritten

can

be

read

by

othe

rs?

Q1

Uni

t 2

Emph

asis

on

Lite

rary

Tex

ts fo

r Rea

d Al

oud

The

Rolle

r Coa

ster

by

Mar

la F

raze

eSh

ortc

ut b

y Do

nald

Cre

ws

A Ch

air f

or M

y M

othe

r by

Vera

Will

iam

s

Inde

pend

ent T

exts

Stud

ents

read

ing

on g

rade

leve

l wou

ld b

e re

adin

g te

xts i

ndep

ende

ntly

with

in th

e ra

nge

of F

ount

as a

nd P

inne

ll L

evel

s C-E

Foun

datio

nal S

kills

Prin

t Con

cept

s 1.1

Ph

onol

ogic

al A

war

enes

s 1.2

Ph

onic

s 1.3

Flue

ncy

1.4

Q1

Uni

t 2

Teac

her-c

reat

ed p

erfo

rman

ce a

sses

smen

tFo

cus o

n re

adin

g lit

erat

ure

and

writi

ng n

arra

tive;

Prim

ary

Stan

dard

s Ass

esse

d: R

L.1.

1, R

L 1.

2, W

1.3

, SL

1.4

or End

of Q

1 Be

nchm

ark

Asse

ssm

ent†

RL.1

.1 (a

sk a

nd a

nsw

er q

uesti

ons a

bout

the

text

)W

.1.3

(nar

rativ

e w

riting

pro

duct

)

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


Tool

sets

Firs

t Gra

de C

urric

ulum

Map

Qua

rter

2

Esse

ntial

Que

stion

sRe

adin

g Co

mpl

ex T

exts

& T

exts

to S

uppo

rt W

riting

Bala

nce

betw

een

liter

ary

and

info

rmati

onal

read

ing

and

writi

ngPe

rfor

man

ce A

sses

smen

ts

Q2

Q2

Uni

t 3

How

can

I le

arn

from

text

s?

How

are

info

rmati

onal

boo

ks d

iffer

ent

from

oth

er te

xts?

Wha

t fea

ture

s or s

igna

ls in

a te

xt te

ll us

this

is an

info

rmati

onal

te

xt?

How

can

I ex

pres

s my

opin

ion

of a

topi

c to

ot

hers

thro

ugh

my

writi

ng?

How

can

thin

king

and

talk

ing

abou

t the

qu

estio

ns I

have

hel

p m

e to

lear

n?

Q2

Uni

t 3

Emph

asis

on

Info

rmati

onal

Tex

ts fo

r Rea

d Al

oud

My

Five

Sen

ses b

y Al

iki

Star

fish

by E

dith

Hur

d Th

ache

rIc

e Cr

eam

by

Jule

s Old

erAl

l Abo

ut F

rogs

by

Jim A

rnos

ky

Inde

pend

ent T

exts

Stud

ents

read

ing

on g

rade

leve

l wou

ld b

e re

adin

g te

xts i

ndep

ende

ntly

with

in th

e ra

nge

of F

ount

as a

nd P

inne

ll Le

vels

E-G

Foun

datio

nal S

kills

Prin

t Con

cept

s 1.1

Phon

olog

ical

Aw

aren

ess 1

.2Ph

onic

s 1.3

Flue

ncy

1.4

Q2

Uni

t 3

Teac

her-c

reat

ed p

erfo

rman

ce a

sses

smen

tFo

cus o

n re

adin

g in

form

ation

al te

xts a

nd w

riting

opi

nion

s

Prim

ary

Stan

dard

s Ass

esse

d: R

I.1.1

; RI.1

.2; R

I.1.8

; W.1

.1;

SL.1

.2

Q2

Uni

t 4

How

can

I le

arn

from

text

s?

How

are

info

rmati

onal

boo

ks d

iffer

ent

from

oth

er te

xts?

Wha

t fea

ture

s or s

igna

ls in

a te

xt te

ll us

this

is an

info

rmati

onal

te

xt?

How

can

I te

ach

othe

rs a

bout

a to

pic

thro

ugh

my

own

writi

ng?

How

can

thin

king

and

talk

ing

abou

t the

qu

estio

ns I

have

hel

p m

e to

lear

n?

Q2

Uni

t 4

Emph

asis

on

Info

rmati

onal

Tex

ts fo

r Rea

d Al

oud

Rock

ets a

nd S

pace

Shi

ps b

y Ka

ren

Wal

lace

Wild

Ani

mal

Bab

ies b

y Ka

ren

Wal

lace

Bu

gs, B

ugs,

Bug

s by

Jenn

ifer D

ussli

ng

Inde

pend

ent T

exts

Stud

ents

read

ing

on g

rade

leve

l wou

ld b

e re

adin

g te

xts i

ndep

ende

ntly

with

in th

e ra

nge

of F

ount

as a

nd P

inne

ll Le

vels

E-G

Foun

datio

nal S

kills

Prin

t Con

cept

s 1.1

Ph

onol

ogic

al A

war

enes

s 1.2

Ph

onic

s 1.3

Flue

ncy

1.4

Q2

Uni

t 4

Teac

her-c

reat

ed p

erfo

rman

ce a

sses

smen

tFo

cus o

n re

adin

g an

d w

riting

info

rmati

onal

text

s

Prim

ary

Stan

dard

s Ass

esse

d: R

I.1.1

; RI.1

.5; R

I.1.6

; W.1

.2;

SL.1

.2

or End

of Q

2 Be

nchm

ark†

RI 1

.1 (a

sk a

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First Grade Unit OneReaders Build Good Habits Through Meeting the Characters in Our Books

Unit Name: Readers Build Good Habits Through Meeting the Characters in Our Books

Unit Description: These units are designed to introduce students to the structures, procedures/routines, and tasks of drawing upon what they already know about reading and writing, to set the foundation for their new learning community. The mini-lessons within the first weeks of school are dedicated to making reading and writing a priority, getting students excited about learning, supporting social learning with partnerships, and being transparent about students’ readiness for “real” reading/writing. Though embedded in elements of story and personal narrative, this introductory unit is aimed at building enduring habits of good reading and writing, including work as speakers and listeners.

Length: 20 days


Students will understand that:

� As readers and writers, we establish routines and habits that stay with us for our entire life.

� As readers and writers we work hard to figure out words and write so that others can read our writing.

� As readers, we read, talk, and write about characters and events in books to get to know them and make meaning of the world around us.

� As writers, we talk and write about the people and events in our lives to make meaning of the world around us.

Essential Questions

� How do readers ensure that what they have read they understand?

� What do readers do when they don’t understand what they’ve read?

� How do writers write effectively to convey meaning?

� How do we work as a community of readers and writers in our classroom?


Primary (assessed) Secondary(addressed)

Primary Standards Assessed RL.1.1 Ask and answer questions about key details in a text

RL.1.3 Describe characters, settings, and major events in a story, using key details.

RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

SL.1.4 Describe people, places, things and events with relevant details, expressing ideas and feelings clearly.

Secondary Standards Addressed RL.1.1, RL.1.4, RL.1.5, RL.1.10, RFS.1.1, RFS.1.2, RFS.1.3, RFS.1.4, W.1.5, SL.1.1, SL.1.2, SL.1.1, SL.1.2


Tool

sets

Skills Reading, Speaking and Listening

� Search for and use information from words and pictures in the text to solve words and gain meaning.

� Summarizing• Retell events in order

� Predicting• Confirm and disconfirm

� Inferring• Infer character feelings through character’s words and actions

� Analyzing • Notice characteristics of narratives

� Critiquing• Express opinions about the characters and the story

� Word Solving• Use multiple sources of information to solve unknown words (language, meaning, and

visual)• Notice, search for, remember and discuss information that is important to understanding

Writing, Speaking and Listening

� Understanding & Writing in the Narrative Genre• Understand how to craft personal narratives from mentor texts• Tell stories from your own lives through writing• Look back, think about a memory, and share thoughts and feelings about it• Tell/write stories as “small moments” (brief, memorable experience)• Tell/write events in the order that they occurred • Use dialogue to add meaning to the story

� Writing Process• Write for specific purposes• Choose paper to match the purpose for writing and/or genre• Choose topics to draw and write about, listing words and/or drawings to remember• Generate and expand your ideas through talk• Tell, then retell your stories in chronological order• Use storytelling to rehearse the language for your writing• Become aware of the audience for your writing• Include important information that you’re audience will want, and need to know

� Craft• Write ideas in a logical sequence • Use endings that are interesting• Introduce ideas and follow with supportive details and examples• Use word choice to create interesting descriptions and dialogue

� Conventions• Use conventional symbols to write words• Say words by breaking them into syllables to spell them• Attempt unknown words through sound analysis• Say words slowly to hear sounds and write letters that represent them• Use resources to check spelling (word walls)


Content � Habits toward lifelong and avid reading and writing

� The structure of a story and personal narrative

� Relevant reading and writing academic vocabulary such as characters, setting, events, and details

Assessments

(D) Diagnostic

(F) Formative

(S) Summative

Diagnostic

Task 1:

� Students will read the story independently or in small group with support dependent on ability. After reading the story, students will use key details and the illustrations from the story to describe two characters from the story through oral or written expression.

� Students will use key details and the illustrations from the story to describe one setting through oral or written expression.

� Students will use key details and the illustrations from the story to describe one event through oral or written expression.

� Students will be given an opportunity to ask any questions that they may still have about the text that they are still wondering about.

Description of Task 2:

� Students will write a personal narrative using labels and words to describe a personal event.

Formative

1. Reader’s Notebooks

2. Post-it jots

3. Reading and writing conference notes

4. Small group anecdotal records

5. Discussion

6. Writing workshop drafts

Summative

Task 1:

� Students will read the story independently or in small group with support dependent on ability. After reading the story, students will use key details and the illustrations from the story to describe two characters from the story through oral or written expression.

� Students will use key details and the illustrations from the story to describe one setting through oral or written expression.

� Students will use key details and the illustrations from the story to describe one event through oral or written expression.

� Students will be given an opportunity to ask any questions that they may still have about the text that they are still wondering about.


Students will write a personal narrative using labels and words to describe a personal event.


Tool

sets

Texts/Resources TextsJoshua’s Night Whispers by Angela JohnsonOne of Three by Angela JohnsonPeter’s Chair by Ezra Jack KeatsA Chair for My Mother by Vera WilliamsKitchen Dance by Maurie J. ManningA Special Day by Ann Sibley (for end of unit performance assessment)

Professional Texts“RWP Narrative Writing Continuum” (www.readingandwritingproject.com)Launching the Writing Workshop by Lucy CalkinsSmall Moments: Personal Narrative Writing by Lucy CalkinsThe Continuum of Literacy Learning by Gay Su Pinnell & Irene C. FountasGrowing Readers Units of Study in the Primary Classroom by Kathy CollinsA Quick Guide to Making Your Teaching Stick by Shanna SchwartzA Quick Guide to Reaching Struggling Writers by M. Colleen Cruz

ResourcesLeveled textsReading Workshop anchor chartsWriting Workshop anchor chartsWriting Workshop rubricsWriting Workshop foldersClassroom Word Wall

Instructional Context

This unit is taught within a Workshop model, through structured mini-lessons that fall under a larger Balanced Literacy Framework. Workshop is predictably structured from day-to-day, with only unit topics changing between/within quarters: students receive daily explicit instruction, read/write independently for a sustained stretch of time, and engage in individual conferences to teach to, and assess at their just-right level, and reconvene as a group to share their work on that day.

Each mini-lesson focuses on a specific reading/writing skillthat students can draw upon repeatedly throughout the unit, and throughout the their lives as readers and writers. During independent work time, students may receive small group instruction (Guided Reading/Writing) to address their specific needs; additional Balanced Literacy components--such as Read Aloud, Shared Reading, Interactive/Shared Writing, and Word Study--can be implemented to address the comprehensive development of reading and writing. For example, during a Reading Workshop unit that is comprehension-based, word-solving strategies may be the focus of teaching during Shared Reading or Interactive Writing.

To accommodate this framework, leveled texts are an essential classroom resource to support students with building the required volume of, and endurance for, independent reading.

These instructional contexts support the wide array of learners that are present in a typical 1st grade classroom, is responsive teaching framed in assessment (formal & informal), and establish conditions for learning by taking small steps toward meaningful reading and writing.


Learning Activities

Reading Workshop (I do. We do. You do.)

*Practices which students will be applying within, around, and about texts will be modeled by the teacher using previously read aloud mentor texts.

Week 1

Teaching points to support building a community of readers and building good reading habits

� Engage readers in Reading Workshop by examining how it looks, sounds, and feels; and by modeling and actively engaging students in identifying the what, when, and why around the components and structures of Reading Workshop (i.e., mini-lesson, independent reading/conferring, share). Discuss that it is a time to practice what they’re learning about reading and enjoy books/grow as readers through the three Workshop Parts. Clarify the expectations for readers’and teacher by explicitly stating roles and expectations (see Instructional Context above). Direct students to respectful, quiet independent reading time. (RL.1.10)

� Engage readers in establishing good reading habits by activating their minds before reading; encourage them to be strong readers by modeling and actively engaging students in looking at the book cover, reading the title, thinking about what the book will be about, and taking a picture walk while questioning who is in the story and what’s happening. Show students where they can find books in the classroom library and highlight some simple characteristics that distinguish fiction and nonfiction books. Introduce students to their reading partners and how they can utilize them when reading gets tough and/or to share a laugh when their books are funny. (RL.1.1, 1.5, 1.7, 1.10; SL.1.4) (start of Anchor Chart, R-1)

*Tip – Remind students that last year they may have sat with their partner, shoulder to shoulder, sharing one book, helping each other when there was a tricky word, or laughing when there was a funny part. They can do that this year too, if they want.

� Engage readers in building good reading habits by setting goals, reading for long periods of time and keeping focus to build stamina, by modeling and actively engaging students in deciding how many books or minutes they’ll read at school and home,

Strategies for Varied Learning Profiles � Since most ELL students at this

grade level depend heavily on context and have minimal receptive vocabulary, they understand key words mainly and indicate comprehension physically by pointing, drawing, using gestures, etc. Manuel and Lian will be able to locate, label, match, show, classify, or even categorize with the appropriate support.

� During instruction, engage Manuel and Lian in meaningful interactions and incorporate as possible cultures and references to diverse students and their communities. This strategy will trigger ELLs’ prior knowledge and validate their cultures, as well as make learning interesting and meaningful.

� As possible, create semantic webs, cluster vocabularies, graphs, charts, maps, timelines, or diagrams to help ELLs construct meaning and evaluate their understanding.

� Incorporate the ELL student’s home language and culture as much as possible, so they will engage in a more meaningful way.


Tool

sets

Learning Activities

and using their books from their Independent Reading Book Boxes. Model how to take all of the books out, read them one at time, put them back into the box, and do it all over again to reread. Explain that if they get distracted, they can go back a paragraph/page or two and reread to refresh their memories about what’s going on in the story. (RL.1.1, 1.10)

*Tip – Make an anchor chart titled, Different Ways We Can Reread. (start of Anchor Chart, R-2)

� Engage readers in reading partnerships by modeling and actively engaging them in sharing books, reading books together, and echo reading. (RL.1.10; RFS.1.1-3; SL.1.1) (add to Anchor Chart, R-2)

Week 2

Teaching points to support the thinking work readers do when they read and write about text

� Model and practice methods of engagement by making predictions prior to reading; examining text features, such as the cover and the words and pictures on the first page, and by skimming the text as a whole; and visualizing mental images of text,. (RL.1.7, 1.10)

� Model and engage students in self-monitoring to ensure understanding by prompting them to confirm or revise their initial impressions of a text. Also model stopping to make sense of strange or confusing parts of a text,such as words they don’t know, or unfamiliar images , . Model using Post-its to mark spots for discussion with their reading partner. (RL.1.7, 1.10; RFS.1.1, 1.3-4; SL.1.1-2; L 1.1)

� Engage readers in supporting and getting support from their reading partners to avoid missing anything in their books by modeling and actively engaging students in making choices of how they will share their reading; thinking with and talking from the chart (R-2); and retelling their books, asking if the words read look right, sound right. and make sense. (RL.1.3, 1.7, 1.10; RFS.1.1, 1.3-4; SL.1.1, 1.4; L.1.1) (Anchor Chart, R-3)

Strategies for Varied Learning Profiles � During the introduction of an

activity or the directions of the assessment, try to act out some of the difficult concepts.

� The instructor should be explicit in reminding Sarah to read text in small chunks and use mental imagery to support understanding of the text. Model this strategy for Sarah and allow opportunities for practice.

� Engage Manuel and Lian in frequent dialogue journals. This will help them expand their vocabulary and build meaning in a more intimate and confortable environment.

� Allow Manuel and Lian for extra time to complete tasks and the use of picture dictionaries, even during assessments and evaluations.

� Allow Manuel and Lian to complete their tasks, by showing mastery through alternative performance assessments such as drawings, playing roles, or retelling.

� Encourage Sarah to use the classroom resources to connect words with pictures in order to begin to cement the associations. Model how and when to use these resources.


Learning Activities

� Engage readers in thinking about who their book addresses by modeling and actively engaging students in asking themselves “Who does my book tell a story about?”, and answering the question by quickly skimming the front cover and pages. (RL.1.1, 1.7, 1.10; RFS.1.1, 1.3-4) (start Anchor Chart, R-4)

� Engage readers in using their Reader’s Notebooks to respond to their thinking when reading, by modeling and actively engaging students in drawing or writing who the featured character in their books are, and drawing and/or listing some of the things they noticed about them. (RL.1.1, 1.3, 1.7, 1.10; RFS.1.1-2; W.1.5; L.1.2)

Week 3 - 4

Teaching points to support readers in the work of noticing important parts, using key ideas and details, talking and writing about texts

� Engage readers in identifying what the setting is in a story, by asking themselves, “When/where does the story take place,” and then discussing this with their reading partners. (RL 1.1, 1.3, 1.7, 1.10; RFS 1.3-4; SL 1.1, 1.2, 1.4; L 1.1) (add to Anchor Chart, R-4)

� Engage readers in using their Reader’s Notebooks to respond to their thinking when reading, by modeling and actively engaging students in describing the setting (when and where the story took place) through drawing and/or writing. (RL 1.1, 1.3, 1.7, 1.10; RFS 1.1-2; W 1.5; L 1.2)

� Engage readers in identifying the major events in their books so well, that they can retell them to their partner across their fingers by modeling this process using first, next, then, after that, and last. (RL 1.1, 1.3, 1.7, 1.10; RFS 1.3-4; SL 1.1, 1.2, 1.4; L 1.1) (add to Anchor Chart, R-4)

� Engage readers in using their Reader’s Notebooks to respond to their thinking about reading through drawing or writing, by modeling and actively engaging students in describing the major events from the story in sequential order (first, next, then, after that, and last) through drawing and/or writing. (RL 1.1, 1.3, 1.4, 1.7, 1.10; RFS 1.1-2; W 1.5; L 1.2)

*Tip – May want to demonstrate how to draw a chart or a graphic organizer in the Reader’s Notebooks to help organize thoughts and the message students are attempting to convey. At this stage words, word phrases, lists, pictures, and charts are all acceptable forms of responding in their notebooks.

Strategies for Varied Learning Profiles

� Allow Sarah to make use of simple graphic organizers that give visual cues to sequence events. Model stopping at the sentence or paragraph level to capture understanding and determine if the text read contributes to an outline of major events.

� Ensure Sarah understands and engages in discussions around the activity of the characters by offering visual cues. Allow use of digitized versions of texts in which Sarah can highlight details relative to characters in a certain color and follow said color throughout the narrative.


Tool

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Learning Activities

� Engage readers to prepare for partnership discussions by noticing what characters do and say, to predict what might happen next – analyzing for a pattern to help support their predictions. (RL 1.1, 1.3, 1.4, 1.7, 1.10; RFS 1.3-4; SL 1.1, 1.2, 1.4; L 1.1) (add to Anchor Chart, R-4)

� Engage readers in using their Reader’s Notebooks to respond to their thinking when reading by modeling and actively engaging them in constructing a T-chart to record the things the character did or said on one side; on the other side of the chart, record their predictions of what might happen next. (RL 1.1, 1.3, 1.4, 1.7, 1.10; RFS 1.1-2; W 1.5; L 1.2)

� Engage readers in inferring how a character feels by modeling and actively engaging them in observing the things the character does and says (key details) through questions such as, “What are some of the things the character does in the story?”, “What is something the character said in the story?,” and “How does the character feel in that part of the story?”, and to then discuss with their reading partners. (RL.1.1, 1.3, 1.4, 1.7, 1.10; RFS.1.3-4; SL 1.1, 1.2, 1.4; L.1.1) (add to Anchor Chart, R-4)

� Engage readers in remembering what their characters do and say and inferring how the character was feeling by modeling and actively engaging students in using Post-its, partner discussions, or their Reader’s Notebooks to record their observations about what they learned about the character when reading . (RL.1.1, 1.3, 1.4, 1.7, 1.10; W.1.5; RFS.1.1-4; SL.1.1, 1.2, 1.4; L.1.1-2)

� Engage readers to respond to their reading by modeling and actively engaging students in constructing a T-chart to record what the character did on one side, leading to their inference of how the character felt on the other side. (RL.1.1, 1.3, 1.4, 1.7, 1.10; W.1.5; RFS.1.1, 1.3-4; L.1.1-2)

� Engage readers in using their Post-its and Reader’s Notebooks to respond to the use of characterization in their reading by modeling and actively engaging students in selecting two characters in the story; drawing a picture of them; and writing key details about the characters, the setting, and one event from the story. (RL.1.1, 1.3, 1.4, 1.7, 1.10; W.1.5; RFS.1.1, 1.3-4; L.1.1-2)

� Administer the Unit 1, Quarter 1 Performance Assessment.


� Allow use of digitized versions of texts in which Sarah can highlight details relative to characters throughout the narrative

� Provide focus questions before the writing activity begins so Manuel and Lian will use them for guidance

� Engage Manuel and Lian in writing activities related to people or things they care or know about.


Learning Activities

Writing Workshop (I do. We do. You do.)

*Teacher should utilize previously read aloud mentor texts to highlight an element of a writer’s craft specific to the lesson, teaching point, or need of the student.

Week 1

Teaching points to support building a community of writers and building good writing habits

� Engage writers in creating true stories by modeling and actively engaging students in thinking of something that they do, getting a picture in their minds, drawing the story of what they did on paper, and then writing that story. (W.1.3) (Anchor Chart, W-1)

� Engage writers in working on their writing for the duration of writing workshop by modeling and actively engaging students in adding more to the picture or to the words, and by sometimes getting a new piece of paper and starting a new story. (W.1.3, 1.5) (Anchor Chart, W-2)

*Tip - Encourage writers to keep their pieces safe by modeling and actively engaging them in placing finished and unfinished pieces in opposite sides of their Writing Folders.

� Engage writers in not wasting time to look for a pen/pencil, paper, or writing folder when they get a good idea for a story by identifying where and modeling how students keep writing tools in a special place. (W.1.3)

� Engage writers in how they begin with an idea for a story and then put that idea on paper by modeling and actively engaging them in mentally visualizing something that happened, remembering all the parts of the story, and representing it pictorially. (W.1.3)

*Tip – Encourage writers to think of more details to add to their story by modeling and actively engaging them in putting their pens/pencils under what they have on the page and tell the story that goes with their paper, after they have put the story of what they did on the paper.

� Engage writers in not giving up because they don’t think they know how to draw something, by modeling and actively engaging students in closing their eyes and thinking about what they want to draw looks like, and drawing it the best they can. (W 1.3)


� Ensure Sarah has access to picture dictionaries in the event she needs to jump start her writing. Model its use.


Tool

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Learning Activities

Week 2

Teaching points to support learning write - writing as best they can and talking about their stories

� Engage writers in composing with pictures and words by modeling and actively engaging students in writing labels beside their pictures and/or writing sentences at the bottom of the page. (W.1.3; RFS. 1.1, 1.2)

� Engage writers in writing unknown words by modeling and actively engaging students in stretching the word like a rubber band; saying it slowly and repeatedly, listening for the first sound they hear; putting the letter (or a mark) on paper; and listening for the next sound, to do the same through the whole word. (W.1.3; RFS.1.1, 1.2)

*Tip – Encourage students to identify sounds by modeling and actively engaging them in using their Alphabet Picture Chart in their Writing Folders.

� Engage writers in planning their stories out loud to each other by modeling and actively engaging students in practicing telling their stories to their writing partners and listening closely to every word they say to write their exact words. (W.1.3; RFS.1.1, 1.2)

*Tip – Encourage students to make sure their writing matches what they’ve said by modeling and actively engaging them in rereading their writing.

� Engage writers in using what they know from working with their reading partners to help them with their writing partners by modeling and actively engaging students in sharing their booklets just like they share their books; telling the story using big and beautiful language; and reading all that they have written, touching the words as they read them. (W.1.3; RFS.1.1, 1.3, 1.4; SL.1.4; L.1.1-2) (Anchor Chart, W-3)

� Engage writers in adding dialogue to our stories by modeling and actively engaging students in rereading their pieces, thinking back to the moment they are writing about, and thinking of the actual words that someone said (or might have said), to then go back into their stories and add in those exact words. (W.1.3, 1.5; RFS.1.1-4; L.1.1-2)



Learning Activities

� Engage writers in using the word wall when they are writing a word they do not know how to spell by modeling and actively engaging students in looking for the word(s) on the wall, saying the letters to remind themselves and , and then writing it down on their page. (W. 1.3; RFS.1.1, 1.3, 1.4; L 1.2)

Week 3

Teaching points to support writers as they use the writing process to make their writing say exactly what they want it to say

� Engage writers in revising their writing to ensure clarity and coherenced by modeling and actively engaging students in reading through their writing like they have never read it before and asking themselves questions such as “Does this make sense?” and “Is this clear?” If it doesn’t, prompt them to revise their writing. (W.1.3, 1.5; RFS.1.1, 1.3, 1.4; L.1.1-2) (start of Anchor Chart, W-4)

� Engage writers in writing their stories with more detail by modeling and actively engaging students in telling more about every step as the story moves forward. Students should ask themselves “What is the very next thing that happened?”’ and write it - doing this again and again as they write their stories from beginning to end. (W.1.3, 1.5; RFS.1.1, 1.2; L.1.1-2)

� Engage writers in composing an ending for their story that is relevant to what they narrate and stays close-in the moment by modeling and actively engaging students in remembering back to the very next thing that happened, and also saying what they thought or felt during the moment. (W.1.3, 1.5; RFS.1.1, 1.2; L.1.1-2)

� Engage writers in meeting with their writing partners to have accountable conversations about their work by saying things like, “Let me show you what I did in my writing,” “This is what I did today,” or “Listen to my story.” Partners can respond by saying, “I like the part…” or “I like how you…” (W.1.3, 1.5; RFS.1.1, 1.3, 1.4; SL.1.2; L. 1.1) (start of Anchor Chart, W-5)

Strategies for Varied Learning Profiles � Model this conversation for

Sarah and allow her time and space to practice. Allow use of an organizer with visual cues that can capture meeting outcomes.


Tool

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Learning Activities

Week 4

Teaching points to support writers as they prepare to publish

� Engage writers in picking one piece to revise through the addition of any feelings and emotions that they may have left out by modeling and actively engaging students in choosing a piece; adding details about people, places, and objects; giving details about the setting; fixing up any confusing parts; and writing more in the parts of their stories that are important. (W.1.3, 1.5; RFS.1.1, 1.2; L.1.1-2) (add to Anchor Chart, W-4)

� Engage writers in working with their writing partners to realize things that have been left out in their stories, by modeling and actively engaging students in having their partners read aloud a bit of their stories, act out what that bit says (not what they wished it said), and then read the next bit, acting it out as well. Partners will listen and watch, possibly responding, “No, you need this!” Writing partners they can say back, “You should say that in the story.” (W.1.3, 1.5; RFS.1.1-4; SL.1.1, 1.4; L.1.1-2) (add to Anchor Chart, W-5)

� Engage writers in rewriting the most important page in their stories by modeling and actively engaging them in selecting the most important page and taking smaller and smaller steps through the events and thoughts on that page. (W.1.3, 1.5; RFS.1.1, 1.2; L.1.1-2) (add to Anchor Chart, W-4)

� Engage writers in the awareness of their audience and how to make their stories readable so they can learn about their lives by modeling and actively engaging students in rereading their stories, and checking to see if they are using word wall words correctly to get their stories ready for publishing. (W.1.3, 1.5; RFS.1.1-1.4; L.1.1-2) (add to Anchor Chart, W-4)

� Engage writers in a celebration by immersing them in a simple moment for reflection on their hard work they did to launch their year of writing. (W.1.3; RFS.1.1, 1.3-4; SL.1.1; L 1.1)



Anchor Charts Reading Workshop

� R-1: Different Ways to Read with My Reading Partner

• Sit shoulder to shoulder, sharing one book

• Help with tricky words

• Laugh at funny parts

� R-2: Different Ways We Can Reread

• In our best storyteller voice

• To find something we didn’t notice or think about the first time

• To focus more on what’s happening in the pictures

� R-3: Different Ways to Share Our Books and About Our Books

• Take turns reading one partner’s book, talk about it, and then read the other partners book and talk about it.

• Echo read, repeating what our partners read and making it sound smooth.

• Read the pages of the book together making it sound smooth

• Retell our books

• Asking each other, “Does that sound right?” “Does that look right?” “Does that make sense?”

� R-4: Ways Good Readers Get To Know Their Books Real Well (independently and with their reading partners)

• Ask, “Does the book tell a story about someone?”

• Ask, “When and where does the story take place?

• Retell the major events across our fingers using; first, next, then, after that, and last

• Ask, “Is there a pattern in what the character does or says?” “What might happen next?”

• Ask, “What are some things the character does in the story?” “What are some things the character said in the story?” “How does the character feel in this part of the story?”

Writing Workshop

� W-1: To Write a True Story

1. We think

2. We draw

3. We write

� W-2: “When you’re done, you’ve just begun!”

• Add more to the picture

• Add more to the words

• Start a new piece


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Anchor Charts Reading Workshop

� W-3: When Reading With Our Writing Partners We Can . . .

• Read by telling the story using big and beautiful language

• Read everything we have written touching the words as we read

� W-4: I Can Revise My Writing By . . .

• Rereading and asking myself

ശ “Does this make sense?”

ശ “Is it clear?”

• Adding feelings and emotions

• Adding details about people, places, objects and setting

• Fixing up any confusing parts

• Writing more in extra important parts – “Smaller Steps”

• Checking all word wall words

� W-5: Writing Partner Discussion Starters

• “Let me show you what I did in my writing.”

• “This is what I did today.”

• “Listen to my story.”

• “This is what I’m working on.”

• “I like the part…”

• “I like how you…”

• “It makes me feel…”

• “It reminds me of…”

• “You should say that in your story.”


First Grade AssessmentUnit One

Standards:

� RL.1.1 - Ask and answer questions about key details in a text.

� RL.1.3 - Describe characters, settings and major events in a story, using key details.

� RL.1.7 - Use illustrations and details in a story to describe its characters, setting, or events.

� W.1.3 - Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order and provide some sense of closure.

� SL.1.4 - Describe people, places, things and events with relevant details, expressing ideas and feelings clearly.

Literacy Texts:

� A Special Day by Anne Sibley


Students will read the story independently or in a small group with support dependent on ability. After reading the story, students will use key details and the illustrations from the story to describe its elements either orally or through writing. Additionally they will ask their own questions about the text as well as answer questions about the text posed to them by the teacher.


Students will write a personal narrative using labels and words to describe a personal event and will then describe the details from their story orally to the teacher.

General Directions for Administering Assessment:

Teacher The test involves 2 separate tasks given on 2 separate days, and the teacher will orally explain the student directions (as seen below) to the students as well as provide the directions through visual cues. The teacher may repeat the directions as many times as necessary. The student (or teacher for those who need more support) must read the story prior to task one.

In task one, the teacher should be meeting with students individually to confer with them to gather information about whether they can ask questions (wonderings) about the text. Students may convey their questions orally, through writing or through pictures. The teacher should also be observing all other students to gather anecdotal notes and support them as needed.

In task two, teacher will tell students to independently write a personal narrative recounting an event from their lives. Directions may be given to students as a whole class, in small groups, or one-on-one as determined by the teacher. The teacher will then confer individually with each student and the student will explain the details they wrote.

The teacher will ensure understanding of both tasks by modeling expectations, using visual supports, and checking for understanding. The teacher may also present the story in digital format or through audiobooks to ensure that all students have access to text in multiple formats.


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First Grade AssessmentUnit One

Student Directions

For task 1:

• When teacher meets with each student in a one-on-one conference, teacher will say, “When finished reading the story, A Special Day by Anne Sibley, I’m going to ask you to tell me some of the important details from the story. Then, you’ll describe in writing or orally details about two characters from the story. Do your best to include key details from the story.” Teacher allows student time to finish this first directive before giving them the next.

• Teacher will say, “Next, describe details of at least one of the settings and an event from the story. Do your best to include key details from the story.”

For task 2

• Teacher will say, “Using what you learned yesterday from how the author Ann Sibley wrote about an event, and what you’ve learned about writing about true events in your lives throughout this unit, write a personal story about a special time in your life. Remember to include more than one event in your story. Do your best to write and draw key details of the events.”

• The teacher will confer with all students so students can explain the details they wrote or drew.

Considerations for students with disabilities:

Sarah struggles with auditory processing of information. Sarah’s accommodations include:

• Provide visual cues to aid in her understanding of the text.

• Allow Sarah to demonstrate an understanding of A Special Day by illustrating key details and either utilizing a picture dictionary to confirm word choices or explaining key details surrounding characters, setting and events orally.

• Sarah should be allowed to express her personal narrative pictorially and either use a picture dictionary to confirm word choices or confer with the instructor to orally explain her visual images and the connections to Ann Sibley’s description of an event.

Considerations for English Language Learners:

Manuel and Lian are new comers with no English proficiency and are not receiving bilingual supports (parent choice). Support strategies for Manuel and Lian include:

• Visual support (pictures or realia) and auditory support (CD or teacher reading out loud).

• Individual support, to match icons and symbols to words, or phrases, to identify concepts about print and text features.

• Include the high-frequency vocabulary and key concepts studied during instruction.

• Provide them with opportunities to draw in response to the prompt and to produce icons, symbols, words, or phrases to convey short messages.

• Offer them to retell the story orally.

• Act it out or write it in their own language so their teacher may assess their knowledge of narrative writing.


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char

acte

rs a

nd th

eir t

raits

.

oS

tude

nt u

ses i

llust

ratio

n an

d w

ords

in

eith

er p

rint o

r dig

ital t

exts

to

dem

onst

rate

und

erst

andi

ng o

f se

tting

.

oS

tude

nt u

ses i

llust

ratio

n an

d w

ords

in

eith

er p

rint o

r dig

ital t

exts

to

dem

onst

rate

und

erst

andi

ng o

f one

or

mor

e ev

ent.

W.1

.3W

rite

narr

ative

s in

whi

ch

they

reco

unt

two

or m

ore

appr

opria

tely

se

quen

ced

even

ts, i

nclu

de

som

e de

tails

re

gard

ing

wha

t ha

ppen

ed, u

se

tem

pora

l wor

ds to

sig

nal e

vent

ord

er

and

prov

ide

som

e se

nse

of c

losu

re.

oS

tude

nt u

ses a

co

mbi

natio

n of

dr

awin

gs, o

ral

lang

uage

, and

att

empt

s at w

riting

to

tell

abou

t an

even

t/s (

even

ts m

ay

not b

e se

quen

tial).

oD

etai

ls of

the

even

ts m

ay b

e re

pres

ente

d in

the

pict

ures

mor

e th

an

wha

t the

chi

ld h

as

writt

en.

oS

tude

nt’s

narr

ative

in

clud

es tw

o lo

osel

y co

nnec

ted

even

ts –

eve

nts

may

not

be

in l

ogic

al

orde

r.

oD

etai

ls of

the

even

t re

pres

ente

d in

the

pict

ures

m

ore

than

wha

t the

chi

ld

has w

ritten

.

oS

tude

nt p

rovi

des

desc

riptio

n of

setti

ng

thro

ugh

the

char

acte

rs’

actio

ns (b

ecau

se th

ose

actio

ns in

volv

ed p

lace

s).

Setti

ng m

ust b

e in

ferr

ed.

oS

tude

nt’s

narr

ative

incl

udes

2

even

ts th

at o

ccur

in a

logi

cal o

rder

.

oT

he n

arra

tive

incl

udes

det

ails

of

the

even

ts.

oS

tude

nt p

rovi

des a

des

crip

tion

of

setti

ng –

chi

ld m

ay in

clud

e im

ages

in

thei

r pic

ture

s or d

etai

ls in

thei

r te

xts s

peci

fic to

whe

re th

eir s

tory

to

ok p

lace

.

oS

tude

nt in

clud

es w

ords

(i.e

. firs

t, th

en, n

ext)

that

sign

al o

rder

of

even

ts.

oS

tude

nt p

rovi

des a

cle

ar e

ndin

g

oS

tude

nt’s

narr

ative

incl

udes

2

even

ts th

at o

ccur

in a

logi

cal o

rder

an

d ea

ch st

ep o

f the

ir na

rrati

ve is

el

abor

ated

upo

n.

oT

he n

arra

tive

cont

ains

mor

e de

tails

of

eve

nts (

writ

er w

ill w

rite

seve

ral

sent

ence

s to

depi

ct m

ost o

f the

st

eps i

n a

sequ

ence

of a

ctivi

ties)

.

oS

tude

nt d

evel

ops s

etting

in a

sing

le

sum

mar

y ph

rase

or s

ente

nce

(i.e.

, ”O

ne ra

iny

day…

” or

“Th

ere

wer

e rid

es a

t the

par

k…”.


Firs

t Gra

de S

corin

g To

ol fo

r Ass

essm

ent (

conti

nued

)U

nit O

ne

STAN

DARD

EMER

GIN

G

Stud

ent w

ork

does

no

t ach

ieve

all

of th

e “M

eetin

g” c

riter

ia a

nd

is fa

r bel

ow it

.

DEVE

LOPI

NG

Stud

ent w

ork

does

not

ach

ieve

al

l of t

he “

Mee

ting”

crit

eria

bu

t is c

lose

to it

.

MEE

TIN

G

Stud

ent a

chie

ves a

ll of

the

crite

ria

liste

d be

low

.

EXCE

EDIN

G

Stud

ent a

chie

ves a

ll th

e “M

eetin

g”

crite

ria a

nd g

oes b

eyon

d.

W.1

.3 (c

ontin

ued)

Writ

e na

rrati

ves

in w

hich

th

ey re

coun

t tw

o or

mor

e ap

prop

riate

ly

sequ

ence

d ev

ents

, inc

lude

so

me

deta

ils

rega

rdin

g w

hat

happ

ened

, use

te

mpo

ral w

ords

to

signa

l eve

nt o

rder

an

d pr

ovid

e so

me

sens

e of

clo

sure

.

oD

etai

ls of

the

setti

ng a

re

repr

esen

ted

by

a sin

gle

unify

ing

pict

ure

(i.e.

a sl

ide

repr

esen

ting

that

th

eir s

tory

took

pl

ace

in a

par

k).

Setti

ng is

bro

ught

ou

t by

the

actio

ns

of th

e ch

arac

ter.

oS

tude

nt te

lls a

ll ab

out a

n ev

ent

rath

er th

an a

step

by

step

pro

gres

sion

(no

sens

e of

clo

sure

pr

ovid

ed).

oS

tude

nt u

nder

stan

ds th

at

stor

ies h

ave

a be

ginn

ing

mid

dle

and

end

and

they

sh

ow th

is by

wha

t the

ch

arac

ter d

oes (

one

thin

g,

then

the

next

, the

n th

e ne

xt).

oS

tude

nt p

rovi

des a

cle

ar e

ndin

g

(stu

dent

may

end

with

an

actio

n,

emoti

on, f

eelin

g, o

r res

pons

e to

th

e ev

ent)

.


Tool

sets

Firs

t Gra

de S

corin

g To

ol fo

r Ass

essm

ent (

conti

nued

)U

nit O

ne

STAN

DARD

EMER

GIN

G

Stud

ent w

ork

does

no

t ach

ieve

all

of th

e “M

eetin

g” c

riter

ia a

nd

is fa

r bel

ow it

.

DEVE

LOPI

NG

Stud

ent w

ork

does

not

ach

ieve

al

l of t

he “

Mee

ting”

crit

eria

bu

t is c

lose

to it

.

MEE

TIN

G

Stud

ent a

chie

ves a

ll of

the

crite

ria

liste

d be

low

.

EXCE

EDIN

G

Stud

ent a

chie

ves a

ll th

e “M

eetin

g”

crite

ria a

nd g

oes b

eyon

d.

SL.1

.4De

scrib

e pe

ople

, pl

aces

, thi

ngs

and

even

ts w

ith

rele

vant

det

ails,

ex

pres

sing

idea

s an

d fe

elin

gs

clea

rly.

oS

tude

nt, w

ith

prom

pting

, is

unab

le to

des

crib

e th

e pe

ople

, pla

ces

thin

gs a

nd e

vent

s in

thei

r nar

rativ

e.

oS

tude

nt m

ay n

eed

prom

pting

to d

escr

ibe

peop

le re

pres

ente

d in

thei

r na

rrati

ve.

oS

tude

nt m

ay n

eed

prom

pting

to d

escr

ibe

plac

es re

pres

ente

d in

thei

r na

rrati

ve.

oS

tude

nt m

ay n

eed

prom

pting

to d

escr

ibe

thin

gs a

nd e

vent

s re

pres

ente

d in

thei

r na

rrati

ve.

oS

tude

nt is

abl

e to

des

crib

e pe

ople

re

pres

ente

d in

thei

r nar

rativ

e w

ith

rele

vant

det

ails

expr

essin

g id

eas

and

feel

ings

cle

arly.

oS

tude

nt is

abl

e to

des

crib

e pl

aces

re

pres

ente

d in

thei

r nar

rativ

e w

ith

rele

vant

det

ails

expr

essin

g id

eas

and

feel

ings

cle

arly.

oS

tude

nt is

abl

e to

des

crib

e th

ings

an

d ev

ents

repr

esen

ted

in th

eir

narr

ative

with

rele

vant

det

ails

expr

essin

g id

eas a

nd fe

elin

gs

clea

rly.

oS

tude

nt is

abl

e to

rete

ll a

stor

y or

re

coun

t an

even

t inc

ludi

ng re

leva

nt

fact

s and

/or d

etai

ls us

ing

com

plet

e se

nten

ces a

nd sp

eaki

ng c

lear

ly.


Sixt

h G

rade

Cur

ricul

um M

apQ

uart

er 1

Uni

fyin

g Co

ncep

ts

Esse

ntial

Que

stion

sRe

adin

g Co

mpl

ex T

exts

& T

exts

to S

uppo

rt W

riting

3-5

shor

t tex

ts; 1

ext

ende

d te

xt p

er q

uart

er

Bala

nce

betw

een

liter

ary

and

info

rmati

onal

text

Perf

orm

ance

Ass

essm

ents

Q1

Uni

fyin

g Co

ncep

t

iden

tity

thro

ugh

cultu

re

Q1

Uni

t 1

How

do

cultu

ral e

xper

ienc

es

influ

ence

who

we

are?

How

do

auth

ors c

onve

y m

ean-

ing

thro

ugh

wor

ds a

nd/o

r im

ages

?

Q1

Uni

t 1

Exte

nded

Tex

t (au

tobi

ogra

phy

and

fictio

n; se

e Si

xth

Grad

e U

nit P

lan

for h

ow th

ese

text

s are

use

d in

boo

k cl

ubs)

The

Circ

uit b

y Fr

anci

sco

Jimen

ezTh

e Br

eadw

inne

r by

Debo

rah

Ellis

Seed

folk

s by

Paul

Fle

ischm

anHo

les b

y Lo

uis S

acha

r

Shor

t Tex

ts (i

nfor

mati

onal

and

edi

toria

l) “E

volu

tion

of a

Poi

nt G

uard

” by

How

ard

Beck

, New

Yor

k Ti

mes

“I’v

e Go

t You

r Num

ber”

by

Robe

Imbr

iano

, New

Yor

k Ti

mes

“H

ip-H

op a

t the

Mus

eum

?” b

y St

epha

nie

Harv

ey &

Ann

e Go

udvi

s, To

olki

t Tex

ts“M

arria

ge--o

r Else

” by

Rod

Nor

dlan

d &

Alis

sa J.

Rub

in, J

unio

r Sch

olas

tic“N

egoti

ating

Asia

n-Am

eric

an Id

entit

y th

roug

h Po

rtra

iture

” po

sted

by

Sask

ia

DeM

elke

r, PB

S N

ewsh

our

(htt

p://

ww

w.p

bs.o

rg/n

ewsh

our/

art/

blog

/201

1/10

/neg

otiati

ng-a

sian-

amer

ican

-id

entit

y-th

roug

h-po

rtra

iture

.htm

l) “

Eise

nhow

er to

Ngo

Din

h Di

em”

(htt

p://

ww

w.p

bs.o

rg/w

gbh/

amex

/vie

tnam

/pso

urce

s/ps

_eise

nhow

er.h

tml)

Begi

nnin

g of

Yea

r (BO

Y):

RI.6

.1 a

nd W

.9 P

erfo

rman

ce

Task

(rea

ding

and

writi

ng a

bout

text

with

evi

denc

e) fo

r Pr

e-As

sess

men

t*†

Q1

Uni

t 1

Teac

her-c

reat

ed p

erfo

rman

ce a

sses

smen

tFo

cus o

n in

form

and

exp

lain

Pr

imar

y St

anda

rds A

sses

sed:

RI.6

.1; R

I.6.7

; RI.6

.10;

W.6

.2

Q1

Uni

t 2

How

is th

e th

eme

of jo

urne

y co

nvey

ed in

text

s fro

m d

iffer

-en

t cul

ture

s?

How

do

writ

ers c

onvi

nce

othe

rs

to a

gree

with

them

?

Q1

Uni

t 2

Exte

nded

Tex

t (hi

stor

ical

ficti

on)

Esca

pe fr

om S

aigo

n by

And

rea

War

ren

Shor

t Tex

ts (i

nfor

mati

onal

and

lite

rary

) Fi

rst C

ross

ing:

Sto

ries a

bout

Teen

Imm

igra

nts e

dite

d by

Don

ald

R. G

allo

Phot

o: “

Ope

ratio

n Ba

by L

ift”

from

Chi

ldre

n an

d Yo

uth

in H

istor

y

(h

ttp:

//ch

nm.g

mu.

edu/

cyh/

prim

ary-

sour

ces/

344)

“The

Leg

acy

of O

pera

tion

Baby

lift”

by A

lliso

n M

artin

(h

ttp:

//w

ww

.ado

ptvi

etna

m.o

rg/a

dopti

on/b

abyl

ift.h

tm)

Q1

Uni

t 2

Teac

her-c

reat

ed p

erfo

rman

ce a

sses

smen

tFo

cus o

n ar

gum

ent

Prim

ary

Stan

dard

s Ass

esse

d: R

I.6.1

; RI.6

.6; R

I.6.8

; RI.6

.10;

W

.6.1

End

of Q

1 Be

nchm

ark

Asse

ssm

ent†

W.6

.1 a

rgum

ent w

riting

RI.6

.1 (t

ext d

epen

dent

que

stion

s tha

t mea

sure

stud

ents

’ co

mpr

ehen

sion

and

prov

ide

them

with

the

evid

ence

nee

ded

to d

evel

op th

eir i

nfor

mati

onal

writi

ng p

iece

)

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


Tool

sets

Sixt

h G

rade

Cur

ricul

um M

apQ

uart

er 2

Uni

fyin

g Co

ncep

ts

Esse

ntial

Que

stion

sRe

adin

g Co

mpl

ex T

exts

& T

exts

to S

uppo

rt W

riting

3-5

shor

t tex

ts; 1

ext

ende

d te

xt p

er q

uart

er

Bala

nce

betw

een

liter

ary

and

info

rmati

onal

text

Perf

orm

ance

Ass

essm

ents

Q2

Uni

fyin

g Co

ncep

t

fairn

ess

Q2

Uni

t 3 (q

uart

er-lo

ng u

nit)

Is b

eing

fair

the

sam

e as

bei

ng

just

, and

how

do

you

know

?

How

is w

riting

use

d to

influ

-en

ce so

cieti

es to

cha

nge?

Q2

Uni

t 3 (q

uart

er-lo

ng u

nit)

Exte

nded

Tex

t (sc

ienc

e fic

tion)

Gath

erin

g Bl

ue b

y Lo

is Lo

wry

Shor

t Tex

ts (l

itera

ry a

nd in

form

ation

al):

Fair

is Fa

ir: W

orld

Fol

ktal

es o

f Jus

tice

by S

haro

n Cr

eedo

n Fr

eedo

m W

alke

rs: T

he S

tory

of t

he M

ontg

omer

y Bu

s Boy

cott

(Intr

oduc

tion:

“W

hy T

hey

Wal

ked”

) by

Rus

sell

Free

dman

Kids

with

Cou

rage

: Tru

e St

orie

s Abo

ut Y

oung

Peo

ple

Mak

ing

a Di

ffere

nce

by

Barb

ara

A. L

ewis

“The

Lott

ery

and

Oth

er S

torie

s” b

y Sh

irley

Jack

son

Q2

Uni

t 3 (q

uart

er-lo

ng u

nit)

Teac

her-c

reat

ed p

erfo

rman

ce a

sses

smen

tFo

cus o

n re

sear

chPr

imar

y St

anda

rds A

sses

sed:

RI.6

.1; R

I.6.4

; RI.6

.9; R

L.6.

7;

RL.6

.10;

RI.6

.10;

W.6

.2; W

.6.8

End

of Q

2 Be

nchm

ark

Asse

ssm

ent†

W

.6.2

(inf

orm

ation

al w

riting

)RI

.6.1

(te

xt d

epen

dent

que

stion

s tha

t mea

sure

stud

ents

’ co

mpr

ehen

sion

and

prov

ides

them

with

the

evid

ence

ne

eded

to d

evel

op th

eir i

nfor

mati

onal

writi

ng p

iece

)

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


Sixt

h G

rade

Cur

ricul

um M

apQ

uart

er 3

Uni

fyin

g Co

ncep

ts

Esse

ntial

Que

stion

sRe

adin

g Co

mpl

ex T

exts

& T

exts

to S

uppo

rt W

riting

3-5

shor

t tex

ts; 1

ext

ende

d te

xt p

er q

uart

er

Bala

nce

betw

een

liter

ary

and

info

rmati

onal

text

Perf

orm

ance

Ass

essm

ents

Q3

Uni

fyin

g Co

ncep

t

cour

age

Q3

Uni

t 4

Wha

t mak

es a

goo

d st

ory?

Wha

t is c

oura

ge, a

nd w

hat

diffe

rent

kin

ds o

f cou

rage

are

ne

cess

ary

to fa

ce c

halle

nges

in

life

?

Q3

Uni

t 4

Exte

nded

Tex

t (au

tobi

ogra

phy)

12

7 Ho

urs:

Bet

wee

n A

Rock

and

A H

ard

Plac

e by

Aar

on R

alst

on

Shor

t Tex

ts (l

itera

ry a

nd in

form

ation

al)

“The

Guy

s Who

Got

Bin

Lad

en”

and

“The

Sto

ry o

f Pay

ton

Wal

l” S

chol

astic

Sco

pe

“T

he O

ther

Sid

e” b

y Ja

cque

line

Woo

dson

“Wha

t’s C

oura

ge G

ot?”

by

Davi

d Go

uthr

o

“H

eart

song

s” b

y M

attie

J. St

epan

ek

Q3

Uni

t 4

Teac

her-c

reat

ed p

erfo

rman

ce a

sses

smen

tFo

cus o

n na

rrati

vePr

imar

y St

anda

rds A

sses

sed:

RL.

6.1;

RL.

6.2;

RL.

6.4;

RL.

6.10

; W

.6.9

Q3

Uni

t 5

How

do

writ

ers u

se la

ngua

ge to

co

nvey

per

sona

l exp

erie

nces

of

cour

age?

Q3

Uni

t 5

Exte

nded

Tex

t (hi

stor

ical

ficti

on)

Woo

ds R

unne

r by

Gary

Pau

lsen

Shor

t Tex

ts (l

itera

ry a

nd in

form

ation

al)

“If”

by

Rudy

ard

Kipl

ing

“Lik

e M

exic

ans”

by

Gary

Sot

o

Nel

son

Man

dela

: Con

tem

pora

ry B

lack

Bio

grap

hy b

y An

ne Jo

hnso

n an

d Do

ris

Mab

unda

“Th

e U

S N

avy

Core

Val

ues-

Hono

r, Co

urag

e, a

nd C

omm

itmen

t” b

y Ch

risA.

Har

men

Q3

Uni

t 5

Teac

her-c

reat

ed p

erfo

rman

ce a

sses

smen

tFo

cus o

n ar

gum

ent/

liter

ary

anal

ysis

Prim

ary

Stan

dard

s Ass

esse

d: R

L.6.

1; R

L.6.

2; R

L6.4

; W6.

9

End

of Q

3 Be

nchm

ark

Asse

ssm

ent†

W6.

1 (a

rgum

ent w

riting

)RI

6.1

(tex

t dep

ende

nt q

uesti

ons t

hat m

easu

re st

uden

ts’

com

preh

ensio

n an

d pr

ovid

e th

em w

ith th

e ev

iden

ce n

eede

d to

dev

elop

thei

r inf

orm

ation

al w

riting

pie

ce)

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


Tool

sets

Sixt

h G

rade

Cur

ricul

um M

apQ

uart

er 4

Uni

fyin

g Co

ncep

ts

Esse

ntial

Que

stion

sRe

adin

g Co

mpl

ex T

exts

& T

exts

to S

uppo

rt W

riting

3-5

shor

t tex

ts; 1

ext

ende

d te

xt p

er q

uart

er

Bala

nce

betw

een

liter

ary

and

info

rmati

onal

text

Perf

orm

ance

Ass

essm

ents

Q4

Uni

fyin

g Co

ncep

t

pers

pecti

ves

Q4

Uni

t 6

How

do

read

ers d

eter

min

e th

e va

riety

of p

ersp

ectiv

es

pres

ente

d in

com

plex

text

?

Who

has

the

right

per

spec

tive,

an

d w

hy?

Q4

Uni

t 6

Exte

nded

Tex

ts (m

emoi

r and

real

istic

fictio

n)A

Long

Way

Gon

e by

Ishm

ael B

eah

Tang

erin

e by

Edw

ard

Bloo

r

Shor

t Tex

ts (l

itera

ry/f

olkt

ales

and

info

rmati

onal

)“T

he C

ricke

t War

” by

Bob

Thu

rber

“How

Arti

sts S

ee A

mer

ica”

by

Colle

en C

arro

ll“T

he S

and

Cast

le”

by A

lma

Luz V

illan

ueva

“The

Sna

ke C

hief

” by

Kat

hlee

n Ar

nott

Q4

Uni

t 6

Teac

her-c

reat

ed p

erfo

rman

ce a

sses

smen

tFo

cus o

n ar

gum

ent

Prim

ary

Stan

dard

s Ass

esse

d: R

I.6.1

; RI.6

.3; R

I.6.8

; RI.6

.10;

W

.6.1

Q4

Uni

t 7

Why

do

peop

le te

ll st

orie

s?

Can

our s

torie

s hea

l?

Q4

Uni

t 7

Exte

nded

Tex

t (re

alisti

c fic

tion)

My

Sist

er’s

Keep

er b

y Jo

di P

icou

lt

Shor

ter T

exts

(lite

rary

and

info

rmati

onal

) “E

leve

n” fr

om W

oman

Hol

lerin

g Cr

eek

and

Oth

er S

torie

s by

Sand

ra C

isner

osEx

cerp

ts fr

om “

Zlat

a’s D

iary

” by

Zla

ta F

ilipo

vic

“The

Thr

ee W

ishes

” by

Ric

ardo

E. A

legr

ia

Ex

cerp

ts fr

om A

Test

amen

t of H

ope:

The

Ess

entia

l Writi

ngs a

nd S

peec

hes o

f Mar

tin

Luth

er K

ing

Jr. e

dite

d by

Jam

es W

ashi

ngto

n

Se

lect

ed P

oem

s by

Gary

Sot

o

Q4

Uni

t 7

Teac

her-c

reat

ed p

erfo

rman

ce a

sses

smen

tFo

cus o

n na

rrati

ve/p

oetr

yPr

imar

y St

anda

rds A

sses

sed:

RL.

6.1;

RL.

6.2;

RL.

6.4;

RI.6

.10;

W

.6.3

End-

of-Y

ear (

EOY)

: RI

.6.1

and

W.9

Per

form

ance

Ta

sk (r

eadi

ng a

nd w

riting

abo

ut te

xt w

ith e

vide

nce)

for P

ost-

Asse

ssm

ent*

†

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


Sixth Grade Unit OneExploring Culture and Identify through Text and Images

Unit Name: Exploring Culture and Identity through Text and Images

Unit Description: Students will read a novel that highlights the relationship between culture and identity. Students will also read and respond to several shorter informational texts on the same topic. By the end of the unit, students will have read a variety of literature and informational texts, and they will reference those texts to communicate their understanding of how culture influences identity through the creation of a photo essay.

Length: 5 Weeks


� Readers determine important ideas in texts and use those ideas to develop a summary of the text

� Readers use textual evidence to draw conclusions

� Writers use certain organizational structures, specific word choice, and a variety of evidence when explaining a topic in an essay

Essential Questions

� How do our cultural experiences influence who we are?

� How do authors convey meaning through words and/or images?


Primary Secondary

Primary Standards Assessed RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Secondary Standards Addressed RL.6.2; RL.6.9; RI.6.2; RI.6.3; RI.6.10; W.6.4; W.6.5; W.6.7; W.6.8;W.6.9 ;W.6.10;SL.6.1; SL.6.4; L6.1; L6.2

Skills Reading, Writing, and Citing Textual Evidence


� Summarizing

� Drawing conclusions from textual and/or visual evidence

� Making connections across a variety of texts (short, extended, online, etc.)

� Applying the qualities of informative/explanatory writing


Tool

sets

Content Building Knowledge through Texts

� Elements of culture include language, religion, clothing, customs, etc.

� Identity is shaped by internal and external components

� Details in a text work together to convey an overall meaning

� Purpose and function of informative/explanatory texts

� Relevant academic language includes culture, stereotype, custom, photo essay, and relevant textual evidence

Assessments

(D) Diagnostic

(F) Formative

(S) Summative

Diagnostic (Pre-Assessment)

1. Students will complete a Quickwrite that explains their definition of the word “culture” and that describes their understanding of how culture and identity are related.

2. After examining the Junior Scholastic cover from February 28th, 2011, students will answer the question, “What does the picture and the accompanying text tell you?” Students should provide rationale and text evidence for their interpretation.

Formative Assessments

Guided Reading and Guided Writing anecdotal notes, “Structured Notes” for literature circle meetings (this can be determined by teacher and is reflective of students’ needs), reflections after each literature circle meeting, summaries of select portions of extended text, exit slips, discussions, and expository writing samples in response to short, informational texts.

Summative Performance Assessment

Students will construct a photo essay, with written explanation, that communicates how culture influences personal identity by citing evidence from a text read during the unit (see Performance Assessment description for more detail).

Texts/Resources Reading Short Text (nonfiction within grade-band complexity)

� “Evolution of a Point Guard” (Jeremy Lin), The New York Times, February 24, 2012

� “I’ve Got Your Number,” an editorial from The New York Times by Robe Imbriano (published in Read All About It by Jim Trelease)

� “Hip-Hop at the Museum?” from “Toolkit Texts” selected by Stephanie Harvey & Anne Goudvis

� “Marriage-- or Else” by Rod Nordland & Alissa J. Rubin, Junior Scholastic, February 28, 2011

Reading Extended Text (fiction and literary nonfiction) for Literature Circles)

� The Circuit by Francisco Jimenez (autobiography)

� The Breadwinner by Deborah Ellis (historical fiction)

� Seedfolks by Paul Fleischman (realistic fiction)

� Holes by Louis Sachar (realistic fiction)

Mentor text for writing: “Negotiating Asian-American Identity through Portraiture” from PBS Newshour, (http://www.pbs.org/newshour/art/blog/2011/10/negotiating-asian-american-identity-through-portraiture.html)


Learning Activities

Hook—Develop Conceptual Understanding through Related Text and Vocabulary

� Teacher shows image of Jeremy Lin when he was at Harvard. Students respond to Quickwrite prompt; teacher facilitates discussion of culture, identity, and stereotypes (SL6.1).

� Students read about Jeremy Lin in “The Evolution of a Point Guard” from the NY Times (Feb. 24, 2012) and in small groups, discuss the relationship between Lin’s cultural identity and basketball. (RI6.3).

Preparing Students to Read

� Students work in small groups to generate a list of elements that contribute to identity (food they eat, religious beliefs, traditions, celebrations, holidays, music they listen to, how students spend their free time, etc.).

� Teacher guides students to create a graphic organizer with characteristics of CULTURE and IDENTITY; students write about their initial understanding of the relationship between culture and identity.

� Teacher introduces the main focus of the unit, including Enduring Understandings and Essential Questions.

� Teacher introduces how students will select images/pictures throughout the unit for the final assessment.

Minilessons/Activities for Close Reading

� Teacher determines a schedule to meet with specific Literature Circles weekly.

� Throughout the unit, teacher uses short texts to model:

• Close reading through think-alouds

• Summarizing the text (RI6.2)

• Practicing with Question and Answer Relationship Strategy (QAR) in order to reinforce literal and inferential comprehension (RI6.1)

• Analyzing visual and print texts for the relationship between culture and identity

• Note-taking that connects back to Essential Questions (routine writing)

Strategies for Varied Learning Profiles � Working in small groups is

ideal for Sandra to practice the listening and speaking skills needed to develop academic language in the context of learning critical concepts.

� The use of graphic organizers will help Sandra chunk pieces of content knowledge and information she can manipulate in the new language or in between languages (use of cognates for example). Sandra will have reasons to use language for real purposes.

� Classroom discourse and the use of visual aids such as photos allows Sandra to use academic language to engage in learning activities which builds content and language knowledge in a natural context.

� George’s participation in group dialogue is key in that he is able to gather auditory information and respond in kind. The instructor should allow for George to maintain an oral transcript of the conversation and resulting list of elements.


Tool

sets

� Teacher meets daily with Guided Reading groups to teach specific reading strategies and skills students will need to comprehend the texts for this unit.

Conduct Discussions, Write Routinely, and Report Findings through Literature Circles

� Teacher provides brief “booktalk” of each extended text and use student choice as a factor when determining groups. (RL6.10)

� Pre-reading Activity: Students look at the cover of their literature circle text and examine the elements of the culture presented. Students write and share their ideas. (SL6.2, W6.9)

� Teacher explains procedures for participating in literature circle meetings. Teacher can use “fishbowl” strategy to demonstrate how small groups conduct discussions around texts. (SL6.1)

� Teacher models how to take notes while reading a text. As they’re reading the text, students practice close reading (and other strategies learned during mini-lessons) to search for and record elements that are a part of the main character’s culture.

� Students meet 2-3 times per week in their Literature Circles and use their notes to anchor their discussions. Students write reflections following each group meeting. (SL6.1, W6.9)

� Using the Essential Questions as a guide, students write summaries of select portions of the literature circle text. (RL6.2)

� Students share the content from their literature circle text with the whole class, so that all students are familiar with the diverse texts (SL6.4)

Minilessons/Activities for Teaching Writing to Develop and Convey Understanding, Cite Evidence, and to Study and Apply Language Conventions

� Teacher reviews guidelines and rubric for Performance Assessment: construct a photo essay, with written commentary, to complete the following directive: Describe how culture influences personal identity, referring to the texts you’ve read during this unit as evidence for your response.


� One way to facilitate Sandra’s selection of a book is to ask her to connect something in the book to her own life. If ELLs see themselves in the theme or characters of the book they will be more inclined to engage in discussions about the text they read.

� Sandra will further develop her listening and speaking skills of the English language by sharing information taken from the text and by listening to peers share their own information.

� In instances where it is necessary to access visual representations of texts, George should be supported with auditory supports and the connections to the elements of culture should be made explicit. George should be provided with the textbook in an alternative print format as well. George can take notes on a braillewriter.


� Students will be introduced to informative/explanatory writing by first being immersed in this mode of writing. Teacher will read aloud selections from Negotiating Asian-American Identity through Portraiture. Students will be guided through process of reading like a writer, noticing the qualities of the writing. ( W6.2, L6.1, L6.2)

� Students will be given collections of student magazines and trade books (Junior Scholastic, National Geographic Explorers, various high interest trade books). Students will be asked to choose one and look through the magazine or book for a topic that interests them. Students will be directed to use the text features to make predictions of what the text will be about. Teacher will use this experience to launch into a discussion of the purpose of informative/explanatory texts. Specifically, teacher will emphasize how authors use images and text to convey important ideas to readers. (RI6.5, W6.2, RI6.7)

� Teacher will return to the shorter informational texts, as well as images (such as photos), to model how to construct the different parts of an informative/explanatory piece, including how to introduce a topic, how to organize the parts of the essay, how to use textual evidence to support the essay, what other types of evidence should be used as support, how to use transitions, etc. (W6.2, RI6.7)

� Students will use select informational texts, as well as images that they’ve gathered, to practice composing each part of the informative/explanatory essay. (W6.6)

� Students will spend time gathering evidence for the Performance Assessment. This includes using their Writer’s Notebook to list specific evidence from their Literature Circle text that can be used for their photo essay. Students will also record evidence from the short informational texts that were read in class. (RI6.1, W6.2, W6.8)

� Students will be engaged in the writing process, including brainstorming, gathering evidence, drafting, revising, and editing. (W6.5, W6.7)

� Teacher will confer with students through independent or guided writing conferences. (W6.4, W6.5, L6.1, L6.2)



Tool

sets

Sixth Grade AssessmentUnit One

Standards: � RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from

the text.

� RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

� W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Texts: � Various texts from the unit (See unit plan for texts)

Description of Task Students will construct a photo essay, with written commentary, to complete the following directive: Describe how culture influences personal identity, referring to the texts you’ve read during this unit as evidence for your response.

Considerations for students with disabilities:George has a visual impairment. George’s accommodations include:

• In constructing his essay, he may utilize a Braille writer to convey (verbal) vignettes or short phrases/sayings that make evident the connection between culture and personal identity.

Considerations for English Language Learners:Sandra is a level 2 in her English Language Proficiency. Support strategies for Sandra include:

• Using labels to explain each photo with a short phrase in English including domain-specific words found in the texts from the unit.

• One on one reading support session where she and the teacher will review the main ideas of the texts.

• Access to a list of the domain-specific vocabulary words both in her language and in English.

General Directions for Administering Assessment:Teacher: Students will be allowed three 40 minute reading and/or writing blocks to outline, draft, revise and complete their final product. Students must all write their commentary, but may orally present the final product if they choose. More or less time can be afforded according to teacher discretion. The teacher may also present the texts in digital format or through audiobooks to ensure that all students have access.

Only the final product will be evaluated as part of this assessment (as indicated by the standards above). Place the student directions on the board for all students to read and then read them aloud to the students. Take time to answer clarifying questions posed by the students.

Student Directions: We’ve learned a lot over the last few weeks. Now it is time you synthesize what you’ve learned about culture and its influence on identity. You have three 40-minute sessions to develop a photo essay that describes how culture influences identity. You must use text evidence from the novel you read and from at least one of the informational photo essays you read during the last few weeks in order to support your description. To communicate your ideas visually and through writing, you can gather pictures from Google searches, the photo essays, and pictures you take on your own.


Sixt

h G

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Tool

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Stud

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Stud

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EDIN

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Stud

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nd

goes

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RI.6

.1

Cite

text

ual

evid

ence

to su

ppor

t an

alys

is of

wha

t th

e te

xt sa

ys

expl

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rong

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of w

hat t

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s dra

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.

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vide

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prov

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seve

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ples

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is of

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e te

xt sa

ys

expl

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y as

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l as

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RI.6

.7In

tegr

ate

info

rmati

on

pres

ente

d in

di

ffere

nt m

edia

or

form

ats

(e.g

. visu

ally,

qu

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ell a

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ds to

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velo

p a

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rent

un

ders

tand

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of a

to

pic

or is

sue.

oL

ogic

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oncl

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n is

not

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ent.

oL

ogic

al c

oncl

usio

n ab

out

the

com

mon

topi

c is

pres

ent b

ut is

not

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ted

with

rele

vant

te

xtua

l evi

denc

e.

oA

naly

sis in

tegr

ates

the

mai

n id

eas a

nd

deta

ils in

the

“tex

ts”

oC

ompa

rison

s bet

wee

n va

rious

med

ia

form

ats b

uild

tow

ards

logi

cal c

oncl

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ns

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t the

com

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ompa

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s be

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form

ats b

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ultip

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conc

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th

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on

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are

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by te

xt

evid

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Tool

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Sixt

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Stud

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Stud

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.1

Cite

text

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evid

ence

to su

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t an

alys

is of

wha

t th

e te

xt sa

ys

expl

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xplic

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ell

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wn

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s dra

wn

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extu

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seve

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xam

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th

at su

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ts a

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alys

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wha

t th

e te

xt sa

ys

expl

icitl

y as

wel

l as

infe

renc

es d

raw

n fr

om th

e te

xt.

RI.6

.7In

tegr

ate

info

rmati

on

pres

ente

d in

di

ffere

nt m

edia

or

form

ats

(e.g

. visu

ally,

qu

antit

ative

ly) a

s w

ell a

s in

wor

ds to

de

velo

p a

cohe

rent

un

ders

tand

ing

of a

to

pic

or is

sue.

oL

ogic

al c

oncl

usio

n is

not

pres

ent.

oL

ogic

al c

oncl

usio

n ab

out

the

com

mon

topi

c is

pres

ent b

ut is

not

su

ppor

ted

with

rele

vant

te

xtua

l evi

denc

e.

oA

naly

sis in

tegr

ates

the

mai

n id

eas a

nd

deta

ils in

the

“tex

ts”

oC

ompa

rison

s bet

wee

n va

rious

med

ia

form

ats b

uild

tow

ards

logi

cal c

oncl

usio

ns

abou

t the

com

mon

topi

c.

oC

ompa

rison

s be

twee

n va

rious

med

ia

form

ats b

uild

to

war

ds m

ultip

le

conc

lusio

ns a

bout

th

e co

mm

on

topi

c w

hich

are

su

ppor

ted

by te

xt

evid

ence

.

STAN

DARD

EMER

GIN

G

Stud

ent w

ork

does

not

ach

ieve

al

l of t

he “

Mee

ting”

crit

eria

an

d is

far b

elow

it.

DEVE

LOPI

NG

Stud

ent w

ork

does

not

ach

ieve

al

l of t

he “

Mee

ting”

crit

eria

bu

t is c

lose

to it

.

MEE

TIN

G

Stud

ent a

chie

ves a

ll of

the

crite

ria li

sted

be

low

.

EXCE

EDIN

G

Stud

ent a

chie

ves a

ll th

e “M

eetin

g” c

riter

ia a

nd

goes

bey

ond.

W.6

.2W

rite

info

rmati

ve/

expl

anat

ory

text

s to

exa

min

e a

topi

c an

d co

nvey

id

eas,

con

cept

s,

and

info

rmati

on

thro

ugh

the

sele

ction

, or

gani

zatio

n, a

nd

anal

ysis

of re

leva

nt

cont

ent.

oT

opic

is n

ot in

trod

uced

.

oT

opic

is n

ot d

evel

oped

.

oT

rans

ition

s do

not

appr

opria

tely

con

nect

id

eas a

nd c

once

pts.

oP

reci

se la

ngua

ge a

nd

dom

ain-

spec

ific

voca

bula

ry

is no

t use

d in

the

text

.

oF

orm

al st

yle

is no

t es

tabl

ished

.

oD

oes n

ot h

ave

a co

nclu

ding

st

atem

ent.

oT

opic

is in

trod

uced

but

do

es n

ot p

rovi

de a

cle

ar

orga

niza

tion

of id

eas.

oT

opic

is lo

osel

y de

velo

ped

by in

suffi

cien

t fac

ts,

defin

ition

s, d

etai

ls an

d qu

otati

ons.

oT

rans

ition

s are

use

d bu

t are

not

con

siste

ntly

ap

prop

riate

to th

e re

latio

nshi

p am

ong

idea

s an

d co

ncep

ts.

oP

reci

se la

ngua

ge a

nd

dom

ain-

spec

ific

voca

bula

ry

is us

ed in

cons

isten

tly

thro

ugho

ut th

e te

xt.

oF

orm

al st

yle

is es

tabl

ished

bu

t not

mai

ntai

ned.

oC

oncl

udin

g st

atem

ent

or se

ction

doe

s not

su

ffici

ently

add

ress

the

info

rmati

on p

rese

nted

.

oT

opic

is in

trod

uced

and

pro

vide

s a c

lear

or

gani

zatio

n of

idea

s, c

once

pts,

and

in

form

ation

usin

g a

clea

r tex

t str

uctu

re

and

text

feat

ures

whe

n ap

plic

able

.

oT

opic

is d

evel

oped

with

rele

vant

fact

s,

defin

ition

s, c

oncr

ete

deta

ils, q

uota

tions

, or

oth

er in

form

ation

and

exa

mpl

es.

oT

rans

ition

s are

app

ropr

iate

to c

larif

ying

re

latio

nshi

ps a

mon

g id

eas a

nd c

once

pts.

oP

reci

se la

ngua

ge a

nd d

omai

n-sp

ecifi

c vo

cabu

lary

are

use

d to

info

rm a

bout

or

expl

ain

the

topi

c.

oF

orm

al st

yle

is es

tabl

ished

and

m

aint

aine

d th

roug

hout

the

text

.

oC

oncl

udin

g st

atem

ent o

r sec

tion

suffi

cien

tly a

ddre

sses

and

follo

ws

from

the

info

rmati

on o

r exp

lana

tion

pres

ente

d.

oIn

trod

uctio

n “h

ooks

” re

ader

w

ith a

com

pelli

ng

lead

.

oT

opic

is d

evel

oped

us

ing

mor

e th

an

one

orga

niza

tiona

l st

ruct

ure.

oT

rans

ition

s us

ed re

flect

so

phisti

cate

d an

d nu

ance

d re

latio

nshi

ps (i

.e.

henc

efor

th, t

hus,

in

acco

rdan

ce w

ith).


Elev

enth

Gra

de C

urric

ulum

Map

Qua

rter

1

Uni

fyin

g Co

ncep

ts

Esse

ntial

Que

stion

sRe

adin

g Co

mpl

ex T

exts

& T

ext t

o Su

ppor

t Writi

ng3-

5 sh

ort t

exts

; 1 e

xten

ded

text

per

qua

rter

Bala

nce

betw

een

liter

ary

and

info

rmati

onal

text

1

Perf

orm

ance

Ass

essm

ents

Q1

Uni

fyin

g Co

ncep

ts

Indi

vidu

alism

and

M

oder

nity

Q1

Uni

t 1

How

doe

s an

indi

vidu

al d

efine

hi

m o

r her

self

in a

com

plex

w

orld

?

Do o

ur e

xper

ienc

es sh

ape

us o

r do

we

have

an

inna

te se

lf?

Q1

Uni

t 1

Not

e: w

e se

lect

ed sh

ort t

exts

for t

he fi

rst u

nit o

f the

yea

r to

build

stud

ents

’ cap

ac-

ity to

read

com

plex

text

s. A

n ex

tend

ed te

xt is

incl

uded

in Q

1, U

nit 2

.

Shor

t Tex

ts (l

itera

ry, i

nfor

mati

onal

, edi

toria

l, ci

nem

atic)

Ex

cerp

ts fr

om B

eow

ulf,

tran

slatio

n by

Sea

mus

Han

ey o

r Bur

ton

Raffe

lEx

cerp

ts fr

om G

rend

el b

y Jo

hn G

ardn

erM

agna

Car

taDe

clar

ation

of I

ndep

ende

nce

Righ

ts o

f Man

by

Thom

as P

aine

Decl

arati

on o

f the

Rig

hts o

f Man

Ex

cerp

ts fr

om H

amle

t by

Will

iam

Sha

kesp

eare

Mov

ie C

lips o

f “To

be

or n

ot to

be”

solil

oquy

(Eth

an H

awke

, Ken

neth

Bra

nagh

, and

M

el G

ibso

n)“S

elf P

ortr

ait”

by

A.K.

Ram

anuj

an

Begi

nnin

g of

Yea

r (BO

Y):

RI.1

1-12

.1 a

nd W

.9 P

erfo

rman

ce

Task

(rea

ding

and

writi

ng a

bout

text

with

evi

denc

e) fo

r Pr

e-As

sess

men

t*†

Q1

Uni

t 1

Teac

her-c

reat

ed p

erfo

rman

ce a

sses

smen

tFo

cus o

n ar

gum

ent

Prim

ary

Stan

dard

s Ass

esse

d: R

I.11-

12.1

, RI.1

1-12

.2 O

R RL

.11-

12.1

; RL.

11-1

2.2

W.1

1-12

.1; W

.11-

12.9

Q1

Uni

t 2

How

doe

s mod

erni

ty c

halle

nge

the

indi

vidu

al?

Q1

Uni

t 2

Exte

nded

Tex

tW

aitin

g fo

r God

ot b

y Sa

mue

l Bec

kett

Shor

t Tex

ts (i

nfor

mati

onal

and

lite

rary

) Se

lect

ed p

oem

s by

W.H

. Aud

enSo

ngs o

f Inn

ocen

ce a

nd E

xper

ienc

e by

Will

iam

Bla

kePr

omet

heus

Unb

ound

by

Perc

y By

sshe

She

lley

Sele

cted

poe

ms b

y W

illia

m W

ords

wor

th

Sele

cted

poe

try

by W

.B. Y

eats

“The

Wor

k of

Art

in th

e Ag

e of

Mec

hani

cal R

epro

ducti

on”

by W

alte

r Ben

jam

in

Q1

Uni

t 2Te

ache

r-cre

ated

per

form

ance

ass

essm

ent

Focu

s on

liter

ary

anal

ysis

in a

rgum

ent w

riting

Prim

ary

Stan

dard

s Ass

esse

d: R

L.11

-12.

1; R

L.11

-12.

2;11

-12.

4;

W.1

1-12

.1

End

of Q

1 Be

nchm

ark

Asse

ssm

ent†

W11

-12.

1 (a

rgum

ent w

riting

)RL

.11-

12.1

(tex

t dep

ende

nt q

uesti

ons t

hat m

easu

re st

uden

ts’

com

preh

ensio

n an

d pr

ovid

e th

em w

ith th

e ev

iden

ce n

eede

d to

dev

elop

thei

r arg

umen

t writi

ng p

iece

)

1 We

crea

ted

this

sam

ple

Curr

icul

um M

ap a

s an

exam

ple

of a

cou

rse

of st

udy

in B

ritish

and

Pos

tcol

onia

l Lite

ratu

re.

The

Com

mon

Cor

e St

ate

Stan

dard

s sug

gest

that

in h

igh

scho

ol, s

tude

nts r

ead

U.S.

Fo

unda

tiona

l Doc

umen

ts a

nd S

hake

spea

re e

ach

year

; hen

ce, t

his i

s also

refle

cted

in th

e Cu

rric

ulum

Map

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


Tool

sets

Elev

enth

Gra

de C

urric

ulum

Map

Qua

rter

2

Uni

fyin

g Co

ncep

ts

Esse

ntial

Que

stion

sRe

adin

g Co

mpl

ex T

exts

& T

ext t

o Su

ppor

t Writi

ng3-

5 sh

ort t

exts

; 1 e

xten

ded

text

per

qua

rter

Bala

nce

betw

een

liter

ary

and

info

rmati

onal

text

1

Perf

orm

ance

Ass

essm

ents

Q2

Uni

fyin

g Co

ncep

ts

Indi

vidu

alism

and

Cu

lture

(rac

e, c

lass

, an

d ge

nder

)

Q2

Uni

t 3 (q

uart

er-lo

ng u

nit)

How

doe

s an

indi

vidu

al c

on-

form

to, c

ount

er, a

nd re

defin

e hi

m o

r her

self

agai

nst s

ocia

l an

d cu

ltura

l nor

ms?

Q2

Uni

t 3 (q

uart

er-lo

ng u

nit)

Exte

nded

Tex

t A

Room

of O

ne’s

Ow

n by

Virg

inia

Woo

lfTh

e Go

d of

Sm

all T

hing

s by

Arun

dhati

Roy

Shor

t Tex

ts (l

itera

ry a

nd in

form

ation

al)

Exce

rpts

from

The

Can

terb

ury

Tale

s by

Geoff

rey

Chau

cer

Exce

rpts

from

Lea

rnin

g to

Lab

or b

y Pa

ul W

illis

Pers

epol

is by

Mar

jane

Sat

rapi

Exce

rpts

from

Jane

Eyr

e by

Cha

rlotte

Bro

nte

Exce

rpts

from

Wid

e Sa

rgas

so S

ea b

y Je

an R

hys

Q2

Uni

t 3 (q

uart

er-lo

ng u

nit)

Teac

her-c

reat

ed p

erfo

rman

ce a

sses

smen

tFo

cus o

n ex

tend

ed re

sear

ch a

nd a

rgum

ent

Prim

ary

Stan

dard

s Ass

esse

d:

RI.1

1-12

.1; R

I.11-

12.2

;11-

12.4

; W

11-1

2.1

End

of Q

2 Be

nchm

ark

Asse

ssm

ent†

W

11-1

2.1

(arg

umen

t writi

ng)

RL.1

1-12

.1 (

text

dep

ende

nt q

uesti

ons t

hat m

easu

re st

u-de

nts’

com

preh

ensio

n an

d pr

ovid

e th

em w

ith th

e ev

iden

ce

need

ed to

dev

elop

thei

r arg

umen

t writi

ng p

iece

)

1 We

crea

ted

this

sam

ple

Curr

icul

um M

ap a

s an

exam

ple

of a

cou

rse

of st

udy

in B

ritish

and

Pos

tcol

onia

l Lite

ratu

re.

The

Com

mon

Cor

e St

ate

Stan

dard

s sug

gest

that

in h

igh

scho

ol, s

tude

nts r

ead

U.S.

Fo

unda

tiona

l Doc

umen

ts a

nd S

hake

spea

re e

ach

year

; hen

ce, t

his i

s also

refle

cted

in th

e Cu

rric

ulum

Map

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


Elev

enth

Gra

de C

urric

ulum

Map

Qua

rter

3

Uni

fyin

g Co

ncep

ts

Esse

ntial

Que

stion

sRe

adin

g Co

mpl

ex T

exts

& T

ext t

o Su

ppor

t Writi

ng3-

5 sh

ort t

exts

; 1 e

xten

ded

text

per

qua

rter

Bala

nce

betw

een

liter

ary

and

info

rmati

onal

text

1

Perf

orm

ance

Ass

essm

ents

Q3

Uni

fyin

g Co

ncep

ts

Indi

vidu

alism

and

Po

wer

(pow

er,

colo

nial

ism, a

nd

impe

rialis

m)

Q3

Uni

t 4 (q

uart

er-lo

ng u

nit)

How

do

pow

er a

nd p

oliti

cs

affec

t ind

ivid

ual i

denti

ty?

Q3

Uni

t 4

Exte

nded

Tex

tHe

art o

f Dar

knes

s by

Jose

ph C

onra

dTh

ings

Fal

l Apa

rt b

y Ch

inua

Ach

ebe

Ner

vous

Con

ditio

ns b

y Ts

itsi D

anga

rem

bja

Shor

t Tex

ts (l

itera

ry, i

nfor

mati

onal

, and

cin

emati

c)Ex

cerp

ts fr

om A

poca

lyps

e N

owEx

cerp

ts fr

om A

nnie

John

by

Jam

aica

Kin

caid

“Gan

dhi o

n N

on-V

iole

nce”

(spe

ech

give

n in

191

9)Se

lect

ed W

artim

e Sp

eech

es b

y W

inst

on C

hurc

hill

Exce

rpts

from

Orie

ntal

ism b

y Ed

war

d Sa

id“A

n Im

age

of A

fric

a: R

acism

in C

onra

d’s H

eart

of D

arkn

ess”

by

Chin

ua A

cheb

eSe

lect

ed p

oem

s by

Wol

e So

yink

aSe

lect

ed p

oem

s by

Dere

k W

alco

ttEx

cerp

ts fr

om T

he W

retc

hed

of th

e Ea

rth

by F

ranz

Fan

on“D

ecol

onizi

ng th

e m

ind:

The

pol

itics

of l

angu

age

in A

fric

an li

tera

ture

” by

Ngu

gi w

aTh

iong

o

Q3

Uni

t 4 (q

uart

er-lo

ng u

nit)

Teac

her-c

reat

ed p

erfo

rman

ce a

sses

smen

tFo

cus o

n re

sear

chPr

imar

y St

anda

rds A

sses

sed:

RL.

11-1

2.6;

RL.

11-1

2.9;

RI.1

1-12

.6; R

I.11-

12.7

; RI.1

1-12

.8; W

.11-

12.2

; W.1

1-12

.5; W

.11-

12.7

; W.1

1-12

.8

End

of Q

3 Be

nchm

ark

Asse

ssm

ent†

W.1

1-12

.2 (e

xpos

itory

/info

rmati

onal

writi

ng)

RI11

-12.

1 (te

xt d

epen

dent

que

stion

s tha

t will

pro

vide

stu-

dent

s with

the

evid

ence

nee

ded

to d

evel

op th

eir a

rgum

ent

writi

ng p

iece

)

1 We

crea

ted

this

sam

ple

Curr

icul

um M

ap a

s an

exam

ple

of a

cou

rse

of st

udy

in B

ritish

and

Pos

tcol

onia

l Lite

ratu

re.

The

Com

mon

Cor

e St

ate

Stan

dard

s sug

gest

that

in h

igh

scho

ol, s

tude

nts r

ead

U.S.

Fo

unda

tiona

l Doc

umen

ts a

nd S

hake

spea

re e

ach

year

; hen

ce, t

his i

s also

refle

cted

in th

e Cu

rric

ulum

Map

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


Tool

sets

Elev

enth

Gra

de C

urric

ulum

Map

Qua

rter

4

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arra

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Prim

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s Ass

esse

d: R

L.11

-12.

3; R

L.11

-12.

5; R

L.11

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.7; R

I.11-

12.3

; RI.1

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.5; R

I.11-

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; W.1

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12.6

End-

of-Y

ear (

EOY)

: RI

11-

12.1

and

W.9

Per

form

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Ta

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Curr

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ritish

and

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Eleventh Grade Unit OneThe Individual in a Complex World

Unit Name: The Individual in a Complex World

Unit Description: By the end of the unit, students will have developed a deeper understanding of how writers and thinkers conceptualize identity and the self.

Length: 4-5 Weeks


� Individuals make meaning of the world through a strong sense of self

� Individuals make choices based on their understanding of themselves

� Readers summarize, synthesize, and evaluate a broad range of ideas and information presented in texts

Essential Questions

� How does an individual define him/herself in a complex world?

� Do our experiences shape us or do we have an innate self?


Primary Secondary

Primary: Standards Assessed W 11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

RL 11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

RL 11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of a text, including how they interact and build on one another to produce a complex account; provide and objective summary of the text

OR

RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text

Secondary: Standards Addressed RI.11-12.9;RI.11-12.10; RL.11-12.10; RI.11-12.3; RL. 11-12.3; W.11-12.4; W.11-12.5; W.11-12.10; SL.11-12.1


Tool

sets

Cognitive Skills Reading, Writing, and Citing Textual Evidence


� Summarizing

� Draw conclusions from textual and/or visual evidence

� Apply the qualities of analytical and argumentative writing

Content Building Knowledge through Texts

� Western conception of self

� Exploring the intersection of the self and the larger society

� Details in a text work together to convey an overall meaning

� Understand the connection between a variety of genres and modalities (plays, novels, essays, poems, movies, etc.)

Assessments

(D) Diagnostic

(F) Formative

(S) Summative

Diagnostic (Pre-Assessment)

1. Students will read “Imaginary Homelands” by Salman Rushdie

2. After reading the essay and participating in a teacher facilitated Socratic Seminar in which students will begin to address the question “What factors shape who we are?” Students should provide rationale for their interpretation.

Formative Assessments

� Writing in response to reading and discussion

Summative Performance Assessment

(see attached)

Texts/Resources Note: we selected short texts for the first unit of the year to build students’ capacity to read complex texts. An extended text is included in Q1, Unit 2 (see grade 11 Curriculum Map).

Reading Short Text (literary, informational, and argumentative within grade band complexity)

� “Imaginary Homelands” by Salman Rushdie

� Excerpts from The Magna Carta

� Excerpts from the Declaration of the Rights of Man

� Excerpts from Rights of Man by Thomas Paine

� Excerpts from Declaration of Independence

� Excerpts from Essay Concerning Human Understanding by John Locke

� “Self-Portrait” by A.K. Ramanujan

� Excerpts from Beowulf (translation by Seamus Heaney)

� Excerpts from Grendel by John Gardner

� Excerpts from Hamlet by William Shakespeare

� Movie excerpts of Hamlet (1990, 1996, 2000)


Learning Activities


� Read Rushdie’s introduction in the anthology “Imaginary Homelands” that examines identity and how individuals make sense of their experiences.

� Response to reading: “According to Rushdie, what factors shape who we are?”

� Students will discuss how the author Rushdie talks about individual identity and the metaphor of the broken mirror and fragmentation.

� Introduce main focus of the unit, including Enduring Understandings and Essential Questions

� Students will be directed to think about the essential question and how the individual is framed in the context of the readings that they will encounter.

Week 1—The Revolutionary Idea of the Self

Short Texts:Introduction to Imaginary Homelands by Salman RushdieEssay Concerning Human Understanding by John LockeDeclaration of IndependenceTeacher selected contemporary articles that reflect argument writing

Minilessons/Activities for Close Reading

� After reading the Rushdie’s essay and introducing the unit, the teacher will select excerpts from Essay on Human Understanding.

� Teacher will preview key concepts and vocabulary through Frayer Model.

� Students will read and annotate, paying particular attention to Locke’s claim about self and identity.

Conduct Discussions, and Report Findings through Group Discussions

� Teacher will lead discussion on the implications of this concept on how we think about individualism, the self, and personal identity: According to Rushdie, do our experiences shape us, or do we have an innate self?—after teacher led discussion, students will fill out a graphic organizer in which students will identify quotes/sections from the essay that support either position.

� Teacher will choose relevant excerpts from the Declaration of Independence. Students will read and annotate. In small groups, students will complete graphic organizer.

� Teacher will lead discussion on the emergence of the political self—how does modern government conceptualize the individual?

Strategies for Varied Learning Profiles � Allow Thomas to import text

into a digital format that allows him to chunk text for increased readability and allow for frequent checks for understanding.

� Allow Thomas to capture Rushdie’s interpretation of individual identity in a format that is easily accessible for the upcoming learning activities.

� Small and large group discussion allows Lily to practice her listening and speaking skills.

� The use of graphic organizers and visual aids support Lily’s understanding of key concepts.

� Previewing key concepts and vocabulary is key in grounding Thomas in the text. Allow him to capture key terms in a reference document.

� The instructor should set the stage for independent reading by explicitly stating the purpose for reading and allowing Thomas to, again, chunk text into discrete sections and organize notes along the structure he creates.

� During small group discussions, strategically place Lily in a mixed ability group so that she receives support from her peers.

� During small group discussions, ensure that Thomas remains on task by encouraging self-regulatory behaviors and reinforcing the time limitations attached to the tasks.


Tool

sets

Learning Activities

Minilessons/Activities for Teaching Writing to Develop and Convey Understanding

� Students will be introduced to argument writing by first being immersed in this mode of writing. After initially reading the mentor text “Imaginary Homelands” to reflect upon the content and conceptual focus of the unit, the teacher will read aloud relevant sections of “Imaginary Homelands.” Students will be guided through the process of “reading like a writer,” paying particular attention to the rhetorical strategies the author makes within this mode in order to introduce a claim, provide supporting evidence, etc.

� Students will be given collections of contemporary essays from magazines and newspapers that reflect argumentative writing. Students will be directed to identify the ways that the writer introduces, supports, and builds upon an argument.

Week 2—Identity in conflict: Exploring Archetypes and Fixed Identities

Beowulf translation by Seamus Heaney or Burton Raffel (excerpts)Grendel by John Gardner (excerpts)


� Teacher will provide some background knowledge on Anglo-Saxon culture and the historical context of the poem and the emergence of archetypes in literature.

� Students will listen to excerpts from Beowulf downloaded from (http://www.wwnorton.com/college/english/nael/noa/audio.htm)

Reading Short Complex Texts, Analyze Content Daily Routine Writing About Texts, and Conduct Discussions

� Students will write in response to the question: Is Beowulf a hero? followed by a large group discussion on identity, heroism, and individualism.

� In small groups, students will be working on the graphic organizer, pulling out direct quotes from the text that will respond to the question: Do our experiences shape us, or do we have an innate self?

� Students will read excerpts from Grendel and revisit the question of hero/villain.


� During large group discussions, the instructor should employ adequate wait time after queries to allow Thomas to digest queries and respond appropriately.

� Large group discussion allows Lily to practice her listening and speaking skills.

� Set a clear and explicit purpose for the review of contemporary articles. Thomas should be allowed to conduct a brief task analysis and determine how much time to devote to each aspect of the activity. Time should be built in for short, managed breaks, or the activity can be designed to allow Thomas to shift among foci in a way that maintains attention.

� The instructor should explicitly remind Thomas of the purpose of the listening activity and encourage note-taking as he listens to the excerpts.

� Chunk excerpts from Grendel and allow for Thomas to conduct checks for understanding on the bigger question of what defines a hero/a villain.

� Allow time for Lily to talk through the differences between the texts in her native language in order to support her thinking about the texts.


Learning Activities

� Response to Writing: How does this re-telling of the Beowulf epic shift our understanding of what it means to be a hero?

� Students will complete the graphic organizer to articulate their understanding of identity and experience after reading Grendel.

� Teacher will facilitate a whole group discussion on identity and heroism.

Written Analyses about Texts, Cite Evidence, and Study and Apply Language Conventions

� Teacher will use a combination of shorter essays to model how to construct different parts of an argument/literary analysis piece, including how to introduce a topic, establish a claim, organize various parts of an essay, use specific rhetorical strategies, andsupport a claim with textual evidence.

Week 3—Identity as Action: Moving Towards Ambiguity

Hamlet by William Shakespeare (excerpts)

Short Texts:Movie clips of the “To be or not to be” soliloquy by Hamlet (1990,1996,2000)“Self-Portrait” by A.K. Ramanujan (poem)

Reading Extended Complex Texts

� Students view different movie adaptations of Hamlet’s “To Be or Not to Be” soliloquy.

� In small groups students will discuss the differences in the three adaptations and how each version reflect the director’s interpretation of Hamlet’s identity.

� Students will read selected excerpts of Hamlet and discuss the following question: What is Hamlet’s struggle with who he is? How does he make sense of action and inaction? How are action and identity inter-related?

� Students will complete the graphic organizer in response to the question: Do our experiences shape us, or do we have an innate self?

� Students will also read “Self-Portrait” and discuss the significance of the father-son relationship in both the poem and Hamlet.


� Ensure that Thomas maintains appropriate attention during the viewing of various movie adaptations by setting the stage for the discussion to follow that outlines the differences amongst said adaptations. Encourage note-taking to that end.


Tool

sets

Learning Activities

Written Analyses of Texts and Cite Evidence

� Reflective writing: how is Locke’s notion of identity reflected in Hamlet? Students will construct a short response in which they introduce a claim using a rhetorical strategy that they have encountered in the various essays they have read.

Week 4—Performance Assessment

Written Analyses of Texts, Cite Evidence, and to Study and Apply Language Structures

� Teacher will introduce the Performance Assessments to students.

� Students will use selected literary and informational texts from the unit to begin composing the essay.

� Students will spend time gathering evidence as well as utilize the evidence they have gathered throughout the unit captured in their graphic organizer. (RI.11-12.1, W.11-12. 1)

� Students will be engaged in the writing process, including brainstorming, gathering evidence, drafting, revising, and editing. (W. 11-12.5)

� Teacher will confer with students through independent or guided writing conferences. (W.11-12.4, W.11-12.5, L.11-12.1, L.11-12.2)


� Thomas should be allowed the time and opportunity to plan for this task. Prior to drafting a response, he should formally decide upon a rhetorical strategy based on exposure to the teacher selected essays, access his reference point in Locke’s concept of identity, and create a shell of his writing with a corresponding timeline for completion.

� Lily should be provided with one-on-one reading support where she will get assistance in identifying the main idea of the text and how to use context clues to determine meanings of words.


Eleventh Grade AssessmentUnit One

Standards:

� RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

� RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

OR

� RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

� R.I.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

� W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Texts:

� Various Texts from the unit (See unit plan for texts)

Description of Task


Students will draw from the texts they’ve read during the unit as well as a John Locke quote to complete a diacritical journal.


Students will write an essay in which they analyze the extent to which Locke’s ideas about individuality are supported and/or opposed by the texts read in the unit and fit with their own conception of individuality.

General Directions for Administering Assessment:

Teacher: Hand out the student directions as seen below. Have students read the directions, and then read them aloud. Answer any clarifying questions. Remind students they will be allowed two 40-minute class periods to complete task 1, which requires response and annotation of the various texts in the unit. Students may use alternative formats for the text such as iBooks or audio recordings if they choose. Students will have three 40 minute class periods to outline, draft, revise and complete their final product. More or less time can be afforded according to teacher discretion. Students also have the choice to use text-to-speech software to compose and may present their final product orally.


Tool

sets


Considerations for students with disabilities:Thomas presents with significant weaknesses in the areas of executive functioning and attending. These weaknesses inhibit his ability to decode text accurately unless an allowance exists for the chunking of text followed by a brief check for understanding. These weaknesses also impede Thomas’ ability to plan, strategize and organize resources relative to the tasks. Thomas needs support in planning and re-reading with a purpose (identify textual evidence that supports or opposes Locke’s ideas). Thomas’s accommodations include:

• Modeling the process for determining evidence versus non-evidence using portions of Hamlet as a model.

• Highlighting and integration of notes into digitally converted texts by using optical character recognition (OCR) software.

• Time for Thomas to talk through how he will manage timelines to guarantee task completion.

• Small, managed work breaks or allow for changes in work focus as Thomas completes both tasks one and two.

• Allow Thomas to schedule tasks and think through only the resources critical to work completion by setting up clear criteria for text selection.

• Allow for brief talk aloud surrounding Thomas’s position on the validity of Locke’s claim.

• Create a touchstone/reference point for Locke’s position to allow for quick access to central idea that guides the work.

Student Directions: According to the Essay on Human Understanding, John Locke believes the idea of individuality “reaches very little farther than our experience.” In the excerpt we read, he states:

“All ideas come from sensation or reflection. Let us then suppose the mind to be, as we say, white paper, void of all characters, without any ideas: — How comes it to be furnished?...To this I answer, in one word, from EXPERIENCE. In that, all our knowledge is founded; and from that [knowledge] ultimately derives itself.”

Reflect upon Locke’s idea of individuality and complete a diacritical journal in which you paraphrase the meaning of the Locke quote and identify several pieces of textual evidence from the unit texts (including Hamlet) and how they support or oppose the central idea(s) of Locke. You have two 40-minute class periods to complete this task.

After you complete the diacritical journal, write an essay in which you analyze the extent to which Locke’s idea of individuality is supported or opposed in the texts you have read, drawing upon the task you just completed. You may orally present the ideas of your essay when you are finished if you so choose. You will have to select at least three texts from the unit, one of which must be Hamlet, and supply the most relevant evidence from these texts to support a position on the validity of Locke’s claim. In your conclusion you should discuss the extent to which the ideas of Locke and the sources selected fit with your own conception of individuality. You have three 40-minute class periods to complete this task.


Considerations for English Language Learners:

Lily is an English Language Learner. According with her last ACCESS (Assessing Comprehension and Communication in English State-to-State) test she is in Level 3 (Developing). Because of her English proficiency level, her teacher will provide her with visual support (pictures) and auditory support (CD or teacher reading out loud). The following support strategies for Lily include:

• A one-on-one reading support session where she will get assistance in identifying the main ideas of the text and how to use context clues to determine meaning of words.

• Alternative pathways for accessing key content include charts or texts written in her first language.



Tool

sets

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ates

the

effec

tiven

ess o

f aut

hor’s

ch

oice

s and

arti

cula

tes s

ound

ratio

nale

for

theo

ries a

s to

why

the

auth

or m

ade

such

ch

oice

s.

RI.1

1-12

.3

Anal

yze

the

impa

ct

of th

e au

thor

’s ch

oice

s reg

ardi

ng

how

to d

evel

op a

nd

rela

te e

lem

ents

of

a st

ory

or d

ram

a (e

.g.,

whe

re a

stor

y is

set,

how

the

actio

n is

orde

red,

ho

w th

e ch

arac

ters

ar

e in

trod

uced

and

de

velo

ped)

.

oA

naly

sis d

oes n

ot c

onne

ct

the

indi

vidu

als,

idea

s an

d ev

ents

and

thei

r de

velo

pmen

t in

a lo

gica

l w

ay.

oA

naly

sis m

akes

a w

eak

conn

ectio

n am

ongs

t th

e in

divi

dual

s, id

eas

and

even

ts a

nd h

ow

they

are

dev

elop

ed,

leav

ing

out o

ne o

r mor

e in

tegr

al c

once

pts.

oA

naly

sis il

lust

rate

s th

e co

nnec

tions

be

twee

n a

com

plex

se

t of i

deas

or

sequ

ence

of e

vent

s an

d ex

plai

ns h

ow

spec

ific

indi

vidu

als,

id

eas o

r eve

nts

inte

ract

and

dev

elop

ov

er th

e co

urse

of

the

text

.

oA

naly

sis il

lust

rate

s bot

h cl

ear a

nd n

uanc

ed

conn

ectio

ns b

etw

een

a co

mpl

ex se

t of

idea

s or s

eque

nce

of e

vent

s and

exp

lain

s ho

w sp

ecifi

c in

divi

dual

s, id

eas o

r eve

nts

inte

ract

and

dev

elop

ove

r the

cou

rse

of th

e te

xt, c

iting

cle

ar a

nd sp

ecifi

c ev

iden

ce.

oE

valu

ates

the

effec

tiven

ess o

f aut

hor’s

ch

oice

s and

arti

cula

tes s

ound

ratio

nale

for

theo

ries a

s to

why

the

auth

or m

ade

such

ch

oice

s.


Tool

sets

Elev

enth

Gra

de S

corin

g To

ol fo

r Ass

essm

ent (

conti

nued

)U

nit O

ne

STAN

DARD

EMER

GIN

G

Stud

ent w

ork

does

not

ach

ieve

al

l of t

he “

Mee

ting”

crit

eria

an

d is

far b

elow

it.

DEVE

LOPI

NG

Stud

ent w

ork

does

not

ac

hiev

e al

l of t

he “

Mee

ting”

cr

iteria

but

is c

lose

to it

.

MEE

TIN

G

Stud

ent a

chie

ves a

ll of

th

e cr

iteria

list

ed b

elow

.

EXCE

EDIN

G

Stud

ent a

chie

ves a

ll th

e “M

eetin

g” c

riter

ia

and

goes

bey

ond.

W.1

1-12

.1

Writ

e ar

gum

ents

to

supp

ort c

laim

s in

an

anal

ysis

of

subs

tanti

ve to

pics

or

text

s, u

sing

valid

reas

onin

g an

d re

leva

nt a

nd

suffi

cien

t evi

denc

e.

oT

he c

laim

is n

ot p

rese

nt.

oT

he c

laim

doe

s no

t ack

now

ledg

e a

coun

terc

laim

.

oT

he c

laim

doe

s not

ad

dres

s rel

evan

ce a

nd/o

r sig

nific

ance

of t

opic

.

oT

he to

pic

is no

t dev

elop

ed

and

does

not

incl

ude

rele

vant

fact

s, d

efini

tions

, co

ncre

te d

etai

ls,

quot

ation

s, o

r oth

er

info

rmati

on.

oA

ppro

pria

te tr

ansiti

ons a

re

not e

vide

nt.

oL

angu

age

and

dom

ain

spec

ific

voca

bula

ry is

not

pr

esen

t.

oF

orm

al st

yle

is no

t pre

sent

.

oC

oncl

udin

g st

atem

ent o

r se

ction

is n

ot p

rese

nt.

oT

he c

laim

is g

ener

al

and

does

not

cre

ate

a cl

ear d

istinc

tion

betw

een

itsel

f and

the

coun

terc

laim

.

oT

he c

laim

ack

now

ledg

es

the

rele

vanc

e an

d/or

sign

ifica

nce

of th

e to

pic

but d

oes n

ot fu

lly

esta

blish

its s

igni

fican

ce

thro

ugh

know

ledg

e of

to

pic.

oT

he in

trod

uctio

n do

es

not e

stab

lish

the

stru

ctur

e of

cla

im,

coun

terc

laim

, rea

sons

, an

d ev

iden

ce.

oT

he to

pic

is un

even

ly

deve

lope

d an

d so

me

reas

ons a

re m

ore

heav

ily su

ppor

ted

with

rele

vant

fact

s,

defin

ition

s, c

oncr

ete

deta

ils, q

uota

tions

, or

othe

r inf

orm

ation

and

ex

ampl

es th

an o

ther

re

ason

s.

oIn

trod

uce

prec

ise,

know

ledg

eabl

e cl

aim

(s),

esta

blish

th

e sig

nific

ance

of

the

clai

m(s

), di

sting

uish

the

clai

m(s

) fro

m

alte

rnat

e or

opp

osin

g cl

aim

s, a

nd c

reat

e an

org

aniza

tion

that

logi

cally

se

quen

ces c

laim

(s),

coun

terc

laim

s,

reas

ons,

and

ev

iden

ce.

oD

evel

op c

laim

s and

co

unte

rcla

ims f

airly

an

d th

orou

ghly,

su

pply

ing

the

mos

t re

leva

nt e

vide

nce

for

each

whi

le p

ointi

ng

out t

he st

reng

ths

and

limita

tions

of

both

in a

man

ner

that

anti

cipa

tes

the

audi

ence

’s kn

owle

dge

leve

l, co

ncer

ns, v

alue

s, a

nd

poss

ible

bia

ses.

oT

he c

laim

is n

uanc

ed a

nd re

mai

ns c

onst

ant

thro

ugho

ut a

nd is

supp

orte

d by

seve

ral

clea

r and

spec

ific

clai

ms.

oD

evel

ops o

wn

clai

m, t

horo

ughl

y ex

amin

ing

a w

ide

rang

e of

evi

denc

e fr

om th

e te

xts

and

impl

icati

ons o

f eac

h; o

ther

opp

osin

g cl

aim

s are

exa

min

ed c

onsis

tent

ly, in

ligh

t of

evi

denc

e fr

om th

e te

xts,

and

eva

luat

ed

agai

nst t

he w

riter

’s po

sition

and

oth

er

clai

ms i

n a

way

that

is fa

ir an

d ba

lanc

ed.

oP

rese

nts a

rgum

ent a

s a c

oher

ent a

nd

logi

cal s

eque

nce

of p

oint

s rel

ating

the

maj

or c

laim

s and

cou

nter

clai

ms,

link

ed

with

a w

ide

rang

e of

soph

istica

ted

tran

sition

al w

ords

and

phr

ases

that

de

scrib

e bo

th im

med

iate

(by

cont

rast

, on

the

othe

r han

d, e

tc.)

and

long

term

co

nnec

tions

(in

sum

) thr

ough

out t

he te

xt.

oT

he to

pic

thor

ough

ly e

xam

ines

a w

ide

rang

e of

evi

denc

e fo

rm th

e te

xts a

nd

impl

icati

ons f

or e

ach;

oth

er o

ppos

ing

clai

ms a

re e

xam

ined

con

siste

ntly,

in li

ght

of e

vide

nce

form

the

text

s, a

nd e

valu

ated

ag

ains

t the

writ

er’s

positi

on a

nd o

ther

cl

aim

s in

a w

ay th

at is

fair

and

bala

nced

.


Elev

enth

Gra

de S

corin

g To

ol fo

r Ass

essm

ent (

conti

nued

)U

nit O

ne

STAN

DARD

EMER

GIN

G

Stud

ent w

ork

does

not

ach

ieve

al

l of t

he “

Mee

ting”

crit

eria

an

d is

far b

elow

it.

DEVE

LOPI

NG

Stud

ent w

ork

does

not

ac

hiev

e al

l of t

he “

Mee

ting”

cr

iteria

but

is c

lose

to it

.

MEE

TIN

G

Stud

ent a

chie

ves a

ll of

th

e cr

iteria

list

ed b

elow

.

EXCE

EDIN

G

Stud

ent a

chie

ves a

ll th

e “M

eetin

g” c

riter

ia

and

goes

bey

ond.

W.1

1-12

.1

(con

tinue

d)W

rite

argu

men

ts

to su

ppor

t cla

ims

in a

n an

alys

is of

su

bsta

ntive

topi

cs

or te

xts,

usin

g va

lid re

ason

ing

and

rele

vant

and

su

ffici

ent e

vide

nce.

oR

elati

onsh

ips a

mon

g id

eas a

nd c

once

pts

are

not f

ully

cla

rified

th

roug

h tr

ansiti

ons i

n so

me

inst

ance

s.

oL

angu

age

and

dom

ain

spec

ific

voca

bula

ry is

un

even

ly p

rese

nted

.

oF

orm

al st

yle

is in

cons

isten

t and

som

e in

form

al la

ngua

ge is

pr

esen

t.

oC

oncl

udin

g st

atem

ent i

s no

t str

ongl

y co

nnec

ted

to th

e in

form

ation

or

expl

anati

on p

rese

nted

.

oU

se w

ords

, phr

ases

, an

d cl

ause

s as w

ell a

s va

ried

synt

ax to

link

th

e m

ajor

secti

ons

of th

e te

xt, c

reat

e co

hesio

n, a

nd c

larif

y th

e re

latio

nshi

ps

betw

een

clai

m(s

) an

d re

ason

s,

betw

een

reas

ons

and

evid

ence

, and

be

twee

n cl

aim

(s) a

nd

coun

terc

laim

s.

oE

stab

lish

and

mai

ntai

n a

form

al

styl

e an

d ob

jecti

ve

tone

whi

le a

ttend

ing

to th

e no

rms a

nd

conv

entio

ns o

f the

di

scip

line

in w

hich

th

ey a

re w

riting

.

oP

rovi

de a

con

clud

ing

stat

emen

t or s

ectio

n th

at fo

llow

s fro

m

and

supp

orts

the

argu

men

t pre

sent

ed.

oP

rovi

des a

n ex

plic

it co

nclu

sion

that

su

mm

arize

s all

maj

or c

laim

s tha

t hav

e be

en d

evel

oped

and

incl

udes

clo

sing

insig

ht a

nd im

plic

ation

s.


Glo

ssar

y

Term Explanation

Primary Standards The primary standards will be directly assessed in the summative performance assessment.

Secondary Standards The secondary standards support the achievement of the primary standards. It is helpful to look across the CCSS strands—reading, writing, speaking, listening, and language—as a way to determine secondary standards that will be part of the unit.

Enduring Understandings From Wiggins & McTighe: “An understanding refers to transferable, big ideas having enduring value beyond a specific topic; it is universal generalization.” What we want students to understand and be able to use several years from now, after they have forgotten the details.

Essential Questions Wiggins & McTighe: “Essential questions are not answerable with finality in a brief sentence; their aim is to stimulate thought, to provoke inquiry, and to spark more questions. Essential questions do not yield a single straightforward answer.”

Cognitive Skills The skills students must have in order to meet the standards

Content The content of the unit is based on the disciplinary or topic-area concepts.

Summative Assessments The “summary of student’s achievement in relation to…learning standards” (Afflerbach, 2012).

Formative Assessments The check for understanding mechanisms used throughout the unit to ensure each student gets the instruction needed to be successful on the summative performance assessment

Text and Resources The collection of short and extended texts aligned to the standards and content

Mentor Texts Texts that provide a model for the kind of writing that students are expected to produce. For example, if students are writing an informational text, a mentor text could be a feature article from a magazine.

Learning Activities A series of tasks that students will engage in over the course of the unit. The activities are based on what students need to understand and be able to do for the performance assessment and are aligned to your standards and essential questions.

Text complexity A multidimensional measure of the ideas, concepts, language, and structures that together make a text easier or more difficult for a student to read and understand. There are three elements to consider when matching a text to a reader: the qualitative aspects such as the language and knowledge demands; the quantitative aspects that measure things like word and sentence length; and reader and text considerations like the student’s motivation, content knowledge, reading ability, and purpose (Fisher, Q&A for National Council of Teachers of English, 2012).

Glossary


Term Explanation

Short texts1 Selections would include short texts from across the curriculum of sufficient complexity for close reading that would allow students to draw evidence from the texts and present their analyses in writing as well as through speaking. In primary grades, one quarter emphasizes the reading of myths and fables. In high school, U.S. historical documents are included. Furthermore, there is a predictable pattern to focus on either American, British, or global literature.

Extended Texts These should be extended, full-length works of literature (such as a novel or a play) or longer informational text, depending on the focus of the unit. In high school, it is suggested that teachers incorporate a play by Shakespeare each year. In grades K-2, of course, the use of “extended text” has been modified to be appropriate for younger readers.

Informational Text In grades 3-5, informational text includes biographies and autobiographies; books about history, social studies, science and the arts; technical texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics written for a broad audience (nonfiction is adjusted accordingly for grades K-2). In grades 6-12, informational text includes the subgenres of exposition, argument and functional text in the form of personal essays; speeches; opinion pieces; essays about art or literature; biographies; memoirs; journalism; and historical, scientific, technical or economic accounts (including digital sources) written for a broad audience.

Literary Text In grades K-5, literary text includes adventure stories, folktales, legends, fables, fantasy, realistic fiction and drama, with a special emphasis on myth, as well as nursery rhymes, narrative poems, limericks and free verse. In grades 6-12, literary text includes adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, drama, graphic novels, one-act and multi-act plays, narrative poems, lyrical poems, free-verse poems, sonnets, odes, ballads, and epics.

Routine Writing Routine writing, such as short constructed-responses to text-dependent questions, builds content knowledge and provides opportunities for reflection on a specific aspect of a text or texts. This includes quick writes, logs, journals, dialectical notebooks, and many other types of low-stakes writing.

Written Analyses All analytic writing should put a premium on using evidence, as well as on crafting works that display some logical integration and coherence. These responses can vary in length based on the questions asked and task performed, from answering brief questions to crafting longer responses, allowing teachers to assess students’ ability to paraphrase, infer and ultimately integrate the ideas they have gleaned from what they have read. Over the course of the year, analytic writing should include comparative analysis and compositions that incorporate research. Informative and argument writing fall under this heading.

1This definition, and the ones that follow, are taken directly from the PARCC Content Model Frameworks. We have added additional explanation as needed.


Glo

ssar

y

Term Explanation

Research project In each quarter for grades 3-12, students compose one extended project that uses research to address a significant topic, problem or issue. For grades 3-5, this task should entail integrating knowledge about a topic drawn from one or more texts from the quarter, taking brief notes on sources, and sorting evidence into provided categories. For grades 6-8, this task entails gathering and synthesizing relevant information from several additional literary or informational texts in various media or formats on a particular topic or question drawn from one or more texts from the quarter. Students are expected at this stage to assess the credibility of each source, effectively and accurately quote or paraphrase sources, and include basic bibliographic information in their research. In grades 9-12, students are expected to assess the strengths and limitations of each source in terms of the task, integrate the information gathered in a manner that maintains the flow of ideas, and avoid overreliance on any one source. Students can present their findings in a variety of informal and more formal argumentative or explanatory contexts, either in writing or orally.

Narrative writing In grades K-5, students are expected to write one or two narratives per quarter that reflect real or imagined experiences or events. Narrative writing offers students opportunities to express personal ideas and experiences; author literature; and deepen understandings of literary concepts, structures and genres through purposeful imitation. It also provides an additional opportunity for students to reflect on what they read through imaginative writing. In grades 6-12, the close attention to detail required to craft an effective and coherent narrative calls on a skill set similar to that being developed by other writing tasks, and as students mature as writers, their skill with narrative techniques also advances their analytic and explanatory prose.

Department of LiteracyOffice of Curriculum and Instruction125 South Clark StreetChicago, Illinois 60603

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