Month Standards Unit Objectives Essential Questions

Recommended Skills,

Strategies, and Activities

Assessment Resources

September

1.1.41.1.52.1.62.2.13.1.14.1.2

Summarizing

Students will be able to: make a

summary, paraphrase, or synthesize information from literary and expository text.

record and summarize information using organizational tools.

use increasingly complex reading texts to find main ideas, supporting details and practice summarizing.

1. What is the purpose of summarizing?

2. What should be included in a summary?

3. How does the ability to summarize assist us in interpreting and analyzing what we read?

4. How do we demonstrate summary in both written and oral form?

Teach/Model-Pre-Test-Double Journal Entry-Cloze Activities-Story Retell-Think Aloud-Predicting-Jigsaw-Paragraph ShrinkingSelf-Monitoring Skills-Re-read-B/D/A Questioning Chart-Think AloudVocabulary Strategies-Word and Passage Fluency Chart-Vocabulary Word MapWriting Strategies-Journal-Quick Write

- Pre-test-Word and Passage Fluency Chart-Ticket Out-Journals-Quiz-Writing Samples-Portfolio-Student/Teacher Conference-Unit Test-Dramatic Response/ Presentation

Summarizing:-Annolighting Texthttp://web001.greece.k12.ny.us/academics.cfm?subpage=1230-Annotating Textshttp://web001.greece.k12.ny.us/academics.cfm?subpage=1231-Key Concept Synthesishttp://web001.greece.k12.ny.us/academics.cfm?subpage=1239-Text Rendering Activityhttp://web001.greece.k12.ny.us/academics.cfm?subpage=921Summarizing Graphic Organizers:-Get the GIST-B/D/A Questioning Chart-Double-Entry Journal-Sum it Up

Main Idea:-Annolighting Texthttp://web001.greece.k12.ny.us/academics.cfm?subpage=1230

September/ October

1.1.11.1.42.1.23.1.14.1.1

Main Idea Students will be able to: determine a

texts major ideas and how those ideas are supported with details.

organize

1. What is the purpose of understanding the main idea?

2. How does the ability to find the main idea assist us in interpreting and analyzing

Teach/Model-Pre-Test-Think Aloud-Reciprocal Teaching-Concept Map-StoryboardingSelf-Monitoring Skills

-Pre-Test-Word and Passage Fluency Chart-Ticket Out-Journals-Quiz-Writing Samples-Portfolio

details and evidence to support the acknowledged main idea.

understand the broad interpretations of what constitutes a main idea.

what we read? 3. Why is important

to be able to support the main idea with details?

-Reread-Column NotesVocabulary Strategies-Prefixes, Suffixes, & Word FamiliesWriting Strategies-Journal-Quick Write-Write Topic Sentence for Paragraph

-Student/Teacher Conference-Unit Test-Dramatic Response/ Presentation

-Annotating Texthttp://web001.greece.k12.ny.us/academics.cfm?subpage=1231-Conversations Across Time Activityhttp://web001.greece.k12.ny.us/academics.cfm?subpage=1236-Text Rendering Activityhttp://web001.greece.k12.ny.us/academics.cfm?subpage=921-Column Notes http://www. readingquest.org/strat/ column.html Main Idea Graphic Organizers:-Reciprocal Teaching Strategy Worksheet-Main Idea Graphic Organizer -What’s the Big Idea?

Sequencing:-Annolighting Texthttp://web001.greece.k12.ny.us/academics.cfm?subpage=1230-Annotating Texthttp://web001.greece.k12.ny.us/academics.cfm?subpage=1231Sequencing Graphic Organizers:-Event Map-Story Map-History Frame-Sequence Chart-Beginning-Middle-End

October

1.1.41.2.32.1.63.1.13.2.3

Sequencing

Students will be able to: analyze ways

writers organize and present ideas through chronology.

identify the order of events as they occur in a written passage.

use a timeline to clarify the order of events in a text.

use organizational tools (flow chart, sequence webs, etc.) to indicate the order of events.

1. What is the purpose of being able to sequence the order of events?

2. How does the author’s purpose relate to the sequence of information/events in the text?

3. How is recognizing the sequence of events important to understanding a story?

4. How can using timelines and organizational tools help clarify the sequence of events in the text?

Teach/Model- Pre-Test-Story Sort-Chain of Events-Storyboarding-Fill in Timeline-Story MappingSelf-Monitoring Skills-Reread-Stop and ReviewVocabulary Strategies-AnalogiesWriting Strategies-Reading Journal-Quick Write

-Pre-Test-Word and Passage Fluency Chart-Ticket Out-Journals-Quiz-Writing Samples-Portfolio-Student/Teacher Conference-Unit Test-Dramatic Response/ Presentation

November 1.1.41.2.32.1.22.2.2

Cause/ Effect Students will be able to: analyze ways

writers

1. What is the purpose of understanding cause and effect?

Teach/Model- Pre-Test-Predicting-Text Structure

-Pre-Test-Word and Passage Fluency Chart

3.1.33.1.44.1.1

organize and present ideas using cause and effect.

use a timeline to clarify the order of events in a text.

know the primary conflicts in a text and explain their resolutions.

understand ways cause and effect relationships affect the development a text.

2. How do(es) the cause(s) relate to the effect(s) in a story and in expository text?

3. How can the use of timelines and organizational tools help identify the cause(s) and effect(s) of a text?

-T-Chart-Double Entry Journal-Directed Reading-Thinking Activity(DTRA)Self-Monitoring Skills-Reread-Predict and ConfirmVocabulary Strategies-Frayer ModelWriting Strategies-Double Entry Journal-Quick Write-Probable Passages

-Ticket Out-Journals-Quiz-Writing Samples-Portfolio-Student/Teacher Conference-Unit Test-Dramatic Response/ Presentation

Cause/Effect:-Annolighting Texthttp://web001.greece.k12.ny.us/academics.cfm?subpage=1230-Annotating Texthttp://web001.greece.k12.ny.us/academics.cfm?subpage=1231-Key Concept Synthesishttp://web001.greece.k12.ny.us/academics.cfm?subpage=1239-Questions Only Activity http://web001.greece.k12.ny.us/academics.cfm?subpage=1246-Text Structure http://www.adlit.org/strategies/23336 Cause and Effect Worksheets:-Text Analysis ActivityCause/ Effect Graphic Organizers:-Variety of Cause/Effect Organizers-T- Chart-Herringbone-Cause and Effect Chain-Event and Causes-Problem/ Solutions

Fact/Opinion:-Annolighting Texthttp://web001.greece.k12.ny.us/

November 1.1.41.2.32.1.22.1.43.2.24.1.24.2.1

Fact/ Opinion Students will be able to: differentiate

facts from opinions.

analyze texts for strong arguments.

identify persuasion techniques in literary works.

differentiate valid and accurate from unfounded and erroneous information.

1. Why is the ability to understand fact from opinion so important?

2. How do persuasive arguments and propaganda effect the development of the text?

3. How do we establish relevant versus irrelevant information in a text?

Teach/Model- Pre-Test-Key Words (i.e. all, best, most)-Know Your Newspaper-Fact/ Opinion SortSelf-Monitoring Skills-Reread-Connect Prior Knowledge to TextVocabulary Strategies-Context CluesWriting

-Pre-Test-Word and Passage Fluency Chart-Ticket Out-Journals-Quiz-Writing Samples-Portfolio-Student/Teacher Conference-Unit Test-Dramatic Response/ Presentation

Strategies-Journal-Guided Writing-Change Opinion to Fact and Fact to Opinion

academics.cfm?subpage=1230-Annotating Texthttp://web001.greece.k12.ny.us/academics.cfm?subpage=1231-Listening to Voice Activityhttp://web001.greece.k12.ny.us/academics.cfm?subpage=1242-Metaphor Analysis Activityhttp://web001.greece.k12.ny.us/academics.cfm?subpage=1243Fact & Opinion Graphic Organizers:-Facts vs. Opinion-Fact or Opinion?

Author’s Bias/Purpose:-Annolighting Texthttp://web001.greece.k12.ny.us/academics.cfm?subpage=1230 -Annotating Texthttp://web001.greece.k12.ny.us/academics.cfm?subpage=1231 -Listening to Voice Activityhttp://web001.greece.k12.ny.us/academics.cfm?subpage=1242 -Metaphor Analysis Activityhttp://web001.greece.k12.ny.us/academics.cfm?subpage=1243 -Questions Only Activity

December

1.1.41.2.32.1.22.1.43.2.24.1.24.2.1

Author’s Purpose/ Bias

Students will be able to: identify

persuasion techniques in literary works.

differentiate valid and accurate from unfounded and erroneous information.

recognize how bias affects writing style.

understand the role of point of view or persona in a literary or informational text.

evaluate purpose in a variety of persuasive texts.

1. What is the purpose of studying author’s bias?

2. How does the author’s bias affect the development of the text?

3. How do we establish relevant versus irrelevant information in a text?

Teach/Model- Pre-Test-Question-Answer Relationships (QAR)-Author Says/ I Say-Different Perspectives -Purpose, Audience, Persona, Argument (PAPA)Self-Monitoring Skills-Reread- Connect Prior Knowledge to TextVocabulary Strategies-Context CluesWriting Strategies-Double Entry Journal-CEI Report-Quick Write

-Pre-Test-Word and Passage Fluency Chart-Ticket Out-Journals-Quiz-Writing Samples-Portfolio-Student/Teacher Conference-Unit Test-Dramatic Response/ Presentation

December/ January

1.1.41.1.31.1.62.1.33.1.13.2.2

Literary Elements/ Devices

Students will be able to: understand

different literary devices that are used in

1. What is the importance of understanding different literary element/devices and how they are

Teach/Model- Pre-Test-Visualization-Literature Circles/ Literature Focus

-Pre-Test-Word and Passage Fluency Chart-Ticket Out-Journals

4.2.2

the study of literature.

understand the impact word choice has on a reader’s interpretation of a text.

SWBAT analyze the meaning and purpose of literary devices.

apply their comprehensive understanding of setting, theme, imagery, characterization and conflict to literary texts.

used?2. How does the

author’s choice of literary elements/devices affect the development of the text?

3. Why is the application of setting, theme, imagery, characterization and conflict to literary texts so important?

Groups-Word Choice/ Background Information-Literary Elements MapSelf-Monitoring Skills-Reread-Skip, Read On, Go BackVocabulary Strategies-Concept/ Definition MapWriting Strategies-Shrinklit-Journal-Quick Write

-Quiz-Writing Samples-Portfolio-Student/Teacher Conference-Unit Test-Dramatic Response/ Presentation

http://web001.greece.k12.ny.us/academics.cfm?subpage=1246 Author’s Bias/Purpose Graphic Organizers:-Author Says/ I Say-CEI: Claim, Evidence, Interpretation-Four Square Perspective-Different Perspectives Outline

Literary Element/Devices:-Socigramshttp://web001.greece.k12.ny.us/academics.cfm?subpage=1249-Metaphor Analysis Activityhttp://web001.greece.k12.ny.us/academics.cfm?subpage=1243 -Questions Only Activity http://web001.greece.k12.ny.us/academics.cfm?subpage=1246 -Literature Circles/ Focus Groups http://www.abcteach.com/directory/basics/reading/literature_circles/ Literary Element Graphic Organizers:-Character Map/ Getting Into Character-Relationship Web-Plot Diagram-Read, View, Compare map

February 1.1.41.2.32.1.22.1.43.2.24.1.24.2.1

Compare and Contrast

Students will be able to: make

inferences and generalizations about what is read.

compare/ contrast information on one topic from two different sources.

compare and contrast characters, plots, and setting from various texts.

1. Why is the ability to compare and contrast so important to the understanding a text?

2. How do we effectively compare and contrast relevant material from two separate sources?

Teach/Model- Pre-Test-Compare and Contrast Chart-Analogies-ClassifyingSelf-Monitoring Skills-Reread-Stop and Review-Classification Graphic OrganizerVocabulary Strategies-Alpha BoxesWriting Strategies-Journal

-Pre-Test-Word and Passage Fluency Chart-Ticket Out-Journals-Quiz-Writing Samples-Portfolio-Student/Teacher Conference-Unit Test-Dramatic Response/ Presentation

synthesize collected information using graphic organizers.

-Compare and Contrast Essay

-Story Pyramid

Compare and Contrast:-Annolighting Texthttp://web001.greece.k12.ny.us/academics.cfm?subpage=1230-Annotating Texthttp://web001.greece.k12.ny.us/academics.cfm?subpage=1231-Conversations Across Time Activityhttp://web001.greece.k12.ny.us/academics.cfm?subpage=1236-Key Concept Synthesishttp://web001.greece.k12.ny.us/academics.cfm?subpage=1239Compare and Contrast Graphic Organizers:-Venn Diagram-Compare and Contrast Diagram-Graphic Organizer for Classification-3-Way Venn Diagram-ABC Graphic Organizer-Comparison NotesInferencing:-Annolighting Texthttp://web001.greece.k12.ny.us/academics.cfm?subpage=1230-Annotating Texthttp://

March

1.1.41.1.51.1.61.2.32.1.22.1.42.2.23.1.13.1.23.1.33.2.24.1.1

Inferencing

Students will be able to: examine texts

to clarify meaning.

make inferences and generalizations about what is read.

paraphrase text to draw meaning.

1. What is inferencing?

2. Why is the ability inference vital to understanding a text?

3. How does paraphrasing assist us in makes inferences?

Teach/Model- Pre-Test-Predicting-Activating Prior Knowledge-Double Entry Journals-Role/Audience/Format/Topic (RAFT)-Question-Answer Relationships (QAR)-Paraphrase-JigsawSelf-Monitoring Skills-Reread-Highlight-Context Clues-B/D/A ChartVocabulary Strategies-Word TreeWriting Strategies-Journal-Quick Write-Guided Writing

-Pre-Test-Word and Passage Fluency Chart-Ticket Out-Journals-Quiz-Writing Samples-Portfolio-Student/Teacher Conference-Unit Test-Dramatic Response/ Presentation

April 1.1.41.1.51.2.42.1.63.1.23.1.3

Listening Passage/

Note-Taking

Students will be able to: restate text by

note taking or summarizing.

examine sources to

1. What is the purpose of note-taking?

2. How do we identify relevant versus irrelevant information from

Teach/Model- Pre-Test-Demonstrate Note-Taking-Cornell Notes-Reciprocal Notes

-Pre-Test-Word and Passage Fluency Chart-Ticket Out-Journals-Quiz

clarify meaning.

identify important information presented orally.

effectively use different note taking strategies.

an oral reading?3. What are

effective note-taking strategies?

Self-Monitoring Skills-Focus Monitoring-Use Context CluesVocabulary Strategies-Flashcards and Matching StrategiesWriting Strategies-Journal-Quick Write

-Writing Samples-Portfolio-Student/Teacher Conference-Unit Test-Dramatic Response/ Presentation

web001.greece.k12.ny.us/academics.cfm?subpage=1231-Inferential Readinghttp://web001.greece.k12.ny.us/academics.cfm?subpage=1239-Key Concept Synthesishttp://web001.greece.k12.ny.us/academics.cfm?subpage=1239-Text Rendering Activityhttp://web001.greece.k12.ny.us/academics.cfm?subpage=921Inferencing Graphic Organizers:-Prediction Chart-Prediction Guide-Double Entry Journals-Inference Notes

Listening Passage/ Note Taking:-Listening to Voice Activityhttp://web001.greece.k12.ny.us/academics.cfm?subpage=1242 -Parallel Note-takinghttp://web001.greece.k12.ny.us/academics.cfm?subpage=1244 Note Taking Graphic Organizers:-Academic Notes -Cornell Notes

April 1.1.43.1.2

Interpreting Charts/ Graphs

Students will be able to: record

information into charts/ graphs related to a specific topic.

organize information to show understanding of or relationships among facts presented in charts/ graphs.

synthesize and use information from a graph and related text to state the main idea and relationship of data displayed.

read, interpret, and make

1. Why is the ability to interpret charts and graphs important?

2. How do we read various types of charts and graphs for information?

3. How does finding and interpreting the information within charts/ graphs differ from that of traditional text?

Teach/Model- Pre-Test-Interpret DBQ Documents-Using Manipulatives/ Real Life to Chart/ Graph-Peer TutoringSelf-Monitoring Skills-Stop and ReviewVocabulary Strategies-Vocabulary Overview ChartWriting Strategies-Journal-Data Report

-Pre-test-Word and Passage Fluency Chart-Ticket Out-Journals-Quiz-Writing Samples-Portfolio-Student/Teacher Conference-Unit Test-Dramatic Response/ Presentation

predictions using charts, graphs, diagrams, maps, or other graphic representations.

-Summary Notes-Reciprocal Notes-Q Notes-Pyramid Notes -Pre-Reading notes-Interactive Notes-Discussion Notes

Interpreting Graphs/Charts:-Reading and Interpreting Graphs Worksheetshttp://www.galeschools.com/research_tools/pdf/HSWorksheet.pdf -More Reading and Interpreting Graphs Worksheetshttp://www.teachervision.fen.com/graphs-and-charts/lesson-plan/34514.html -Commonly made mistakeshttp://www.galeschools.com/research_tools/src/interpret_graph.htm -Use DBQ Documents from Regentsprep.orghttp://www.regentsprep.org/regents/global/essays/index.cfm

May 1.1.11.1.42.1.23.1.24.1.1

Literacy in Content Area

Students will be able to: use prior

knowledge and inferring skills when reading content specific texts.

use content specific vocabulary to develop a comprehensive understanding of new material.

use reading strategies to analyze content areas text.

1. How does reading an expository text differ from reading a narrative text?

2. What are the specific skills/ strategies that can be used to accurately read and analyze content area texts?

Teach/Model- Pre-Test-English*Text Connections*Poetry Slam-Math*Double Column Notes*Survey, Question, Reread, Question, Compute, Question (SQRQCQ)-Social Studies*RAFT*Cubing-Science*Analogical Guide*Feature AnalysisSelf-Monitoring Skills-Reread-Skip, Read On, Go Back-Connect Prior Knowledge to TextVocabulary Strategies-Content

-Pre-test-Word and Passage Fluency Chart-Ticket Out-Journals-Quiz-Writing Samples-Portfolio-Student/Teacher Conference-Unit Test-Dramatic Response/ Presentation

VocabularyStrategiesWriting Strategies-Journal-Learning Logs-Multigenre Report-RAFT-Essays-Quick Write

Literary in the Content Areas:-Interactive Notebookshttp://web001.greece.k12.ny.us/academics.cfm?subpage=1240 -Annolighting Texthttp://web001.greece.k12.ny.us/academics.cfm?subpage=1230 -Annotating Texthttp://web001.greece.k12.ny.us/academics.cfm?subpage=1231 -Character Quote Activityhttp://web001.greece.k12.ny.us/academics.cfm?subpage=916 -Frame of Reference Activityhttp://web001.greece.k12.ny.us/academics.cfm?subpage=1238 -Key Concept Synthesishttp://web001.greece.k12.ny.us/academics.cfm?subpage=1239 -Text Rendering Activityhttp://web001.greece.k12.ny.us/academics.cfm?subpage=921 Literacy in Content Area Graphic Organizers:-Question Generator-CSR Learning Log-Book Summary Organizer-Alphabet Brainstorming-Show-U-Know-One Sentence Summary-Pre-Reading Organizer

June 1.1.4 Study Skills/ Test Prep

Students will be able to: employ various

test taking strategies to improve their scores

take accurate notes to ensure full understanding of key concepts

maximize study time through planning

use different strategies to remember key concepts

classify material that belongs together to better understand concepts presented and studied

1. What are study skills and why are they important?

2. How can taking accurate notes improve concept understanding, grades, and test scores?

3. What are effective strategies for taking accurate notes?

4. What are different ways to classify information to be remember key concepts?

Teach/Model- Pre-TestTest Taking-Process of Elimination-Essay Planning Chart-Multiple Choice Wording BreakdownTime Management-Study Schedule-Daily/Weekly OrganizerNote Taking-Cornell Notes-Two Column Notes-Outlines-HighlightingClassifying/ Remembering Concepts-Concept Mapping-5 Ws Chart

-Pre-Test-Regents/ Local Exams-Study Schedule-Ticket Out

-B/D/A Questioning Chart-Question Answer Relationship-Textbook Feature Analysis-Text Connections

Study Skills:-Regentsprep.org http://www.regentsprep.org/regents.cfm -Study Guides and Strategies http://www.studygs.net/ http://www.how-to-

study.com/study-skills/en/studying/137/improving-reading-fluency/

-Castle Learninghttps://castlelearning.com/review/login/login.aspx -Archived Regents Examshttp://www.nysedregents.org/ -Reading Standardized Testshttp://score.rims.k12.ca.us/score_lessons/content_area_literacy/pages/how_read_standardized_test.html

Resources for those skills embedded into all units:Fluency (Integrated into all units.)-Word and Passage Fluency Charts (Language! Comprehensive Literacy Curriculum series Sopris West)-Paired Reading http://www.adlit.org

Tools and Strategies for Teaching Vocabulary (Integrated into all units.)-Standards-based Vocabulary Instructionhttp://web001.greece.k12.ny.us/academics.cfm?subpage=2033-Prefixes, Suffixes, & Word Families-Types of Context Clues-Vocabulary by Analogy-Vocabulary Self Collection Strategies-Frayer Model-Vocabulary Overview Chart Strategyhttp://web001.greece.k12.ny.us/academics.cfm?subpage=2140Vocabulary Graphic Organizers:-Analogy Charting-Word Family Tree-Vocabulary Overview Chart-Concept/ Definition Map-Etymology/ Variations

Organizer-Word Map-Alpha Boxes

Unit Standards

Summarizing

1.1.4 Students make distinctions about the relative value and significance of specific data, facts, and ideas     1.1.5 Students make perceptive and well developed connections to prior knowledge     2.1.6. Students evaluate literary merit based on an understanding of the genre, the literary elements, and the literary period and tradition.     2.2.1. Students present responses to and interpretations of works of recognized literary merit with references to the principal features of the genre, the period, and literary tradition, and drawing on their personal experiences and knowledge     3.1.1. Students analyze, interpret, and evaluate ideas, information, organization, and language of a wide range of general and technical texts and presentations across subject areas, including technical manuals, professional journals, political speeches, and literary criticism     4.1.2. Students express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in the conversation

Main Idea

1.1.1. Students interpret and analyze complex informational texts and presentations, including technical manuals, professional journals, newspaper and broadcast editorials, electronic networks, political speeches and debates, and primary source material in their subject area courses     1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas     2.1.2. Students identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret the work     3.1.1. Students analyze, interpret, and evaluate ideas, information, organization, and language of a wide range of general and technical texts and presentations across subject areas, including technical manuals, professional journals, political speeches, and literary criticism     4.1.1. Students engage in conversations and discussions on academic, technical, and community subjects, anticipating listeners' needs and skillfully addressing them

Sequencing

1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas     1.2.3. Students use a wide range of organizational patterns such as chronological, logical (both deductive and inductive), cause and effect, and comparison/contrast     2.1.6. Students evaluate literary merit based on an understanding of the genre, the literary elements, and the literary period and tradition.     3.1.1. Students analyze, interpret, and evaluate ideas, information, organization, and language of a wide range of general and technical texts and presentations across subject areas, including technical manuals, professional journals, political speeches, and literary criticism     3.2.3. Students monitor and adjust their own oral and written presentations to have the greatest influence on a particular audience

Cause/ Effect 1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas     1.2.3. Students use a wide range of organizational patterns such as chronological, logical (both deductive and inductive), cause and

brow ser_standar

brow ser_standar

effect, and comparison/contrast     2.1.2. Students identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret the work     2.2.2. Students produce literary interpretations that explicate the multiple layers of meaning     3.1.3. Students make precise determinations about the perspective of a particular writer or speaker by recognizing the relative weight they place on particular arguments and criteria (e.g., one critic condemns a biography as too long and rambling; another praises it for its accuracy and never mentions its length)     3.1.4. Students evaluate and compare their own and others' work with regard to different criteria and recognize the change in evaluations when different criteria are considered to be more important.     4.1.1. Students engage in conversations and discussions on academic, technical, and community subjects, anticipating listeners' needs and skillfully addressing them

Fact/ Opinion

1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas.   1.2.3. Students use a wide range of organizational patterns such as chronological, logical (both deductive and inductive), cause and effect, and comparison/contrast.   2.1.2. Students identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret the work.   2.1.4. Students understand how multiple levels of meaning are conveyed in a text.   3.2.2. Students make effective use of details, evidence, and arguments and of presentational strategies to influence an audience to adopt their position.   4.1.2. Students express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in the conversation.   4.2.1. Students use a variety of print and electronic forms for social communication with peers and adults.

Author’s Purpose/ Bias

1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas   1.2.3. Students use a wide range of organizational patterns such as chronological, logical (both deductive and inductive), cause and effect, and comparison/contrast   2.1.2. Students identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret the work   2.1.4. Students understand how multiple levels of meaning are conveyed in a text   3.2.2. Students make effective use of details, evidence, and arguments and of presentational strategies to influence an audience to adopt their position   4.1.2. Students express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in the conversation   4.2.1. Students use a variety of print and electronic forms for social communication with peers and adults  

Literary Elements/ Devices

1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas   1.1.3. Students use a combination of techniques (e.g., previewing, use of advance organizers, structural cues) to extract salient information from texts   1.1.6. Students evaluate writing strategies and presentational features that affect interpretation of the information.   2.1.3. Students recognize and understand the significance of a wide range of literary elements and techniques, (including figurative language, imagery, allegory, irony, blank verse, symbolism, stream-of-consciousness) and use those elements to interpret the work   3.1.1. Students analyze, interpret, and evaluate ideas, information, organization, and language of a wide range of general and technical texts and presentations across subject areas, including technical manuals, professional journals, political speeches, and literary criticism   3.2.2. Students make effective use of details, evidence, and arguments and of presentational strategies to influence an audience to adopt

their position   4.2.2. Students make effective use of language and style to connect the message with the audience and context  

Compare and Contrast

1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas     1.2.3. Students use a wide range of organizational patterns such as chronological, logical (both deductive and inductive), cause and effect, and comparison/contrast     2.1.2. Students identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret the work     2.1.4. Students understand how multiple levels of meaning are conveyed in a text     3.2.2. Students make effective use of details, evidence, and arguments and of presentational strategies to influence an audience to adopt their position     4.1.2. Students express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in the conversation     4.2.1. Students use a variety of print and electronic forms for social communication with peers and adults

Inferencing

1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas     1.1.5. Students make perceptive and well developed connections to prior knowledge     1.1.6. Students evaluate writing strategies and presentational features that affect interpretation of the information.     1.2.3. Students use a wide range of organizational patterns such as chronological, logical (both deductive and inductive), cause and effect, and comparison/contrast     2.1.2. Students identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret the work     2.1.4. Students understand how multiple levels of meaning are conveyed in a text     2.2.2. Students produce literary interpretations that explicate the multiple layers of meaning     3.1.1. Students analyze, interpret, and evaluate ideas, information, organization, and language of a wide range of general and technical texts and presentations across subject areas, including technical manuals, professional journals, political speeches, and literary criticism     3.1.2. Students evaluate the quality of the texts and presentations from a variety of critical perspectives within the field of study (e.g., using both Poe's elements of a short story and the elements of ''naturalist fiction'' to evaluate a modern story)     3.1.3. Students make precise determinations about the perspective of a particular writer or speaker by recognizing the relative weight they place on particular arguments and criteria (e.g., one critic condemns a biography as too long and rambling; another praises it for its accuracy and never mentions its length)     4.1.1. Students engage in conversations and discussions on academic, technical, and community subjects, anticipating listeners' needs and skillfully addressing them

Listening Passage/ Note-

Taking

1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas   1.1.5. Students make perceptive and well developed connections to prior knowledge   1.2.4. Students support interpretations and decisions about relative significance of information with explicit statement, evidence, and appropriate argument   2.1.6. Students evaluate literary merit based on an understanding of the genre, the literary elements, and the literary period and tradition.   3.1.2. Students evaluate the quality of the texts and presentations from a variety of critical perspectives within the field of study (e.g., using both Poes elements of a short story and the elements of naturalist fiction to evaluate a modern story)   3.1.3. Students make precise determinations about the perspective of a particular writer or speaker by recognizing the relative weight they

brow ser_standar

brow ser_standar

place on particular arguments and criteria (e.g., one critic condemns a biography as too long and rambling; another praises it for its accuracy and never mentions its length)

Interpreting Charts/ Graphs

1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas   3.1.2. Students evaluate the quality of the texts and presentations from a variety of critical perspectives within the field of study (e.g., using both Poes elements of a short story and the elements of naturalist fiction to evaluate a modern story)  

Literacy in Content Area

1.1.1. Students interpret and analyze complex informational texts and presentations, including technical manuals, professional journals, newspaper and broadcast editorials, electronic networks, political speeches and debates, and primary source material in their subject area courses   1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas   2.1.2. Students identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret the work 3.1.2. Students evaluate the quality of the texts and presentations from a variety of critical perspectives within the field of study (e.g., using both Poes elements of a short story and the elements of naturalist fiction to evaluate a modern story)   4.1.1. Students engage in conversations and discussions on academic, technical, and community subjects, anticipating listeners needs and skillfully addressing them  

Study Skills/ Test Prep

     1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas