workshop 9- the streets of harlem why is harlem one of the...
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Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 9- The Streets of Harlem (Nonfiction and Literature)…Make Inferences
Unit Essential Question: Why is Harlem one of the most influential neighborhoods in America? Semester: Semester 1 Grading Period: 1
Lesson #1
Concept: Introduction & SRI Assessment (Computer-based) 1 Week
Teachers will test students for 1 week on SRI
Book Walk (Using the RBook Teaching System p. T14 or RBook Teacher’s Edition)
o The 90-Minute Instructional Model
Concept: Pre-reading pp. 206k-207 2 Days
Activate prior knowledge and build background about Harlem
Use viewing strategies to identify important information
Express and support personal views
Preview Workshop selections and activate prior knowledge, relating them to Anchor Video key concepts
Learn and practice vocabulary; generate examples to reinforce meaning
Concept: Reading 1- Heartbeat of Harlem p. 206 1 Day
Identify the steps used in making inferences
Use a graphic organizer to understand how to make inferences
Standard(s):
Students will be tested on a variety of standards within the content area
Teachers will introduce and practice the Instructional Model with students during the first week of school (Green Read 180 kit)
Standard(s):
LA.6.1.7.1, SS.A.5.3.2, & SS.A.5.3.3 (Use viewing strategies to build background about Harlem; Preview text to activate prior knowledge about Harlem)
LA.6.1.7.1 & LA.6.1.7.8 (Preview text features to make predictions about reading)
LA.6.2.2.2 (Respond to questions, stating and supporting opinions with reasoning and explanations)
LA.6.1.6.1 (Learn and practice vocabulary)
LA.6.1.6.1, LA.6.1.6.5, SS.A.5.3.2, & SS.A.5.3.3 (Relate word meaning to self and the topic: the culture of Harlem)
Standard(s):
LA.6.1.7.1 (Building background knowledge)
LA.6.1.7.5 (Analyze text structure)
LA.6.2.2.1 (Locate, use, and analyze text features)
LA.6.6.1.1 (Text features aid in understanding)
LA.6.2.2.3 (Use a graphic organizer to organize information about making inferences)
LA.6.1.6.1 (Learn and practice vocabulary)
LA.6.1.6.2 (Respond to reading through discussion)
LA.6.1.6.3 (Context Clues)
LA.6.1.6.5 (Relate new vocabulary to familiar words)
Lesson Essential Question: Why is it important to use the Instructional Model in Read 180?
Lesson Essential Question: Based on the passage, how might it feel to live in an area that is the center for the arts?
Lesson Essential Question: Based on the information in the article, if you could go back to Harlem in the 1920s, what would you like to see or do? Why?
Course Pacing Guide
Vocabulary:
SRI (Scholastic Reading Inventory)
Implementation
Reading Zone
Word Zone
Spelling Zone
Success Zone
Vocabulary:
Agony
Incident
Inquiry
Minor
Universal
Vocabulary:
Resident
Inference
Resources:
Computers (SRI Test)
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computers (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computers (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computers (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Additional Information:
Read 180 Implementation Guide Toolkit (Green Box)
Additional Information:
Red Routine 1: Teaching Vocabulary p. T72- Use when teaching vocabulary
Red Routine 4: Idea Wave p. T78- Use with Anchor Video
Vocabulary terms should be placed on word wall
Additional Information:
Red Routine 1: Teaching Vocabulary p. T72- Use when teaching vocabulary
Red Routine 2: Oral Cloze p. T74- Use with Reading 1
Coaching Notes
Differentiated Support o Decoding/Syllabication o Fluency o ELD
Vocabulary terms should be placed on word wall
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 9- The Streets of Harlem (Nonfiction and Literature)…Make Inferences
Unit Essential Question: Why is Harlem one of the most influential neighborhoods in America?
Semester: Semester 1 Grading Period: 1 Lesson #1
Concept: Reading 2- from Bad Boy p. 210 6-7 Days
Practice making inferences from details in a memoir
Use text markings to identify details that help to make inferences
Use a graphic organizer to help make inferences
Review strategies for comparing/contrasting
Explain answers and strategies used to make inferences
Use inferences to draw a conclusion
Concept: Reading 3- Langston Hughes’s Harlem pp. 220-221 1-2 Days
Identify similes and metaphors in a poem
Use text marking to find similes and metaphors in a poem
Concept: Vocabulary pp. 222-223 1-2 Days
Review and use target words in contexts, using the words expressively in discussion and in writing
Practice word-study strategies: multiple-meaning words, Latin words
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, & LA.6.2.2.1 (Preview text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.6.1.1 & MA.B.1.3.4 (Read and use information from a map)
LA.6.2.2.3 (Use a graphic organizer to organize information about making inferences)
LA.6.2.1.2 (Draw conclusions about the character)
LA.6.1.7.5 (Review compare/contrast strategies)
LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Standard(s):
LA.6.1.7.1 & LA.6.1.7.5 (Preview text features to activate prior knowledge, set purpose, and generate questions)
LA.6.4.2.1 (Respond to reading through writing)
LA.6.2.1.3 & LA.6.2.1.7 (Identify and interpret similes and metaphors)
Standard(s):
LA.6.1.6.1 (Review and apply meanings to target vocabulary)
LA.6.1.6.9 (Multiple Meaning Words)
LA.6.1.6.7 (Use Latin roots to determine word meaning)
Course Pacing Guide
Lesson Essential Question: According to the memoir, how does forgiving Walter teach him a lesson?
Lesson Essential Question: Based on the poem Harlem [2], a dream deferred dries up like a raisin in the sun means?
Lesson Essential Question: How do strategies and clues help you to determine multiple meaning words?
Vocabulary:
Manage
Converted
Reverse
Excruciating
Instruct
Perch
Sustain
Compare
Contrast
Drawing Conclusions
Vocabulary:
metaphor
simile
Vocabulary:
reverse
incident
minor
manage
residents
agony
inquiries
universal
instruct
sustain
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Additional Information:
Vocabulary terms should be placed on word wall
Differentiated Support o Fluency o Decoding/Syllabication o ELD
Coaching Notes
Red Routine 5: Numbered Heads p.T80- Use with Reading 2
Checkpoint for Differentiated Instruction o RDI Book 1: Make Inferences pp.
302-303
Additional Information:
Vocabulary terms should be placed on word wall
Coaching Notes
Differentiated Support o Decoding/Syllabication
Additional Information:
Vocabulary terms should be placed on word wall
Coaching Notes
Checkpoint for Differentiated Instruction o RDI Book 1: Multiple-Meaning
Words p. 240 o RDI Book 1: Latin Roots p. 268
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 9: The Streets of Harlem (Nonfiction and Literature)…Make Inferences
Unit Essential Question: Why is Harlem one of the most influential neighborhoods in America? Semester: Semester 1 Grading Period: 1
(Lesson #1)
Concept: Writing (Personal Narrative) pp. 224-229 3 Days
Identify the topic sentence, supporting details, transition words, and conclusion in a personal narrative
Identify the form, audience, and purpose for writing using a graphic organizer
Generate appropriate word choices to respond to a writing prompt
Plan a personal narrative using a graphic organizer
Write a first draft of a personal narrative
Use a rubric to assess and then revise writing
Distinguish between an adjective and adverb
Identify and correct sentence fragments
Edit draft to correct specific spelling, grammar, and usage errors
Concept: Functional Literacy pp. 230-231 1 Day
Read biographical information about Walter Dean Myers and Langston Hughes
Use information from a website
Concept: Workshop Wrap-Up pp. 232-233 1 Day
Practice test-taking strategies: justifying your answer
Demonstrate understanding of text selections, vocabulary, and skills
Practice on-demand writing by responding to a short answer prompt
Standard(s): CCR.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCR.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Standard(s):
LA.6.2.1.9 (Relate literary works to the cultural context in which they were created)
LA.6.2.2.4 (Identify features of a website)
Standard(s):
LA.6.1.7.3 (Making Inferences)
LA.6.1.6.3 (Context Clues)
LA.6.1.6.9 (Multiple Meaning Words)
Lesson Essential Question: Why might someone choose to write a personal narrative?
Lesson Essential Question: How can you tell if the information on a website is reliable?
Lesson Essential Question: What strategies did you use to ensure you answered each question correctly? Describe.
Course Pacing Guide
Vocabulary:
Personal Narrative
Adverbs
Sentence Fragments
Vocabulary:
Functional Literacy
Vocabulary:
Incident
Agony
Inquiry
Minor
Universal
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Additional Information:
Vocabulary terms should be placed on word wall
Red Routine 4: Idea Wave p. T78
Red Routine 7: Peer Feedback p. T84
Checkpoint for Differentiated Instruction p. 229 o RDI Book 2 Narrative Writing pp. 19,
24, 34, 39 o RDI Book 2 Adverbs p. 192 o RDI Book 2 Correcting Sentence
Fragments p. 202
Additional Information:
Vocabulary terms should be placed on word wall
Additional Information:
Checkpoint for Differentiated Instruction o Administer RSkills Test 5 (Computer or
Paper-based assessment)
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 7- Alien Invaders (Nonfiction)…Cause/Effect
Unit Essential Question: Can scientist stop the devastating effects of alien invaders?
Semester: Semester 1 Grading Period: 1 (Lesson #2)
Concept: Pre-reading pp. 158k-159 2 Days
Use viewing strategies to build background about alien invaders
Activate prior knowledge about invader species
Make predictions about reading
Respond to questions, stating and supporting opinions with reasons and explanations
Learn and use new vocabulary
Concept: Reading 1- Freaky Fish Invasion p. 160-161 1 Day
Identify the steps used to find cause and effect
Find cause and effect in a newspaper article
Find examples that complete a cause and effect graphic organizer.
Concept: Reading 2- Island of Snakes pp. 162-165 2 Days
Practice finding cause/effect in a magazine article
Use text marking to identify cause/effect
Use a graphic organizer to help organize causes/effects
Standard(s):
LA.6.1.7.1 (Building background knowledge and make predictions)
LA.6.2.2.2 (Responding to questions)
LA.6.1.6.1 & LA.6.1.6.5 (Learn and use new vocabulary)
SC.D.2.3.2, SC.G.2.3.2, SC.G.2.3.4 (Science)
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, LA.6.2.2.1, LA.6.6.1.1 (Preview text features to activate prior knowledge, set a purpose, and generate questions before reading)
LA.6.1.7.4 and LA.6.1.7.5 (Identify the steps used to find cause/effect; use signal words to find cause/effect; use graphic organizers to find cause/effect)
LA.6.1.6.2 (Respond to reading through discussion)
La.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, LA.6.2.2.1, LA.6.6.1.1 (Preview text features to activate prior knowledge, set a purpose, and generate questions before reading)
LA.6.1.7.4 and LA.6.1.7.5 (Identify the steps used to find cause/effect; use signal words to find cause/effect; use graphic organizers to find cause/effect)
LA.6.1.6.2 and LA.6.4.2.1 (Respond to reading through discussion and writing)
La.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Lesson Essential Question: How do species that invade a natural habitat become predators?
Lesson Essential Question: Should scientist try to save the lives of all species, even invader species?
Lesson Essential Question: What do you think the scientist who fought the northern snakehead fish might suggest to the people in Guam?
Course Pacing Guide
Vocabulary:
Alter
Environment
Invade
Method
Species
Vocabulary:
Poisonous
Cause
Effect
Vocabulary:
Interfere
Release
Multiply
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Additional Information:
Red Routine 1: Teaching Vocabulary p.T72
Vocabulary terms should be placed on word wall
Additional Information:
Red Routine 1: Teaching Vocabulary p.T72
Red Routine 2: Oral Cloze p. T74
Vocabulary terms should be placed on word wall
Coaching Notes
Differentiated Support o Decoding/Syllabication o Fluency o ELD
Additional Information:
Differentiated Support o Decoding/Syllabication o Fluency o ELD
Vocabulary terms should be placed on word wall
Coaching Notes
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 7- Alien Invaders (Nonfiction)…Cause/Effect
Unit Essential Question: Can scientist stop the devastating effects of alien invaders?
Semester: Semester 1 Grading Period: 1 (Lesson #2)
Concept: Reading 3- America’s Least Wanted pp. 166-169 2-3 Days
Apply strategies to find cause/effect in a science text
Use text marking to identify cause/effect
Review strategies for finding problem and solution
Complete a Skills Check to demonstrate understanding of cause/effect
Read and interpret information from a flowchart
Concept: Vocabulary pp. 170-171 1-2 Days
Review and use Target Words in new contexts, using the words expressively in discussion and in writing
Practice word-study strategies idioms, using a dictionary
Concept: Writing (Persuasive Paragraph) pp. 172-177 3 Days
Identify the topic sentence and supporting reasons in a persuasive paragraph
Identify the form, audience, and purpose for writing
Brainstorm ideas for writing using a graphic organizer
Generate appropriate word choices to respond to a writing prompt
Plan a persuasive paragraph using a graphic organizer
Write a first draft of a persuasive paragraph
Use a rubric to assess and then revise writing
Identify and distinguish between subject and object pronouns
Use negatives correctly
Edit draft to correct specific spelling, grammar, and usage errors
Proofread a writing sample for specific spelling, grammar, and usage error
Course Pacing Guide
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, LA.6.2.2.1, LA.6.6.1.1 (Preview text features to activate prior knowledge, set a purpose, and generate questions)
LA.6.1.7.4 and LA.6.1.7.5 (Apply strategies to find cause/effect in a science text; use text markings to identify details that include cause/effect)
LA.6.1.7.5 (Review strategies for finding problem and solution in a text)
LA.6.4.2.1 (Respond to reading through writing)
La.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Standard(s):
LA.6.1.6.1 (Review and apply meaning of target vocabulary)
LA.6.1.6.3 (Identify and choose appropriate idioms)
LA.6.1.6.10 (Use a dictionary pronunciation guide to determine the pronunciation of words)
Standard(s): CCR.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCR.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Lesson Essential Question: How can scientist spread the word about invader species?
Lesson Essential Question: How do idioms help the reader understand the text?
Lesson Essential Question: Why might someone choose to write a persuasive paragraph?
Vocabulary:
Responsible
Climate
Capable
Monitoring
Vocabulary:
Capable
Poisonous
Release
Idiom
Alter
Species
Environments
Responsible
Species
Invading
Interfere
Method
Vocabulary:
Subject pronoun
Object pronoun
Double negatives
Persuasive
Course Pacing Guide
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Additional Information:
Coaching Notes
Vocabulary words should be placed on the word wall
Differentiated Support o Decoding/Syllabication o Fluency o ELD
Checkpoint for differentiated instruction o RDI Book 1: Cause/Effect pp. 296-
297
Additional Information:
Coaching Notes
Vocabulary words should be placed on the word wall
Checkpoint for differentiated instruction o RDI Book 1: Idioms p. 272 o RDI Book 1: Using a Dictionary p.
244
Additional Information:
Vocabulary words should be placed on the word wall
Red Routine 4: Idea Wave p.T78
Red Routine 7: Peer Feedback p. T84
Checkpoint for differentiated instruction o RDI Book 2: Persuasive Writing pp.
94, 104, 109 o RDI Book 2: Subject and Object
Pronouns p. 180 o RDI Book 2: Avoiding Double
Negatives p. 198
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 7- Alien Invaders (Nonfiction)…Cause/Effect
Unit Essential Question: Can scientist stop the devastating effects of alien invaders?
Semester: Semester 1 Grading Period: 1 (Lesson #2)
Concept: Functional Literacy pp. 178-179 1 Day
Read to find out about the career of a wild animal keeper
Read a public notice
Identify and evaluate aspects of a job, including qualifications and salary
Concept: Workshop Wrap-Up pp. 180-181 1 Day
Practice test-taking strategies: use clue words
Demonstrate understanding of text selections, vocabulary, and skills
Practice answering multiple choice questions
Practice on-demand writing by responding to an open-ended, short answer prompt
Concept:
Standard(s):
LA.6.2.2.2 (Read to find out about the careers)
LA.6.2.2.4 (Read and use information from a public notice)
Standard(s):
LA.6.1.7.4 (Cause/Effect)
LA.6.1.6.3 (Identify and choose appropriate idioms)
LA.6.1.6.10 (Use a dictionary pronunciation guide to determine the pronunciation of words)
Standard(s):
Lesson Essential Question: Why might public speaking be an important skill for Lisette’s job?
Lesson Essential Question: How do using test-taking strategies assist with comprehension of the text?
Lesson Essential Question:
Vocabulary:
Public notice
Vocabulary:
Altered
Environment
Invaded
Method
Species
Idiom
Specimen
Vocabulary:
Course Pacing Guide
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
Additional Information:
Vocabulary terms should be placed on wall
Additional Information:
Vocabulary terms should be placed on wall
Additional Information:
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 8-Turning Points (Nonfiction)…Compare/Contrast
Unit Essential Question: What happens when you reach a turning point in life?
Semester: Semester 1 Grading Period: 2 (Lesson #3)
Concept: Pre-reading pp. 182K-183 2 Days
Build background knowledge by watching an anchor video
Build vocabulary
Concept: Reading 1- Starting Over p.184 1 Day
Identify the steps used to compare and contrast
Compare and contrast details from a personal essay
Organize similarities and differences in a graphic organizer
Concept: Reading 2- Words Set Him Free p. 186 2 Days
Practice comparing and contrasting details in a profile
Use text marking to identify comparison and contrast
Practice identifying similarities and differences while reading a profile
Use a graphic organizer to show similarities and differences
Standard(s):
LA.6.1.7.1 (View strategies to build background and activate prior knowledge; preview text features to make predictions)
LA.6.2.2.2 (Respond to questions, stating and supporting opinions with reasons and explantions)
LA.6.1.6.1 (learn and practice vocabulary)
Standard(s):
LA.6.1.7.7 (Compare/Contrast)
LA.6.1.7.5 & LA.6.2.2.3 (Use graphic organizers to pinpoint comparisons)
LA.6.1.6.2 (Respond to reading through discussion)
LA.6.1.6.1[2,3,5] (Learn new vocabulary and practice previously taught words)
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, LA.6.2.2.1, LA.6.6.1.1 (Preview text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.1.7.5 (Use graphic organizer to compare and contrast information)
LA.6.1.6.2 (Respond to reading through discussion)
LA.6.1.6.1[2,3,5] (Learn new vocabulary and practice previously taught words)
Lesson Essential Question: What is a major turning point in a young person’s life?
Lesson Essential Question: According to the passage, is it possible to stop students from labeling each other? Why or why not?
Lesson Essential Question: Based on the story Words Set Him Free, how did poetry and writing make a difference in Ekiwah’s life?
Course Pacing Guide
Vocabulary:
Attitude
Involve
Label
Persist
Positive
Vocabulary:
Compare
Contrast
Purpose
Harassed
Vocabulary:
Initiate
Dependent
Bond
Dramatic
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Additional Information:
Red Routine 4: Idea Wave p. T78
Red Routine 1: Teaching Vocabulary p. T72
Additional Information:
Red Routine 1: Teaching Vocabulary p. T72
Red Routine 2: Oral Cloze p.T74
Differentiated Support o Decoding/Syllabication o Fluency o ELD
Additional Information:
Coaching Notes
Vocabulary terms should be placed on word wall
Differentiated Support o Decoding/Syllabication o ELD o Fluency
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 8-Turning Points (Nonfiction)…Compare/Contrast
Unit Essential Question: What happens when you reach a turning point in life?
Semester: Semester 1 Grading Period: 2 (Lesson #3)
Concept: Reading 3- Hard Time (Life Skills Feature) pp.190-193 2 Days
Practice identifying similarities and differences
Use text markings to identify similarities and differences
Review strategies for understanding cause/effect
Practice finding similarities and differences in a Life Skills text
Complete a skills check to demonstrate understanding of compare/contrast
Read and interpret information from a line graph
Concept: Vocabulary pp.194-195 1 Day
Review and use Target Words in new contexts, using the words expressively in discussion and writing
Practice word-study strategies: context clues and noun endings
Concept: Writing (Descriptive Paragraph) pp. 196-201 3 Days
Identify the subject, descriptive words, and conclusion in a descriptive paragraph
Identify the form, audience, and purpose of writing
Brainstorm ideas for writing using a graphic organizer
Generate appropriate word choices to respond to a prompt
Plan a descriptive paragraph using a graphic organizer
Write a first draft for a descriptive paragraph
Use a rubric to assess and then revise
Use adjectives that compare; recognize when to add –er and –est to adjectives
Use quotation marks correctly
Edit draft to correct specific spelling, grammar, and usage errors
Proofread a writing sample for specific spelling, grammar, and usage errors
Course Pacing Guide
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, LA.6.2.2.1, LA.6.6.1.1 (Preview text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.1.7.5 (Use graphic organizer to compare and contrast information
LA.6.1.7.4 (Cause/Effect)
LA.6.4.2.1 (Respond to reading through writing)
LA.6.6.1.1 (Read and use information from a line graph)
MA.A.1.3.3 (Number Sense)
MA.E.3.3.1 (Data Analysis)
Standard(s):
LA.6.1.6.1 (Review and apply meaning of target vocabulary)
LA.6.1.6.3 (Context Clues)
LA.6.1.6.7 (Choose appropriate noun endings)
Standard(s): CCR.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCR.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCR.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Lesson Essential Question: How were Dali and Waila’s attitudes different? Chart.
Lesson Essential Question: How can you figure out what these terms mean?
Lesson Essential Question: Why might someone choose to write a descriptive paragraph?
Vocabulary:
Option
Pity
Approximately
Deported
Vocabulary:
Positive
Labels
Persist
Attitude
Approximately
Bond
Option
Purpose
Initiate
Involved
Vocabulary:
Descriptive Paragraph
Adjectives
Quotation Marks
Course Pacing Guide
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Additional Information:
Coaching Notes
Checkpoint for Differentiated Instruction o RDI Book 1: pp. 298, 299
Additional Information:
Coaching Notes
Checkpoint for Differentiated Instruction o RDI Book 1: Context Clues pp. 238,
254, 264 o RDI Book 1: Inflectional Endings pp.
119, 260
Additional Information:
Red Routine 4: Idea Wave p. T78
Red Routine 7: Peer Feedback p. T84
Checkpoint for Differentiated Instruction o RDI Book 2:
Descriptive Writing pp. 44, 49, 54, 59, 64
Adjectives that Compare p. 188 Using Dialogue p. 28 Using Commas with Quotation
Marks p. 204
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 8-Turning Points (Nonfiction)…Compare/Contrast
Unit Essential Question: What happens when you reach a turning point in life? Semester: Semester 1 Grading Period: 2
(Lesson #3)
Concept: Functional Literacy p. 202-203 1 Day
Read to find out about the career of a personal trainer
Identify and evaluate aspects of a job, including qualifications and salary
Use information from a nutrition label
Concept: Workshop Wrap-Up pp. 204-205 1 Day
Practice test-taking strategies: checking your answer
Demonstrate understanding of the text selections, vocabulary, and skills
Practice on-demand writing by responding to a short answer prompt
Concept:
Standard(s):
LA.6.2.2.2 (Read to find out about careers)
LA.6.2.2.4 (Read and use information froma a nutrition label)
Standard(s):
LA.6.1.7.7 (Compare/Contrast)
LA.6.1.7.4 (Cause/Effect)
LA.6.1.6.3 (Context Clues)
LA.6.1.6.7 (Choose appropriate noun endings)
Standard(s):
Lesson Essential Question: How does the nutritional label impact Kirk Miller’s job as a personal trainer?
Lesson Essential Question: What strategies did you use to ensure you answered each question correctly? Describe.
Lesson Essential Question:
Vocabulary:
Career
Nutrition
Vocabulary:
Involve
Persisted
Positive
Attitudes
Dilemma
Vocabulary:
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
Course Pacing Guide
Additional Information:
Vocabulary terms should be placed on word wall
Additional Information:
Administer RSkills test #4 (Computer or paper-based)
Vocabulary terms should be placed on word wall
Additional Information:
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 5- Under Pressure (Nonfiction)…Problem/Solution
Unit Essential Question: How can teens handle the pressure they face?
Semester: Semester 1 Grading Period: 2 (Lesson #4)
Concept: Pre-reading pp. 108k-109 2 Days
Activate prior knowledge and build background about the types of pressure teens face
Use viewing strategies to identify important information
Express and support personal views
Preview workshop selections and activate prior knowledge, relating them to Anchor Video key concepts
Learn and practice vocabulary. Generate examples to reinforce meaning
Concept: Reading 1- Tragic Death on Train pp. 110-111 1 Day
Identify the steps used in identifying problem and solutions
Find the problem, attempts to solve the problem, and the solution in a newspaper article
Organize information in a problem and solution graphic organizer
Concept: Reading 2- The Secrets of Self-Esteem pp.112-115 2 Days
Practice identifying problems and solutions in a magazine article
Use text marking to identify problems
Organize problems and solutions in a graphic organizer
Standard(s):
LA.6.1.7.1 (Use viewing strategies to build background about peer pressure)
LA.6.1.7.1 (Preview text to activate prior knowledge about peer pressure)
LA.6.1.7.1 & LA.6.1.7.8 (Preview text features to make predictions about the reading)
LA.6.2.2.2 (Respond to questions stating and supporting opinions with reasons and explanations)
LA.6.1.6.1 (Learn and use new vocabulary)
LA.6.1.6.1 & LA.6.1.6.5 (Relate word meaning to self and the topic: peer pressure)
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, LA.6.2.2.1, LA.6.6.1.1 ( Preview text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.1.7.5 (Identify the problem and solutions in a newspaper article; use strategies to identify signal words to find sequence of events)
LA.6.2.2.3 (Use graphic organizer to organize information about problem and solution)
LA.6.1.6.2 (Respond to reading through discussion)
LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, LA.6.2.2.1, LA.6.6.1.1 ( Preview text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.1.7.5 (Practice identifying the problem and solutions in a magazine article; use a graphic organizer to organize information about a problem and solution)
LA.6.1.7.3 & LA.6.2.2.2 (Use text marking to identify details that support the main idea)
LA.6.2.2.3 (Use graphic organizer to organize information about problem and solution)
LA.6.4.2.1 (Respond to reading through writing)
LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Course Pacing Guide
Lesson Essential Question: Why is it hard to be the only one who refuses to do something that others are doing?
Lesson Essential Question: If a friend tells you to do something dangerous and you do it, is it your responsibility or your friend’s?
Lesson Essential Question: How can you convince a friend not to do something dangerous?
Vocabulary:
Authority
Convince
Image
Negative
Pressure
Vocabulary:
Rebel
Impress
Problem
Solution
Vocabulary:
Constant
Tense
Appreciate
Mentor
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Additional Information:
Red Routine 4: Idea Wave p. T78
Red Routine 1: Teaching Vocabulary p. T72
Additional Information:
Red Routine 2: Oral Cloze p. T74
Red Routine 1: Teaching Vocabulary p.T72
Coaching Notes
Vocabulary words should be placed on the word wall
Differentiated Support o Decoding/Syllabication o Fluency o ELD
Additional Information:
Coaching Notes
Vocabulary words should be placed on the word wall
Differentiated Support o Decoding/Syllabication o Fluency o ELD
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 5- Under Pressure (Nonfiction)…Problem/Solution
Unit Essential Question: How can teens handle the pressure they face?
Semester: Semester 1 Grading Period: 2 (Lesson #4)
Concept: Reading 3- The Power of Peer Pressure pp. 116-119 2-3 Days
Apply strategies for finding problems and solutions in a life skills text
Use text marking to identify the problem
Review strategies for summarizing
Practice identifying problems and solutions in a life skills text
Read and interpret information from a bar graph
Complete a Skills Check to demonstrate understanding of problem and solution
Concept: Vocabulary pp. 120-121 1 Day
Review and use Target Words in new contexts, using the words expressively in discussion and in writing
Practice word-study strategies: homophone, compound words
Concept: Writing (Persuasive Paragraph) pp. 122-127 3 Days
Identify the opinion, supporting reasons, transition words, and conclusion in a persuasive paragraph
Identify the form, audience, and purpose for writing
Brainstorm ideas for writing using a graphic organizer
Generate appropriate words choices to respond to a writing prompt
Plan a persuasive paragraph using a graphic organizer
Write a first draft of a persuasive paragraph
Use a rubric to assess and then revise writing
Identify the past-tense forms of irregular verbs
Use commas correctly
Edit draft to correct specific spelling, grammar, and usage errors
Proofread a writing sample for specific spelling, grammar, and usage errors
Course Pacing Guide
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, LA.6.2.2.1, LA.6.6.1.1 ( Preview text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.1.7.5 (Practice identifying the problem and solutions in a life skills text)
LA.6.1.7.3 (Review strategies for summarizing)
LA.6.6.1.1, MA.A.1.3.3, MA.E.3.3.1 (Read and interpret a bar graph)
LA.6.4.2.1 (Respond to reading through writing)
LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Standard(s):
LA.6.1.6.1 (Review and apply meaning of target vocabulary)
LA.6.1.6.3 (Identify and choose appropriate homophones)
LA.6.1.6.7 (Apply knowledge and compound words to understand vocabulary)
Standard(s): CCR.W.1 Write arguments to support claims with clear reasons and relevant evidence. CCR.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCR.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Lesson Essential Question: Do you think it’s worth possibly hurting your friendship to try to convince your friend that he or she is doing wrong?
Lesson Essential Question: How can you figure out what these terms mean?
Lesson Essential Question: When would you use persuasive writing?
Vocabulary:
Principle
Recommend
Participate
Reinforce
Vocabulary:
Negative
Principles
Homophones
Authority
Convince
Rebel
Appreciate
Compound words
Constant
Pressure
Participate
Vocabulary:
Persuasive
Past-tense
Present-tense
Course Pacing Guide
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Additional Information:
Coaching Notes
Vocabulary terms should be placed on the word wall
Differentiated Support o Fluency
Checkpoint for differentiated instruction o RDI Book 1: Problem and Solution
pp. 300-301
Additional Information:
Coaching Notes
Checkpoint for differentiated instruction o RDI Book 1: Homophones and
Homographs p. 242 o RDI Book 1: Compound Words p.
236
Additional Information:
Checkpoint for differentiated instruction o RDI Book 2: Persuasive Writing pp.
94, 104, 109 o RDI Book 2: Irregular Verbs p. 176 o RDI Book 2: Commas with
Introductory Words p. 200
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 5- Under Pressure (Nonfiction)…Problem/Solution
Unit Essential Question: How can teens handle the pressure they face?
Semester: Semester 1 Grading Period: 2 (Lesson #4)
Concept: Functional Literacy pp.128-129 1 Day
Read to find out about the career of a youth counselor
Use information from an advertisement
Identify and evaluate aspects of a job, including qualifications, prerequisites, and salary
Evaluate persuasive techniques
Concept: Workshop Wrap-Up pp. 130-131 1 Day
Practice test-taking strategies: literal and interpretive questions
Demonstrate understanding of text selections, vocabulary, and skills
Practice on-demand writing by responding to a short answer prompt
Concept:
Standard(s):
LA.6.2.2.2 (Read to find out about careers)
LA.6.2.2.4 (Read and use information from a print advertisement)
Standard(s):
LA.6.2.1.2 (Elements of Plot)
LA.6.1.6.3 (Identify and choose appropriate homophones)
LA.6.1.6.7 (Apply knowledge of compound words to understand vocabulary)
Standard(s):
Lesson Essential Question: Why might a teen counselor be similar to a school counselor?
Lesson Essential Question: How do test-taking strategies help you when taking tests?
Lesson Essential Question:
Vocabulary:
Counselor
Teen-targeted ad
Vocabulary:
Authorities
Convinced
Negative
Image
Homophones
Compound words
Vocabulary:
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
Course Pacing Guide
Additional Information:
Vocabulary terms should be placed on the word wall
Additional Information:
Vocabulary terms should be placed on the word wall
Additional Information:
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 6- Poe: The Master of Horror (Literature)…Story Elements
Unit Essential Question: Who was Edgar Allen Poe, and why is he considered the master of horror?
Semester: Semester 2
Grading Period: 3 (Lesson #5)
Concept: Pre-reading pp. 132M-133 2 Days
Activate prior knowledge and build background about Edgar Allen Poe
Use viewing strategies to identify important information
Express and support personal views
Preview workshop selections and activate prior knowledge, relating them to Anchor Video key concepts
Learn and practice vocabulary. Generate examples to reinforce meaning
Concept: Reading 1- The Fall of the House of Usher pp. 134-143 5-6 Days
Identify the elements of short story including setting, character, and plot
Practice sorting story elements into a graphic organizer
Practice analyzing the setting, characters, and plot of a short story
Use text marking to indicate setting, character, and plot details
Practice tracking story elements using a graphic organizer
Practice tracking story elements using a graphic organizer
Complete a Skills Check to demonstrate understanding
Concept: Reading 2- from The Haunted House pp. 144-145 1 Day
Identify rhyme in a poem
Identify onomatopoeia in a poem
Course Pacing Guide
Standard(s):
LA.6.1.7.1 (Use viewing strategies to build background about the horror genre)
LA.6.1.7.1, LA.6.1.7.8, LA.6.2.1.1 (Preview genre to activate prior knowledge and make predictions about the reading)
LA.6.1.6.1 (Learn and practice vocabulary)
LA.6.1.6.1 & LA.6.1.6.5 (Relate word meaning to self and the topic: horror genre)
Standard(s):
LA.6.1.7.1 & LA.6.1.7.5 (Preview text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.2.1.9 (Relate literary works to the historical context in which they were created)
LA.6.1.6.2 & LA.6.4.2.1 (Respond to reading through discussion and writing)
LA.6.2.1.2 (Analyze setting and its effect on character and plot; analyze characters’ actions, motives, and relationships; analyze plot, identify plot problem, important events, and resolutions; use text marking to identify details about setting, character, and plot)
LA.6.1.7.8 (Use a graphic organizer to organize information around story elements)
LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Standard(s):
LA.6.1.7.1 & LA.6.1.7.5 (Preview text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.2.1.3 & LA.6.2.1.7 (Draw upon and discuss visual and mental images based on texts)
LA.6.4.2.1 (Respond to reading through writing)
LA.6.2.1.3 (Identify rhyme and onomatopoeia in a poem)
LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Lesson Essential Question: Why do you think people like to read mysterious or scary stories?
Lesson Essential Question: Do you think the walls of Usher’s house were alive? Why or Why not?
Lesson Essential Question: Do you think the “castle of despair” is a good description of this poem? Why or why not?
Course Pacing Guide
Vocabulary:
Anxiety
Despair
Peculiar
Tremble
Utter
Vocabulary:
Setting
Character
Plot
Depressing
Vacant
Mental
Gusts
Bizarre
Vault
Remove
Quivering
Vocabulary:
Linger
Brawling
Rhyme
Onomatopoeia
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Additional Information:
Red Routine 4: Idea Wave p. T78
Red Routine 1: Teaching Vocabulary p. T72
Vocabulary terms should be placed on word wall
Additional Information:
Coaching Notes
Vocabulary terms should be placed on word wall
Differentiated Support o Decoding/Syllabication o Fluency o ELD
Checkpoint for differentiated instruction o RDI Book 1: Analyze Character pp.
306-307 o RDI Book 1: Analyze Setting pp.
308-309 o RDI Book 1: Analyze Plot pp. 310-
311
Additional Information:
Coaching Notes
Vocabulary terms should be placed on word wall
Differentiated Support o Decoding/Syllabication o Fluency o ELD
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 6- Poe: The Master of Horror (Literature)…Story Elements
Unit Essential Question: Who was Edgar Allen Poe, and why is he considered the master of horror?
Semester: Semester 2
Grading Period: 3 (Lesson #5)
Concept: Vocabulary pp.146-147 1 Day
Review and use Target Words in new contexts, using the words expressively in discussion and writing
Practice word-study strategies: synonyms, word families
Concept: Writing (Literature Review) pp. 148-153 3 Days
Identify the writer’s opinion, supporting reasons, and conclusion in a literature review
Identify the form, audience, and purpose of writing
Brainstorm ideas for writing and using a graphic organizer
Generate appropriate word choices to respond to a writing prompt
Plan a literature review using a graphic organizer
Write a first draft of a literature review
Use a rubric to assess and then revise writing
Identify and correctly use subject-verb agreement
Identify and correctly use possessives
Edit draft to connect specific spelling, grammar, and usage errors
Proofread a writing sample for specific spelling, grammar, and usage errors
Concept: Functional Literacy pp.154-155 1 Day
Read biographical information about Edgar Allen Poe
Read a DVD cover for information
Course Pacing Guide
Standard(s):
LA.6.1.6.1 (Review and apply meaning or target vocabulary)
LA.6.1.6.10 (Identify and choose appropriate synonyms)
LA.6.1.6.7 (Develop vocabulary by expanding on base words)
Standard(s): CCR.W.1 Write arguments to support claims with clear reasons and relevant evidence. CCR.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCR.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Standard(s):
LA.6.2.2.4 (Identify the features of a DVD cover)
LA.6.1.7.2, LA.6.2.2.4 (Analyze features and point of view of a DVD cover)
Lesson Essential Question: What strategies can you use when encountering unfamiliar words?
Lesson Essential Question: Why would someone write a literature review?
Lesson Essential Question: What word do you think best sums up Poe’s writing accomplishments? Explain.
Vocabulary:
Anxiety
Tremble
Peculiar
Uttered
Bizarre
Mental
Terror
Despair
Remove
Linger
Vocabulary:
Literature review
Singular verb
Plural verb
Possessive noun
Vocabulary:
Biography
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Course Pacing Guide
Additional Information:
Coaching Notes
Vocabulary terms should be on the word wall
Checkpoint for differentiated instruction o RDI Book 1: Synonym p. 246 o RDI Book 1: Suffixes p. 258 o RDI Book 1: Inflectional endings p.
260
Additional Information:
Vocabulary terms should be on the word wall
Red Routine 4: Idea Wave T78
Red Routine 7: Peer Feedback T84
Checkpoint for differentiated instruction o RDI Book 2: Writing a Review p. 99 o RDI Book 2: Subject-verb
Agreement p. 178 o RDI Book 2: Possessives p. 182
Additional Information:
Vocabulary terms should be placed on word wall
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 6- Poe: The Master of Horror (Literature)…Story Elements
Unit Essential Question: Who was Edgar Allen Poe, and why is he considered the master of horror? Semester:
Semester 2 Grading Period: 3 (Lesson #5)
Concept: Workshop Wrap-Up pp. 156-157 1 Day
Practice test-taking strategies: using text evidence
Demonstrate understanding of text selections, vocabulary, and skills
Practice on-demand writing by responding to a short answer prompt
Concept: Concept:
Standard(s):
LA.6.2.1.2 (Elements of Plot)
LA.6.1.6.10 (Identify and choose appropriate synonyms)
Standard(s): Standard(s):
Lesson Essential Question: Why are test-taking strategies important when taking tests?
Lesson Essential Question: Lesson Essential Question:
Vocabulary:
Tremble
Despair
Uttered
Peculiar
Anxiety
Vocabulary: Vocabulary:
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources: Resources:
Course Pacing Guide
Additional Information:
Vocabulary terms should be on word wall
Checkpoint for differentiated instruction o Administer RSkills Test #3
Additional Information: Additional Information:
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 3- Identity Crisis (Literature)…Story Elements
Unit Essential Question: How can understanding and accepting your identity be a struggle?
Semester: Semester 2
Grading Period: 3 Lesson #6
Concept: Pre-reading pp. 56M-57 2 Days
Activate prior knowledge and build background about identity
Use viewing strategies to identify important information
Express and support personal views
Preview workshop selections and activate prior knowledge, relating them to Anchor Video key concepts
Learn and practice vocabulary. Generate examples to reinforce meaning
Concept: Reading 1- Louisa, Please Come Home pp. 58-69 6-7 Days
Identify the elements of a short story including setting, character, plot and theme
Practice sorting story elements into a graphic organizer
Practice analyzing the setting, characters, and plot of a short story
Use text marking to indicate setting, character, and plot details
Practice tracking story elements using a graphic organizer
Review strategies for reading for details
Use a Skills Check to show understanding of story elements
Concept: Reading 2- I’m Nobody! Who are You? & A Whole New Look pp. 70-71 1-2 Days
Identify rhyme in a poem
Practice finding repetition within a poem
Identify the theme in a poem
Course Pacing Guide
Standard(s):
LA.6.1.7.1 (Use viewing strategies to build background about identity; Use pre-reading strategies to build background about what makes a person’s identity unique)
LA.6.1.7.1, LA.6.1.7.8, & LA.6.2.1.1 (Preview genre to make predictions about the reading)
LA.6.1.6.1 (Learn and practice vocabulary)
LA.6.1.6.1 & LA.6.1.6.5 (Relate word meaning to self and the topic, identity)
Standard(s):
LA.6.1.7.1 & LA.6.1.7.5 (Preview story elements and text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.1.7.3 (Review strategies for reading for detail)
LA.6.1.6.2 & LA.6.4.2.1 (Respond to reading through discussion and writing)
LA.6.2.1.2 & LA.6.4.2.1 (Analyze setting, including setting changes and their effect on character and plot)
LA.6.2.1.2 (Analyze character, including motives, actions, words, and character changes; analyze plot, identifying the plot problem, sequence of events, and twist ending; use txt marking to identify details about setting and character)
LA.6.1.7.3 & LA.6.2.1.2 (Analyze story theme to determine the author’s message)
LA.6.1.7.8 (Use a graphic organizer to organize information around story elements)
LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Standard(s):
LA.6.1.7.1 & LA.6.1.7.5 (Preview text features to activate prior knowledge, set purpose, and make predictions)
LA.6.2.1.3 & LA.6.2.1.7 (Draw upon and discuss visual and mental images from a poem)
LA.6.2.1.3 (Identify rhyme and repetition of a poem; Use text marking to identify examples of rhyme and repetition)
LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Lesson Essential Question: What contributes to a person’s identity and why would someone want to change their identity?
Lesson Essential Question: When someone runs away, his or her family and friends are affected, too. Do you think running away is selfish? Explain.
Lesson Essential Question: Why is identity so important to teens?
Course Pacing Guide
Vocabulary:
Deceive
Identity
Imposter
Recognize
Unique
Vocabulary:
Setting
Plot
Theme
Error
Residing
Genuinely
Conspicuous
Respond
Expanding
Precisely
Assured
Evident
Tone
Vocabulary:
Rhyme
Repetition
Theme
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Course Pacing Guide
Additional Information:
Vocabulary terms should be on the word wall
Red Routine 4: Idea Wave T78
Red Routine 1: Teaching Vocabulary T72
Additional Information:
Vocabulary terms should be on the word wall
Coaching notes
Checkpoint for differentiated instruction o RDI Book 1: Analyze Character pp.
306-307 o RDI Book 1: Analyze Setting pp.
308-309 o RDI Book 1: Analyze Plot pp. 310-
311 o RDI Book 1: Analyze Theme pp.
312-313
Differentiated Support o Decoding/Syllabication o ELD
Additional Information:
Vocabulary terms should be on the word wall
Coaching notes
Differentiated Support o Decoding/Syllabication o Fluency
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 3- Identity Crisis (Literature)…Story Elements
Unit Essential Question: How can understanding and accepting your identity be a struggle?
Semester: Semester 2
Grading Period: 3 Lesson #6
Concept: Vocabulary pp. 72-73 1-2 Days
Review and use Target Words in new contexts, use the words expressively in discussion and writing
Practice word-study strategies: verb endings, word families
Concept: Writing (Literature Response) pp. 74-79 3 Days
Identify the topic sentence, supporting details, and conclusion in a literature response
Identify the form, audience, and purpose for writing
Brainstorm ideas for writing using a graphic organizer
Generate the appropriate word choices to respond to a writing prompt
Plan a literature response using a graphic organizer
Write a first draft of a literature response
Use a rubric to assess and then revise
Recognize complete sentences; identify and correct run-on sentences
Identify and use correct word order
Edit draft to correct spelling, grammar, and usage errors
Proofread a writing sample for specific spelling, grammar, and usage errors
Concept: Functional Literacy pp. 80-81 1 Day
Read biographical information about Shirley Jackson
Read and evaluate a book review
Course Pacing Guide
Standard(s):
LA.6.1.6.1 (Review and apply meaning of target vocabulary; use Target Words expressively and in writing)
LA.6.1.6.7 (Correctly use verb endings -ed, -ing; develop vocabulary by expanding on base words)
Standard(s): CCR.W.1 Write arguments to support claims with clear reasons and relevant evidence. CCR.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCR.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Standard(s):
LA.6.2.1.9 (Relate literary works to the historical context in which they were created)
LA.6.2.2.4 (Identify the features of a book review)
LA.6.1.7.2 (Evaluate point of view of a book review)
LA.6.6.3.3 (Evaluate persuasive language)
Lesson Essential Question: What strategies can you use to help figure out the meaning of unfamiliar words?
Lesson Essential Question: Why would someone write a literature response?
Lesson Essential Question: Based on “Louisa, Please Come Home,”do you think Jackson’s creepy plot and shocking endings are effective? Explain.
Vocabulary:
Respond
Identity
Error
Genuinely
Deceive
Imposter
Precisely
Recognize
Evident
Vocabulary:
Adjective
Helping verb
Run-on sentence
Literature response
Vocabulary:
Book review
Evaluate
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Course Pacing Guide
Additional Information:
Vocabulary words should be placed on word wall
Coaching Notes
Checkpoint for differentiated instruction o RDI Book 1: Inflectional Endings pp.
119, 260 o RDI Book 2: Present-Tense Verbs p.
168 o RDI Book 2: Past-Tense Verbs p.
170
Additional Information:
Vocabulary words should be placed on word wall
Checkpoint for differentiated instruction o RDI Book 2: Writing a review pp.
79, 99 o RDI Book 2: Correcting run-on
sentences p. 210 o RDI Book 2: Use correct word
order p. 160
Red Routine 4: Idea Wave
Red Routine 7: Peer Feedback
Additional Information:
Vocabulary words should be placed on word wall
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 3- Identity Crisis (Literature)…Story Elements
Unit Essential Question: How can understanding and accepting your identity be a struggle?
Semester: Semester 2
Grading Period: 3 Lesson #6
Concept: Workshop Wrap-Up pp. 82-83 1 Day
Practice test-taking strategies: restating the question
Demonstrate understanding of text selections, vocabulary, and skills
Practice on-demand writing by responding to a short answer prompt
Concept: Concept:
Standard(s):
LA.6.2.1.2 (Elements of Plot)
LA.6.1.6.7 (Correct and use verb endings –ed, -ing)
Standard(s): Standard(s):
Lesson Essential Question: How do test-taking strategies help improve your ability to take tests?
Lesson Essential Question: Lesson Essential Question:
Vocabulary:
Unique
Recognizing
Imposter
Deceive
Vocabulary: Vocabulary:
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources: Resources:
Course Pacing Guide
Additional Information:
Vocabulary terms should be on the word wall
Additional Information: Additional Information:
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 4- Stolen Childhoods (Nonfiction)…Summarize
Unit Essential Question: What happens to children who must spend their entire childhoods working?
Semester: Semester 2
Grading Period: 3 Lesson #7
Concept: Pre-reading pp. 84k-85 2 Days
Activate prior knowledge and build background about child labor
Use viewing strategies to identify important information
Express and support personal views
Preview workshop selections and activate prior knowledge, relating them to Anchor Video key concepts
Learn and practice vocabulary. Generate examples to reinforce meaning
Concept: Reading 1- Life in the Dumps pp.86-87 1 Day
Identify the steps used to summarize the text
Summarize a newspaper article
Organize important details to use in a summary
Concept: Reading 2- Working in the Fields pp. 88-91 2 Days
Practice finding the topic and details, and summarize a magazine article
Use text marking to identify details
Standard(s):
LA.6.1.7.1, SS.B.1.3.4, SS.C.2.3.7, SS.D.2.3 (Use viewing strategies to build background about child labor)
LA.6.1.7.1, SS.B.1.3.4, SS.C.2.3.7, SS.D.2.3 (Preview text to activate prior knowledge about child labor)
LA.6.1.7.1 & LA.6.1.7.8 Preview text features to make predictions about the reading)
LA.6.2.2.2 (Respond to questions, stating and supporting opinions with reasons and explanations)
LA.6.1.6.1 (Learn and practice vocabulary)
LA.6.1.6.1, LA.6.1.6.5, SS.C.2.3.7 (Relate word meaning to self and topic: child labor)
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, LA.6.2.2.1, LA.6.6.1.1 (Preview the text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.1.7.3 (Identify the steps used to summarize a newspaper article)
LA.6.1.7.3 & LA.6.2.2.3 (Organize important details to use in a summary)
LA.6.1.6.2 (Respond to reading through discussion)
LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, LA.6.2.2.1, LA.6.6.1.1 (Preview the text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.1.7.3 (Practice summarizing a magazine article; use text marking to identify details for a summary)
LA.6.1.7.3 & LA.6.2.2.3 (Use a graphic organizer to summarize important details about a topic)
LA.6.4.2.1 (Respond to reading through writing)
LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Lesson Essential Question: At what age do you think people should start to work? Why?
Lesson Essential Question: What else should the law say about protecting kids? Explain.
Lesson Essential Question: Why do you think farm labor pays so poorly?
Course Pacing Guide
Vocabulary:
Benefit
Economy
International
Labor
Produce
Vocabulary:
Require
Manual
Vocabulary:
Border
Sacrifice
Resources
Exhausting
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Additional Information:
Vocabulary terms should be placed on word wall
Red Routine 4: Idea Wave p. T78
Red Routine 1: Teaching Vocabulary p. T72
Additional Information:
Coaching Notes
Vocabulary terms should be placed on word wall
Red Routine 1: Teaching Vocabulary p. T72
Red Routine 2: Oral Cloze p. T74
Differentiated Support o Decoding/Syllabication o Fluency
Additional Information:
Coaching Notes
Vocabulary terms should be placed on word wall
Differentiated Support o Decoding/Syllabication o Fluency o ELD
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 4- Stolen Childhoods (Nonfiction)…Summarize
Unit Essential Question: What happens to children who must spend their entire childhoods working?
Semester: Semester 2
Grading Period(s): 3 & 4 Lesson #7
Concept: Reading 3- Child Labor Around the World pp. 92-95 2 Days
Apply strategies for summarizing a social studies text
Use text marking to identify details
Review strategies for identifying sequence
Complete a Skills Check to demonstrate understanding of summarizing
Read and interpret information from a timeline
Concept: Vocabulary pp. 96-97 1 Day
Review and use Target Words in new contexts, using the words expressively in discussion and in writing
Practice word-study strategies: using a dictionary, multiple meaning words
Concept: Writing (Expository Summary) pp. 98-103 3 Days
Identify the topic sentence, important details, transition words, and conclusion in an expository summary
Identify the form, audience, and purpose for writing
Brainstorm ideas for writing using a graphic organizer
Generate the appropriate word choices to respond to a writing prompt
Plan a expository summary using a graphic organizer
Write a first draft of a expository summary
Use a rubric to assess and then revise
Use commas in a series correctly
Identify and use correct verb tense
Edit draft to correct spelling, grammar, and usage errors
Proofread a writing sample for specific spelling, grammar, and usage errors
Course Pacing Guide
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, LA.6.2.2.1, LA.6.6.1.1 (Preview the text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.1.7.3 (Apply strategies for summarizing a social studies text; use text marking to identify details for summary)
LA.6.1.7.5 (Review strategies for finding sequence of events in a text)
LA.6.6.1.1, SS.A.1.3.3, MA.A.1.3.3 (Read and interpret a timeline)
LA.6.4.2.1 (Respond to reading through writing)
LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Standard(s):
LA.6.1.6.1 (Review and use Target Words in new contexts; Use Target Words expressively in discussion and in writing)
LA.6.1.6.10 (Use guide words to locate words in a dictionary)
LA.6.1.6.9 (Identify and use multiple-meaning words in context)
Standard(s): CCR.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCR.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCR.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Lesson Essential Question: What if you learned that a company used child labor to make soccer balls? Would you still buy a soccer ball from them?
Lesson Essential Question: How can you figure out the meaning of words with multiple meaning?
Lesson Essential Question: Why would someone want to write an expository summary?
Vocabulary:
Deprived
Statistic
Reform
Luxury
Vocabulary:
Deprived
International
Labor
Produce
Resource
Require
Benefits
Reformed
Economy
Border
Vocabulary:
Expository
Summary
Present-tense
Past-tense verb
Commas
Course Pacing Guide
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Additional Information:
Vocabulary words should be placed on word wall
Coaching Notes
Differentiated Support o Decoding/Syllabication o Fluency
Checkpoint for differentiated instruction o RDI Book 1: Summarize pp. 294-
295
Red Routine 5: Numbered Heads pg. T80
Additional Information:
Vocabulary words should be placed on word wall
Coaching Notes
Checkpoint for differentiated instruction o RDI Book 1: Using a Dictionary p.
244 o RDI Book 1: Multiple-meaning
Words p. 240
Additional Information:
Vocabulary words should be placed on word wall
Checkpoint for differentiated instruction o RDI Book 2: Book Synopsis p. 79 o RDI Book 2: Verb Tense pp. 168,
170, 172, 174, 176 o RDI Book 2: Using commas in a
series p. 206
Red Routine 7: Peer Feedback
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 4- Stolen Childhoods (Nonfiction)…Summarize
Unit Essential Question: What happens to children who must spend their entire childhoods working?
Semester: Semester 2
Grading Period: 4 Lesson #7
Concept: Functional Literacy pp. 104-105 1 Day
Read to find out about the career of a factory worker
Fill out a job form
Identify and evaluate aspects of a job, including qualifications, prerequisites, and salary
Concept: Workshop Wrap-Up pp. 106-107 1 Day
Practice test-taking strategies: previewing questions
Demonstrate understanding of text selections, vocabulary, and skills
Practice on-demand writing by responding to a short answer prompt
Concept:
Standard(s):
LA.6.2.2.2 (Read to find out about careers)
LA.6.2.2.4 (Understand and use a form)
Standard(s):
LA.6.1.7.3 (Summarize)
LA.6.1.6.10 (Use guide words to locate words in a dictionary)
LA.6.1.6.9 (Identify and use multiple-meaning words in context)
Standard(s):
Lesson Essential Question: How might a car factory worker’s job be similar to the job of a newspaper plant worker?
Lesson Essential Question: How can test-taking strategies assist with taking assessments?
Lesson Essential Question:
Vocabulary:
Human Resource
Job Form
Prerequisites
Vocabulary:
Economy
Labor
International
Produce
Benefit
Vocabulary:
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
Course Pacing Guide
Additional Information:
Vocabulary words should be placed on word wall
Additional Information:
Vocabulary words should be placed on word wall
Checkpoint for differentiated instruction o Administer RSkills Test #2
Additional Information:
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 1- The New Americans (Nonfiction)…Main Idea
Unit Essential Question: How are immigrants changing our country and culture?
Semester: Semester 2
Grading Period: 4 Lesson #8
Concept: Pre-reading pp. 8K-9 2 Days
Activate prior knowledge and build background about immigration
Use viewing strategies to identify important information
Express and support personal views
Preview Workshop selections and activate prior knowledge, relating them to Anchor Video key concepts
Learn and practice vocabulary. Generate examples to reinforce meaning
Concept: Reading 1- School Before Soccer pp. 10-11 1 Day
Identify the steps used to find the topic, main idea, and details
Find the topic, main idea, and details of a newspaper article
Organize information in the main idea web
Concept: Reading 2- Fitting In pp. 12-15 2 Days
Practice finding the main idea and supporting details in a profile
Use text marking to identify main idea and details
Use a graphic organizer to show main idea and details
Standard(s):
LA.6.1.7.1, SS.A.2.3.1, SS.A.5.3.1 (Use viewing strategies to build background about immigration)
LA.6.1.7.1, SS.A.2.3.1, SS.A.5.3.1 (Preview text to activate prior knowledge about immigration)
LA.6.1.7.1 & LA.6.1.7.8 (Preview text features to make predictions about the reading)
LA.6.2.2.2 (Respond to questions, stating and supporting opinions with reasons and explanations)
LA.6.1.6.1 (Learn and practice vocabulary)
LA.6.1.6.1, LA.6.1.6.5, & SS.A.5.3.1 (Relate word meaning to self and the topic, immigration)
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, LA.6.2.2.1, LA.6.6.1.1 (Preview text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.1.7.3 & LA.6.2.2.2 (Distinguish between the topic and the main idea of an article)
LA.6.1.7.3 (Identify the steps used in finding the main idea)
LA.6.1.7.3 & LA.6.2.2.2 (Find details to support the main idea)
LA.6.1.7.3, LA.6.2.2.2, & LA.6.2.2.3 (Use a graphic organizer to organize information around the main idea)
LA.6.1.6.2 (Respond to reading through discussion)
LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, LA.6.2.2.1, LA.6.6.1.1 (Preview text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.1.7.3 & LA.6.2.2.2 (Practice identifying the topic, important details, and main idea of a text)
LA.6.1.7.3, LA.6.1.7.5, & LA.6.2.2.2 (Use text marking to identify the main idea and supporting details)
LA.6.1.7.3, LA.6.2.2.2, & LA.6.2.2.3 (Use a graphic organizer to organize information around the main idea)
LA.6.1.6.2 (Respond to reading through discussion)
LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Course Pacing Guide
Lesson Essential Question: Why do immigrants face challenges when transporting to different countries?
Lesson Essential Question: So you’d take the money and run. What would happen if you get hurt and can never play pro soccer again?
Lesson Essential Question: Why is it a good policy to work hard in school?
Vocabulary:
Communicate
Immigrant
Influence
Policy
Trend
Vocabulary:
Currently
Rejected
Vocabulary:
Income
Isolated
Motivated
Assisted
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Additional Information:
Vocabulary words should be placed on the word wall
Red Routine 1: Teaching Vocabulary p. T72
Additional Information:
Coaching Notes
Vocabulary words should be placed on the word wall
Red Routine 1: Teaching Vocabulary p. T72
Red Routine 2: Oral Cloze p. T74
Differentiated Support o Decoding/Syllabication o Fluency o ELD
Additional Information:
Coaching Notes
Vocabulary words should be placed on the word wall
Differentiated Support o Decoding/Syllabication o Fluency o ELD
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 1- The New Americans (Nonfiction)…Main Idea
Unit Essential Question: How are immigrants changing our country and culture?
Semester: Semester 2
Grading Period: 4 Lesson #8
Concept: Reading 3- A New Immigration Boom pp. 16-19 2 Days
Apply strategies for finding the main idea/details in a social studies text
Use text marking to identify main idea and details
Review strategies for reading for detail
Complete a Skills Check to demonstrate understanding of main idea/details
Read and interpret the information from a circle graph
Concept: Vocabulary pp. 20-21 1-2 Days
Review and use Target Words in new contexts, using the words expressively in discussion and in writing
Practice word-study strategies: synonyms, antonyms
Concept: Writing (Expository Paragraph) pp. 22-27 3 Days
Identify the topic sentence, supporting details, transition words, and conclusion in an expository paragraph
Identify the form, audience, and purpose for writing
Brainstorm ideas for writing using a graphic organizer
Generate appropriate word choices to respond to a writing prompt
Plan an expository paragraph using a graphic organizer
Write a first draft of an expository paragraph
Use a rubric to assess and then revise writing
Recognize a complete sentence; identify and correct sentence fragments
Use correct end punctuation
Edit, draft, and correct specific spelling, grammar, and usage errors
Proofread a writing sample for specific spelling, grammar, and usage errors
Course Pacing Guide
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, LA.6.2.2.1, LA.6.6.1.1 (Preview text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.1.7.3, LA.6.2.2.2 (Apply strategies for finding the main idea/details of a social studies text)
LA.6.1.7.3 & LA.6.2.2.2 (Review strategies for reading for details)
LA.6.1.7.3, LA.6.1.7.5, & LA.6.2.2.2 (Use text marking to identify the main idea and supporting details)
LA.6.6.1.1, MA.A.1.3.3, & MA.E.3.3.1 (Read and interpret a circle graph)
LA.6.4.2.1 (Respond to reading through writing)
LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Standard(s):
LA.6.1.6.1 (Review and apply meaning of target vocabulary)
LA.6.1.6.10 (Identify and choose appropriate synonyms and antonyms; apply knowledge of synonyms and antonyms to determine the meaning of words)
Standard(s): CCR.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCR.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCR.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Lesson Essential Question: Why do you think it’s important that we have the census to keep track of the number and types of Americans?
Lesson Essential Question: How do word-study strategies help you with word meaning?
Lesson Essential Question: Why would someone want to write an expository paragraph?
Vocabulary:
Minimum
Impact
Percent
Minority
Vocabulary:
Percent
Minimum
Communicate
Policy
Influenced
Motivate
Currently
Income
Immigrant
Trend
Vocabulary:
Expository
Subject
Predicate
Statement
Question
Course Pacing Guide
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Additional Information:
Vocabulary words should be placed on the word wall
Coaching Notes
Differentiated Support o Decoding/Syllabication o Fluency o ELD
Checkpoint for differentiated instruction o RDI Book 1: Read for Detail pp.
288-289 o RDI Book 1: Main Idea and Details
pp. 292-293
Additional Information:
Vocabulary words should be placed on the word wall
Coaching Notes
Checkpoint for differentiated instruction o RDI Book 1: Synonyms p. 246 o RDI Book 1: Antonyms p. 248 o RDI Book 1: Context Clues p. 254
Additional Information:
Vocabulary words should be placed on the word wall
Coaching Notes
Red Routine 6: Writing Process p. T82
Red Routine 7: Peer Feedback p. T84
Checkpoint for differentiated instruction o RDI Book 2: News Article, p. 84;
Expository Composition , p. 89 o RDI Book 2: Correcting sentence
fragments p. 202 o RDI Book 2: Types of sentences p.
154 o RDI Book 2: Subjects and
predicates p. 156
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 1- The New Americans (Nonfiction)…Main Idea
Unit Essential Question: How are immigrants changing our country and culture?
Semester: Semester 2
Grading Period: 4 Lesson #8
Concept: Functional Literacy pp. 28-29 1 Day
Read to find out about the career of a translator
Use information from a daily schedule
Identify and evaluate aspects of a job, including qualifications, prerequisites, and salary
Concept: Workshop Wrap-Up pp. 30-31 1 Day
Practice test-taking strategies: making an educated guess
Demonstrate understanding of text selections, vocabulary, and skills
Practice on-demand writing by responding to a short answer prompt
Concept:
Standard(s):
LA.6.2.2.2 (Read and find out about careers)
LA.6.2.4.4 (Read and use information from a TV schedule)
Standard(s):
LA.6.1.7.3 (Main Idea and Details)
LA.6.1.6.10 (Identify and use appropriate synonyms and antonyms; apply knowledge of synonyms and antonyms to determine the meanings of words)
Standard(s):
Lesson Essential Question: Based on the Functional Literacy text, which skill do you think is the most important to being a translator? Why?
Lesson Essential Question: How do test-taking strategies help when taking assessments?
Lesson Essential Question:
Vocabulary:
Translator
Prerequisite
Schedule
Vocabulary:
Immigrant
Influence
Trends
Policy
Communicate
Minimum
Vocabulary:
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
Course Pacing Guide
Additional Information:
Vocabulary terms should be placed on the word wall
Additional Information:
Vocabulary terms should be placed on the word wall
Additional Information:
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 2- When Disaster Strikes…Sequence of Events
Unit Essential Question: What happens when natural disasters strike?
Semester: Semester 2
Grading Period: 4 Lesson #9
Concept: Pre-reading pp. 32K-33 2 Days
Activate prior knowledge and build background about natural disasters
Use viewing strategies to identify important information
Express and support personal views
Preview the workshop selections and activate prior knowledge, relating them to Anchor Video key concepts
Learn and practice vocabulary; Generate examples to reinforce meaning
Concept: Reading 1- Struck by Lightning pp. 34-35 1 Day
Identify the steps used to find the sequence of events
Find the sequence of events in a newspaper article
Organize the sequence of events in a graphic organizer
Concept: Reading 2- A Mountain on Fire pp. 36-39 2 Days
Practice finding the sequence of events in a magazine article
Use text marking to identify sequence of events
Practice using signal words to help sequence events
Organize the sequence of events in a graphic organizer
Standard(s):
LA.6.1.7.1, SC.B.2.3.1, & SC.C.1.3 (Use viewing strateies to build background about natural disasters)
LA.6.1.7.1, SC.B.2.3.1, & SC.C.1.3 (Preview text to activate prior knowledge about natural disasters)
LA.6.1.7.1 & LA.6.1.7.8 (Preview text features to make predictions about the reading)
LA.6.2.2.2 (Respond to questions, stating and supporting opinions with reasons and explanations)
LA.6.1.6.1 (Learn and practice new vocabulary; generate examples to reinforce meaning)
LA.6.1.6.1 & LA.6.1.6.5 (Relate word meaning to self and the topic: natural disasters)
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, LA.6.2.2.1, LA.6.6.1.1 (Preview text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.1.7.5 (Identify the steps used to find sequence of events in a newspaper article; Use strategies such as identifying signal words to find sequence of events)
LA.6.1.7.5 & LA.6.2.2.3 (Use a graphic organizer to sequence events)
LA.6.1.6.2 (Respond to reading through discussion)
LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, LA.6.2.2.1, LA.6.6.1.1 (Preview text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.1.7.5 (Practice finding sequence of events in a magazine article; Use text marking to identify sequence signal words; Practice using signal words to identify sequence of events)
LA.6.1.6.2 (Respond to reading through discussion)
LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Course Pacing Guide
Lesson Essential Question: Why do disasters impact people and property?
Lesson Essential Question: Based on the information in the story, do you think Justin will make a full recovery? Why or why not?
Lesson Essential Question: Do you think that a tough job might ever be more interesting than an easy one?
Vocabulary:
Destruction
Major
Prevent
Recovery
Severe
Vocabulary:
Focus
Exceeded
Sequence
Vocabulary:
Increase
Intensity
Degree
Metallic
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Anchor Video
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Additional Information:
Vocabulary terms should be placed on word wall
Red Routine 1: Teaching Vocabulary p. T72
Additional Information:
Vocabulary terms should be placed on word wall
Coaching Notes
Red Routine 1: Teaching Vocabulary p. T72
Red Routine 2: Oral Cloze p. T74
Differentiated Support o Decoding/Syllabication o Fluency o ELD
Additional Information:
Vocabulary terms should be placed on word wall
Coaching Notes
Differentiated Support o ELD
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 2- When Disaster Strikes…Sequence of Events
Unit Essential Question: What happens when natural disasters strike?
Semester: Semester 2
Grading Period: 4 Lesson #9
Concept: Reading 3- Hurricanes: The Monster Storms pp. 40-43 2 Days
Apply strategies for finding the sequence of events in a science text
Use text marking to identify sequence details
Review strategies for finding main idea and details
Complete the Skills Check to demonstrate understanding of sequencing
Read and interpret information form a diagram
Concept: Vocabulary pp. 44-46 1-2 Days
Review and use Target Words in new contexts, using the words expressively in discussion and in writing
Practice word-study strategies: prefixes, suffixes
Concept: Writing (Narrative Paragraph) pp. 46-51 3 Days
Identify the topic sentence, details, transition words, and summary in a narrative paragraph
Identify the form, audience, and purpose for writing
Brainstorm ideas for writing using a specific graphic organizer
Generate appropriate word choices to respond to a writing prompt
Plan a narrative paragraph using a graphic organizer
Write a first draft of a narrative paragraph
Use a rubric to assess and then revise writing
Identify and correct sentence fragments
Use capitals correctly
Edit draft to correct specific spelling, grammar, and usage errors
Proofread a writing sample for specific spelling, grammar, and usage errors
Course Pacing Guide
Standard(s):
LA.6.1.7.1, LA.6.1.7.5, LA.6.2.2.1, LA.6.6.1.1 (Preview text features to activate prior knowledge, set purpose, and generate questions before reading)
LA.6.1.7.5 (Apply strategies to find sequence of events in a science text; Use text marking to identify sequence of events; Review strategies for finding main idea and details in a text)
LA.6.1.7.3 & LA.6.2.2.2 (Review strategies for finding main idea and details in a text)
LA.6.6.1.1 (Read and interpret a diagram)
LA.6.4.2.1 (Respond to reading through writing)
LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.5 (Learn new vocabulary and practice previously taught words)
Standard(s):
LA.6.1.6.1 (Review and apply meaning of target vocabulary)
LA.6.1.6.7 (Apply knowledge of prefixes to determine the meaning of words; identify and add appropriate suffixes to change verbs into nouns)
Standard(s): CCR.W.1 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCR.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCR.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Lesson Essential Question: Why is it important to evacuate during a storm?
Lesson Essential Question: Why is it important to use vocabulary strategies when encountering unfamiliar words?
Lesson Essential Question: Why would someone write a narrative paragraph?
Vocabulary:
Abandon
Evacuate
Cycle
Moist
Vocabulary:
Severe
Prevent
Cycle
Degrees
Major
Increase
Abandon
Prevent
Focus
Recover
Vocabulary:
Narrative
Sentence fragment
Complete sentence
Capital letter
Course Pacing Guide
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Additional Information:
Vocabulary terms should be placed on word wall
Coaching Notes
Differentiated Support o Decoding/Syllabication
Checkpoint for differentiated instruction o RDI Book 1: Sequence of Events
pp. 290-291
Additional Information:
Vocabulary terms should be placed on word wall
Checkpoint for differentiated instruction o RDI Book 1: Prefixes p. 256 o RDI Book 1: Suffixes p. 258
Additional Information:
Vocabulary terms should be placed on word wall
Checkpoint for differentiated instruction o RDI Book 2: Narrative Writing pp.
19, 24, 34, 39 o RDI Book 2: Correcting Sentence
Fragments p. 202 o RDI Book 2: Types of Sentences p.
154
Course Pacing Guide
Course Code: 1000010 Course Name: M/J Intensive Reading (Read 180)
Unit Title: Workshop 2- When Disaster Strikes…Sequence of Events
Unit Essential Question: What happens when natural disasters strike?
Semester: Semester 2
Grading Period: 4 Lesson #9
Concept: Functional Literacy pp. 52-53 1 Day
Read and find out about the career of a paramedic
Identify and evaluate aspects of a job, including qualifications, prerequisites, and salary
Follow directions on how to perform CPR
Concept: Workshop Wrap-Up pp. 54-55 1 Day
Practice test-taking strategies: answering fill-in-the-blanks
Demonstrate understanding of text selections, vocabulary, and skills
Practice on-demand writing by responding to a short answer prompt
Concept:
Standard(s):
LA.6.2.2.2 (Read to find out about careers)
LA.6.2.2.4 (Read and use information from CPR Instructions)
Standard(s):
LA.6.1.7.5 (Sequence of events)
LA.6.1.6.7 (Apply knowledge of prefixes to determine the meaning of words; identify and add appropriate suffixes to change verbs into nouns)
Standard(s):
Lesson Essential Question: What do you think might happen if a paramedic wasn’t calm under pressure?
Lesson Essential Question: How does test-taking strategies help achieve high scores on standardized tests?
Lesson Essential Question:
Vocabulary:
Paramedic
Prerequisite
Vocabulary:
Major
Recovery
Severe
Recycle
Prevention
Destruction
Vocabulary:
Course Pacing Guide
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
RBook Teacher’s Edition
RBook Student Edition
Read 180 Software
Computer (6)
LCD Projector/Television and DVD Player
Headphone CD Players (6)
Read 180 class library
Resources:
Additional Information:
Vocabulary terms should be placed on word wall
Additional Information:
Vocabulary terms should be placed on word wall
Checkpoint for differentiated instruction o Administer RSkills Test #1
Additional Information: