english language arts - paterson.k12.nj.us arts/curriculum...grade english language arts course and...
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ENGLISH LANGUAGE ARTS
Grade 7: Unit 4
Reading Literature & Informational Text
Research, Informative & Explanatory Writing
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Course Description
(Workshop Model)
Seventh grade English consists of reading, writing, speaking, listening and media literacy skills. During the block of literacy instruction students will
learn to use reading strategies that help them become effective readers. Some of these strategies include questioning the author, inferring, visualizing,
synthesizing and learning multiple strategies to help students learn to monitor their reading comprehension. The 7th grade curriculum is designed
around universal themes and essential questions to promote literary analysis of reading, incorporation of textual evidence when writing and to
encourage students to engage in deep meaningful discussions to socialize intelligence. The students are exposed to multiple genres of reading and
writing such as fiction, non-fiction, short stories, essays, novels, drama and poetry. Students will compose narrative, informational, expository,
persuasive, and other pieces of writing required by the teacher. Writer’s workshop is employed so that all students can improve their skills and voices
as writers. The teachers will instruct students using the workshop model philosophy with the use of the “I DO, WE DO, YOU DO” method of
instruction. Other skills such as grammar, vocabulary, listening and speaking are infused in the exploration of effective reading and writing. The 7th
grade English Language Arts course and instruction will lay the foundation for successful achievement in English. The New Jersey Student Learning
Standards are designed to provide a clear understanding of what students are expected to learn, so teachers and parents know what they need to do to
help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young learners need for
success in college and careers. It is our goal to establish a community of learners to become productive citizens in society striving towards pursuing
their life-long goals. Through an enriching and rigorous education and with on-going support our students will be fully prepared for the future to
compete successfully in the global economy.
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Rationale
In order to plan instruction inclusive of all students in the English Language Arts classroom, a
comprehensive curriculum has been developed. The standards covered during each instructional
unit of the Language Arts curriculum are reflective of the New Jersey Student Learning Standards
outlined in the New Jersey Curriculum Framework. Each standard in reading and writing has been
unpacked to illustrate the critical knowledge and skills students need in order to master the
standard. Essential questions and sample activities are included to utilize when teaching such
standard. Given the diverse population of learners in the classrooms, the Essential Elements related
to the standards from the Dynamic Learning Maps have been included for the special education
students as a means to inform teachers of the learning expectations and outcomes for those
students, based on their individual needs.
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ESL Framework
This ESL framework was designed to be used by bilingual, dual language, ESL and general education teachers. Bilingual and dual language
programs use the home language and a second language for instruction. ESL teachers and general education or bilingual teachers may use this
document to collaborate on unit and lesson planning to decide who will address certain components of the New Jersey Student Learning Standard
(NJSLS) and language objective. ESL teachers may use the appropriate leveled language objective to build lessons for ELLs which reflects what is
covered in the general education program. In this way, whether it is a pull-out or push-in model, all teachers are working on the same Student
Learning Standard. The design of language objectives are based on the alignment of the World-Class Instructional Design Assessment (WIDA)
Consortium’s English Language Development (ELD) standards with the New Jersey Student Learning Standards. WIDA’s ELD standards advance
academic language development across content areas ultimately leading to academic achievement for English learners. As English learners are
progressing through the six developmental linguistic stages, this framework will assist all teachers who work with English learners to appropriately
identify the language needed to meet the requirements of the content standard. At the same time, the language objectives recognize the cognitive
demand required to complete educational tasks. Even though listening and reading (receptive) skills differ from speaking and writing (expressive)
skills across proficiency levels the cognitive function should not be diminished. For example, an Entering Level One student only has the linguistic
ability to respond in single words in English with significant support from their home language. However, they could complete a Venn diagram with
single words which demonstrates that they understand how the elements compare and contrast with each other or they could respond with the support
of their home language (L1) with assistance from a teacher, para-professional, peer or a technology program.
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Pacing Chart – Unit 4
Topic: Reading Literature / Informational Text
Research, Informative and Explanatory Writing
NJSLS
Instruction: 8 weeks
Assessment: 1 week
DISTRICT RESOURCES
Writing Instruction: Research, Informative and Explanatory
Reading Instruction: Novel: Esperanza Rising by Pam Munoz Ryan
Spanish: Esperanza Renace
Text and Lessons for Content Area Reading by Harvey Daniels
and Nancy Steineke
IFL: Exploring Relationships (2-3 Week Unit),
Appendix B exemplars
Reading Standards:
Literature
RL.7.1, RL.7.2, RL.7.4,
RL.7.5, RL.7.6, RL.7.10
Informational
RI.7.1, RI.7.2, RI.7.4,
RI.7.5, RI.7.6. RI.7.10
Writing Standards:
W.7.2A, B, C, D, E, F,
W.7.4, W.7.5, W.7.6,
W7.7 W.7.10
Language Standards:
L.7.2B, L.7.3A,
L.7.4A,C,D, L.7.6
Speaking and Listening
Standards:
SL.7.1A,B,C,D, SL.7.2
SL.7.5, SL.7.6
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Effective Pedagogical Routines/Instructional Strategies Collaborative problem solving
Writing to learn
Making thinking visible
Note-taking
Rereading & rewriting
Establishing text-based norms for discussions & writing
Establishing metacognitive reflection & articulation as a regular pattern
in learning
Quick writes
Pair/trio Sharing
Turn and Talk
Charting
Gallery Walks
Whole class discussions
Modeling
Word Study Drills
Flash Cards
Interviews
Role Playing
Diagrams, charts and graphs
Storytelling
Coaching
Reading partners
Visuals
Reading Aloud
Model (I Do), Guided Practice (We Do), Independent Practice (You Do)
Mind Mapping
Trackers
Multiple Response Strategies
Choral reading
Reader’s/Writer’s Notebooks
Conferencing
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Educational Technology
Standards
8.1.8.A.1, 8.1.8.A.2, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.E.1
Technology Operations and Concepts □ Demonstrate knowledge of a real world problem using digital tools
□ Create a document with text using a word processing program.
Example: Students can use a word processing program to create an essay for the IFL Unit, Exploring Relationships.
Example: Students can create a document that combines media objects such as text, graphics, video, animation, and sound to represent and convey
information for the IFL Unit, Exploring Relationships.
Creativity and Innovation
□ Illustrate and communicate original ideas and stories using digital tools and media-rich resources.
Example: As part of the culminating assignment for the IFL Unit, Exploring Relationships, students will electronically submit an essay explaining
the significant ideas that each author contributes to the theme of exploring relationships.
Example: After reading Esperanza Rising, students can electronically submit an essay explaining the role of society and class in various parts of the
world.
Communication and Collaboration □ Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using
electronic tools.
Example: After reading Esperanza Rising, students can create a blog to publish their essays on society and class in various parts of the world
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Research and Information Literacy □ Use digital tools and online resources to explore a problem or issue affecting children, and discuss possible solutions.
Example: While reading Esperanza Rising, students can use digital tools such as Google Doc. Google Search Engine, and PowerPoint to explore and
present their findings of issues affecting migrant workers.
LINK: http://www.state.nj.us/education/cccs/standards/8/
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Computer Skills
Keyboarding Skills
Learn the home row position
Practice finding and using keys such as shift, backspace, forward
and back slashers, enter and Ctrl
Accurately keyboard alphabetic material at 25-30 wpm
Properly use a 10-key numeric keypad
Word Processing Skills
Select fonts, change font size, apply fort styles, and underlines
Apply font colors
Use cut and paste/ copy and paste
Change line and paragraph spacing
Move text and paragraphs
Indent text
Multimedia Presentation
Animate text and objects
Add sound, music, and movies
Change slide views
Move copy, duplicate, and delete slides
Stamina in accordance with CCSS.ELA-Literacy W.7.6
Use technology, including the Internet, to produce and publish
writing and link to and cite sources as well as interact and
collaborate with others, including linking to and citing sources.
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Career Ready Practices Standards
CRP1, CRP2, CRP4, CRP7
CRP1. Act as a responsible and contributing citizen and employee
Career-ready individuals understand the obligations and responsibilities of being a member of a community,
and they demonstrate this understanding every day through their interactions with others. They are
conscientious of the impacts of their decisions on others and the environment around them. They think about
the near-term and long-term consequences of their actions and seek to act in ways that contribute to the
betterment of their teams, families, community and workplace. They are reliable and consistent in going
beyond the minimum expectation and in participating in activities that serve the greater good.
Example: Students can demonstrate the responsibilities associated with being a member of community when engaging in collaboration with pair/trio
partnerships and when participating in whole group discussions. Examples may include jigsaw and fishbowl activities.
CRP2. Apply appropriate academic and technical skills.
Career-ready individuals readily access and use the knowledge and skills acquired through experience and
education to be more productive. They make connections between abstract concepts with real-world
applications, and they make correct insights about when it is appropriate to apply the use of an academic skill
in a workplace situation
Example: Students will apply appropriate academic and technical skills when making relevant global connections to Esperanza Rising.
CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,
verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make
maximum use of their own and others’ time. They are excellent writers; they master conventions, word
choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at
interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals
think about the audience for their communication and prepare accordingly to ensure the desired outcome.
Example: Students can communicate, in writing, when producing a research-based argument essay.
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CRP7. Employ valid and reliable research strategies.
Career-ready individuals are discerning in accepting and using new information to make decisions, change
practices or inform strategies. They use reliable research process to search for new information. They evaluate
the validity of sources when considering the use and adoption of external information or practices in their
workplace situation.
Example: Students can research the climate and typography of Aguascalientes, Mexico and the San Joaquin Valley, California. Decide which
climate would be more advantages for successful farming. Create a presentation that outlines the key points of your argument.
http://www.state.nj.us/education/aps/cccs/career/CareerReadyPractices.pdf
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WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use:
6- Reaching
Specialized or technical language reflective of the content areas at grade level
A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified
grade level
Oral or written communication in English comparable to proficient English peers
5- Bridging
Specialized or technical language of the content areas
A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or
reports
Oral or written language approaching comparability to that of proficient English peers when presented with grade level material.
4- Expanding
Specific and some technical language of the content areas
A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs
Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain
much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support
3- Developing
General and some specific language of the content areas
Expanded sentences in oral interaction or written paragraphs
Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of
its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support
2- Beginning
General language related to the content area
Phrases or short sentences
Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when
presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support
1- Entering
Pictorial or graphic representation of the language of the content areas
Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or
statements with sensory, graphic or interactive support
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Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
Time/General
Extra time for assigned tasks
Adjust length of assignment
Timeline with due dates for
reports and projects
Communication system
between home and school
Provide lecture notes/outline
Processing
Extra Response time
Have students verbalize steps
Repeat, clarify or reword
directions
Mini-breaks between tasks
Provide a warning for
transitions
Reading partners
Comprehension
Precise step-by-step directions
Short manageable tasks
Brief and concrete directions
Provide immediate feedback
Small group instruction
Emphasize multi-sensory
learning
Recall
Teacher-made checklist
Use visual graphic organizers
Reference resources to
promote independence
Visual and verbal reminders
Graphic organizers
Assistive Technology
Computer/whiteboard
Tape recorder
Spell-checker
Audio-taped books
Tests/Quizzes/Grading
Extended time
Study guides
Shortened tests
Read directions aloud
Behavior/Attention
Consistent daily structured
routine
Simple and clear classroom
rules
Frequent feedback
Organization
Individual daily planner
Display a written agenda
Note-taking assistance
Color code materials
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Differentiated Instruction
Accommodate Based on Students’ Individual Needs:
Leveled Text
Chunking text
Choice Board
Cubing
Socratic Seminar
Tiered Instruction
Small group instruction
Sentence starters/frames
Writing scaffolds
Tangible items/pictures (i.e., to facilitate vocabulary acquisition)
Tiered learning stations
Tiered questioning
Data-driven student partnerships
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Interdisciplinary Connections
Model Interdisciplinary thinking to expose students to other disciplines.
Health Connection: 2.1ABCDE 2.2ABCDE
Esperanza Rising~ Valley Fever- Valley Fever, also known as Coccidioidomycosis, is an infection that is caused by a fungus Coccidioides. This
fungus lives in the soil in southwestern United States, parts of Mexico, and parts of Central and South America. Valley fever is contracted by
inhalation of microscopic fungal spores in the air. Some people become severely ill from exposure to this dust developing flu-like symptoms, but can
be treated with antifungal medication. Students can research valley fever and have an Accountable Talk discussion to further analyze the topic.
http://www.cdc.gov/features/valleyfever/
http://discovermagazine.com/2014/may/1-valley-fever-the-hidden-epidemic
Science Connection MS-LS2-4
Esperanza Rising - Research the climate and typography of Aguascalientes, Mexico and the San Joaquin Valley, California. Decide which climate
would be more advantages for successful farming. Create a PowerPoint presentation that outlines the key points of your argument..
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Enrichment
Accommodate Based on Students Individual Needs: Strategies
The goal of Enrichment is to provide learners the opportunity to participate in extension activities that are differentiated and augment the district’s
curriculum. Teachers are to accommodate based on student individual needs.
Show a high degree of intellectual, creative and/or artistic ability and demonstrate this ability in multiple ways.
Pose questions and exhibit sincere curiosity about principles and how things work.
The ability to grasp concepts and make real world and cross-curricular connections.
Generate theories and hypotheses and pursue methods of inquiry.
Produce products that express insight, creativity, and excellence.
Possess exceptional leadership skills.
Evaluate vocabulary
Elevate Text Complexity
Inquiry based assignments and projects
Independent student options
Tiered/Multi-level activities
Purposeful Learning Center
Open-ended activities and projects
Form and build on learning communities
Providing pupils with experiences outside the ‘regular’ curriculum
Altering the pace the student uses to cover regular curriculum in order to explore topics of interest in greater depth/breadth within their own grade level.
A higher quality of work than the norm for the given age group.
The promotion of a higher level of thinking and making connections.
The inclusion of additional subject areas and/or activities (cross-curricular).
Using supplementary materials in addition to the normal range of resources.
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Assessments
Required District/State Assessments
STAR Reading
(Refer to the district assessment calendar for the
appropriate testing window)
End of Unit Assessment
(Students with CPL ≥3.5)
ESL Unit Level 1-2 Assessment
(Students with CPL ≤3.4)
W-APT oral language proficiency test / ACCESS
PARCC
Suggested Formative/Summative Classroom Assessments
Short constructed response questions
Multiple Choice questions
Quizzes
Journals
Essays
Quick writes
Summative chapter test
Projects
Portfolio
Exit Slips
Graphic Organizers
Presentations (incorporating Web 2.0 tools)
Homework
Anecdotal Notes
Student Conferencing
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Grade: 7 ELA Standards
Standards in each Unit
1 2 3 4
LANGUAGE
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.1A Explain the function of phrases and clauses in general and their function in specific sentences. X
L.7.1B Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. X
L.7.1C Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. X
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.2A Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
X
L.7.2B Spell correctly. X X X X
L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.7.3A Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. X X X X
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
L.7.4A Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. X X X X
L.7.4B Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). X
L.7.4C Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. X X X X
L.7.4D Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). X X X X
L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.7.5A Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. X
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L.7.5B Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. X
L.7.5C Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
X
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. X X X X
READING: LITERATURE
RL.7.1 Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text. X X X X
RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. X X X X
RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). X
RL.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
X X X
RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. X X X
RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. X X X X
RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). X
RL.7.9
Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
X
RL.7.10
By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, scaffolding as needed.
X
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READING: INFORMATIONAL TEXT
RI.7.1 Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text. X X X X
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. X X X X
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). X
RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. X X X
RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. X X X
RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. X X X X
RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). X
RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. X
RI.7.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
X
RI.7.10 By the end of the year read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.
X
WRITING
W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
W.7.1A Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. X
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W.7.1B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. X
W.7.1C Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. X
W.7.1D Establish and maintain a formal style/academic style, approach, and form. X
W.7.1E Provide a concluding statement or section that follows from and supports the argument presented. X
W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.7.2A Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia).
X X
W.7.2B Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. X X
W.7.2C Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. X X
W.7.2D Use precise language and domain-specific vocabulary to inform about or explain the topic. X X
W.7.2E Establish and maintain a formal style academic style, approach, and form. X X
W.7.2F Provide a concluding statement or section that follows from and supports the information or explanation presented.
X X
W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.7.3A Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. X
W.7.3B Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. X
W.7.3C Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. X
W.7.3D Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. X
W.7.3E Provide a conclusion that follows from and reflects on the narrated experiences or events. X
W.7.4 Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) X X X X
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W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. X X X X
W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. X X X X
W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. X X X X
W.7.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
X X X X
W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.9A Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
X X X X
W.7.9B Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”). X X X X
W.7.10 Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
X X X X
SPEAKING AND LISTENING
SL.7.1A
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
A. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
X X X X
SL.7.1B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. X X X X
SL.7.1C Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. X X X X
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SL.7.1D Acknowledge new information expressed by others and, when warranted, modify their own views. X X X X
SL.7.2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
X X
SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. X
SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
X X X
SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. X
SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. X X X X
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Grade: 7 Unit 4 Topic: Reading Literature & Informational Text
Research, Informative & Explanatory Writing
Standards: NJSLS:
Reading Literature: 7.1, 7.2, 7.4, 7.5, 7.6 7.10 Reading Informational Text: 7.1, 7.2, 7.4, 7.5, 7.6, 7.10
Writing: 7.2A,B,C,D,E,F, 7.4, 7.5, 7.6, 7.7, 7.10
Speaking and Listening: 7.1A,B,C,D, 7.2, 7.5, 7.6 Language: 7.2B, 7.3A, 7.4A,B,C,D, 7.6
IFL Unit CCSS:
Reading Literature: 7.1, 7.2, 7.3, 7.4, 7.5, 7.6 Writing: 7.2, 7.3, 7.4, 7.5, 7.9, 7.10
Speaking and Listening: 7.1 Language: 7.4
IFL Reading Unit: Exploring Relationships (2-3 Week Unit) In this unit, students will read two texts: an excerpt from Bone Black: Memories of Girlhood1 by Bell Hooks and “Some Fortunate Future Day”2
by Cassandra Clare. Both texts deal with themes about relationships, following characters who have complex relationships with the people and
things around them. Through the study of these two literary texts, students build their knowledge about point of view and the methods these
authors use to tell these stories Through engaging in this unit, student will learn about:
point of view and how it shapes the readers’ understanding of characters and events
the methods these authors use to develop and write about their characters and their characters’ relationships
characteristics of literary interpretations
Required Resources for IFL Mentor Texts:
“Bone Black: Memories of Girlhood1” by Bell Hooks
“Some Fortunate Future Day” by Cassandra Clare
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New Jersey Student Learning Standard (NJSLS) RL.7.1 NJSLS: 7.1 Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Essential Element of the NJSLS: Analyze text to identify where information is explicitly stated and where inferences must be drawn.
Student Population Critical Knowledge and Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Paraphrase evidence from
text
Correctly cite evidence
Closely read the text
(questioning, determining
importance, looking for
patterns) to extract
quality evidence to
support a claim
Use evidence from the
text to make and check
predictions as you read
Make personal
connections, connections
to other texts, and/or
global connections, when
relevant
Gather evidence from the
text to support inferences
or explicit meaning
Read and analyze a
variety of literary genres
Probe a segment of text in
order to study and
evaluate its multiple,
What textual evidence
did you identify to
support your analysis of
the text?
Cite several examples of
textual evidence.
According to lines (x-x),
what can you infer…?
What inferences can you
draw from your analysis
of the text?
Show me in the text
what makes you think
that?
What can you conclude
from the text?
Which evidence is most
relevant?
What can you infer from
this paragraph? Explain
your thinking.
Use a graphic organizer to chart details.
Use a double entry journal to chart details
and make inferences.
In pairs, have students chart details to
summarize the text.
Use the summary to extrapolate a theme.
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deeper, and varied
meanings
Combine text information
and prior knowledge
(personal experience
and/or previous reading)
to create new information
in the form of inferences
Refer to the text for
support when analyzing
and drawing inferences.
ESL Levels 2.5-3.9
WIDA 2: Reading,
Speaking
Special Education
Students - Mid
Group
Identifying the main idea
Identifying supporting
details
Drawing inference
Supporting inferences
using pieces from the
text
How can you determine
the main idea?
How can you support
the main idea using
supporting details?
How can you utilize
details to make an
inference?
Use a graphic organizer to chart
supporting details.
Use a double entry journal to chart
supporting details and make inferences.
In pairs, have students chart supporting
details to summarize the text. Then, pairs
of students will share their findings with
the whole class.
ESL Levels 1-2.4
WIDA 2: Reading,
Speaking
Special Education
Students - Low
Identifying the main idea
Identifying supporting
details
Which one of the
following sentences
summarizes the main
idea?
Given the main idea,
which of the following
sentences are
Have students match sentence citations
from appropriately leveled text to visual
representations.
Provide students with appropriately
leveled sentences and have students
underline the sentences that support the
main idea.
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Group
supporting details?
With teacher’s prompt and support, Use a
partially filled graphic organizer to chart
supporting details.
Sample Test Released Item: (4125_A EBSR) - Associated Text: “Black Beauty: The Autobiography of a Horse”
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New Jersey Student Learning Standard (NJSLS) RL.7.2 NJSLS: RL.7.2 Determine the theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of
the text.
Essential Element of the NJSLS: Identify events in a text that are related to the theme or central idea.
Student Population Critical Knowledge and Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Provide a statement of a
theme(s) or a central
idea(s) of a fictional text,
based on textual evidence
Explain the theme or
central idea of a fictional
piece using key details as
evidence, including
details from the
beginning, middle, and
end of the text
Analyze the development
of the theme or central
idea over the course of the
fictional text, including
the relationship between
characters, setting, and
plot over the course of a
text
Evaluate recurring ideas
and changes in the
characters and plot over
the course of the text
(why did the author make
those changes, impact on
What is the theme or
central idea?
Is there more than one
central idea?
How are the central
ideas developed?
Cite evidence from the
text to support your
determination of the
theme/central idea.
_____ best captures the
theme.
An example of how the
theme recurs/is
developed in the text
is__________________
__.
How can you objectively
summarize the text?
What makes a summary
objective?
Underline and mark provided text for key
points and supporting details during
active/sustained silent reading.
Use a whip-around to determine different
student interpretations of the text.
In pairs, have students chart details to
summarize the text. Use the summary to
extrapolate the theme.
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the reader, effectiveness
of the author’s choices)
Identify how the theme or
central idea relates to the
characters, setting, and/or
plot over the course of the
text
Summarize the text
objectively, capturing the
main ideas
Distinguish between
essential and nonessential
details of a text to create
an objective summary of
the text.
ESL Levels 2.5-3.9
WIDA 2: Reading,
Speaking
Special Education
Students - Mid
Group
Identifying theme
Supporting details
Development of events
Summarizing
What is the theme of
the text?
What are the supporting
details that support the
theme?
Model for students how to make a
connection between the theme and events
in an adapted text.
Highlight the central idea and underline
key words and supporting details during
active/sustained silent reading.
Provide students with a graphic organizer
and have them list important events.
Use a whip-around to determine different
student interpretations of the text.
In a guided reading activity, use a flow
chart and phrases / sentences to show the
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development of a central idea in a simple
text.
In pairs, have students chart details to
support the theme.
ESL Levels 1-2.4
WIDA 2: Reading,
Speaking
Special Education
Students - Low
Group
Identifying theme
Supporting details
Development of events
Which one of the
following sentences is
the theme of the story?
Which group of
sentences supports the
theme or central idea?
After reading aa appropriately leveled
story, have students match the theme with
corresponding words, pictures, and short
phrases.
In a guided reading activity, use a flow
chart, visuals, and a word bank of pre-
taught words to show the development of
a central idea in a simple text.
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Sample Test Released Item: (4125_A EBSR) Associated Text: “Black Beauty: The Autobiography of a Horse”
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New Jersey Student Learning Standard (NJSLS) RL.7.4 NJSLS: RL.7.4 Determine the theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of
the text. Essential Element of the NJSLS: Determine the meaning of simple idioms and figures of speech as they are used in a text.
Student Population Critical Knowledge and Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Demonstrate the ability
to determine the meaning
of words and phrases as
they are used in a text
(e.g., figurative,
connotative, technical)
Analyze the impact of
specific word choice on
meaning and/or tone
Explain poetic devices
used in text
Analyze the impact of
poetic sound devices
(rhyme scheme,
alliteration, consonance,
etc.) on a particular
section of a text
Analyze why the author
used a specific word
choice or sound device
Analyze the impact of a
word choice or sound
device on the reader
Evaluate the
effectiveness of the
What does the
word/phrase _______
mean in this selection?
Without changing the
meaning of the
sentence, which word
can best be used to
replace the underlined
part?
Which of the following
synonyms is closest in
the meaning to the
word _________?
The author uses
connotation to_______.
What is the technical
meaning of the word?
What message does the
author convey?
What is the tone of the
selection?
How does the author’s
word choice impact the
meaning and tone of the
passage?
Create a graphic organizer noting literal
and implied meanings of words.
Have students Think-Pair-Share in regard
to why the author chose to use specific
words.
Use visual representation to compare a
word’s literal and figurative meaning.
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author’s word choice or
sound device
ESL Levels 2.5-3.9
WIDA 2: Reading,
Speaking
Special Education
Students - Mid
Group
Understanding new
vocabulary words
Using synonyms and
antonyms to determine
word meaning
Interpret meaning by
using context clues
Understanding figurative
and connotative meanings
Formal and informal tone
How can I analyze the
use of rhymes, repetition
of words, and alliteration
in poetry and literary
texts?
How can I determine a
phrase’s implied
message?
Which words and
phrases specifically
impact the tone of the
text?
Create an anchor chart with examples of
rhymes, repetition of words, and
alliteration.
Create a word gallery.
With teacher’s prompt and support,
highlight in different colors rhymes,
repetition of words, and alliteration in
poetry.
Complete a four square vocabulary
graphic organizer.
Use a graphic organizer to chart literal and
implied meaning of words.
Model using context clues to determine
the meaning of unknown words.
Given short sentences, as a group
determine the meaning of words based on
its use and explain the answer.
Watch a video about identifying figurative
language. As a group, create riddles about
figurative language.
With teacher’s prompt and support,
students will read a leveled text and chart
formal and informal tone.
Provide students with Yes/ No or multiple
choice questions to identify synonyms or
antonyms.
Create visual representations of
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vocabulary words.
Given context clues, students will match
words to pictures.
Given a word bank, students will
complete appropriately leveled sentences.
Given specific statements, students will
match a statement with the correct term
(rhyme, repetition or words, and
alliteration).
Sort words that have positive and negative
connotation
After reading a short text, as class identify
the author’s tone.
Highlight words or phrases that reinforce
the author’s tone. Highlight formal and
informal tone with two different colors.
ESL Levels 1-2.4
WIDA 2: Reading,
Speaking
Special Education
Students - Low
Group
Using context clues to
figure out meanings
Word Choice
Using synonyms and
antonyms to determine
word meaning
Understanding figurative
and connotative
meanings
Which of the following
words and phrases
helps you figure out the
unknown word in the
sentence?
Which of the following
represents the implied
meaning of the
sentence?
Which group of words
represents rhyming
words?
Which of the following
Provide students with Yes/ No or multiple
choice questions to identify synonyms or
antonyms.
Create visual representations of
vocabulary words.
Match context clues to words or pictures.
Given a word bank, students will
complete appropriately leveled sentences.
Given specific statements students will
match a statement with the correct term
(rhyme, repetition, and alliteration)
Sort out words that have positive or
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words is the synonym
of the underlined word?
negative connotation.
After reading a short text as a whole class,
identify the author’s tone by highlighting
words or phrases that reinforce the
author’s tone using different colors.
Sample Test Released Item: (4122_A EBSR) Associated Text: “Black Beauty: The Autobiography of a Horse”
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New Jersey Student Learning Standard (NJSLS) RL.7.5 NJSLS: RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g. soliloquy, sonnet) contributes to its meaning.
Essential Element of the NJSLS: Compare the structure of two or more texts (e.g., stories, poems, or dramas).
Student Population Critical Knowledge and Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Describe the form and
structure of a drama
or poem
Describe the structure
used to organize a
nonfiction text
Explain how text
structure impacts
overall meaning of
text
Identify how the
differing form or
structure of a text
contributes to its
meaning
Analyze how parts of
a text contribute to
meaning
Explain why the
author chose a
specific form or
structure
Analyze the impact of
What is the structure
of the text?
What is the meaning
of the text?
How does the
structure of the text
contribute to its
meaning?
How does the
sentence, chapter,
scene, or stanza fit
into the overall
structure of a
____________?
How would the
meaning of the poem
/drama have been
different if it were
written as a
_________?
With a partner analyze a text and
determine the text features.
Compare and contrast two or more
informational texts.
After examining a drama’s or poem’s
form or structure, students can analyze
how specific structures impact meaning.
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the form or structure
on the reader (how
would the text be
different if the form
changed?)
Evaluate the
effectiveness of the
chosen form or
structure
ESL Levels 2.5-3.9
WIDA 2: Reading,
Speaking
Special Education
Students - Mid
Group
Analyze how the form
of a poem at an
adapted grade 6- 7 text
level band, contributes
to its meaning.
Use key content based
vocabulary in simple
sentences which may
include errors.
How does the author
organize structure
events?
How can the text
features help you
understand the
author’s development
of ideas?
How do paragraph
__________ and
___________ relate
to each other?
In a mini-lesson, explain to students
how features in a literary text help
develop the central idea.
Provide students with an appropriately
leveled short literary text and have
students work in pairs or small groups
in order to discuss the central idea
based on text features.
With teacher’s prompt and support,
have students use a plot diagram to
cite main ideas and write a summary.
ESL Levels 1-2.4
WIDA 2: Reading,
Speaking
Special Education
Students - Low
Group
Read to cite the textual
evidence from short
stories in L1.
Match phrase citations
from appropriately
leveled text to visual
representations
Match sentence
What is the appropriate
order of the following
ideas as they appear in
the story?
Which one of the
following features does
the author use to develop
his / her ideas?
Given a set of ideas, have students put
these ideas in the order they appeared
in an appropriately leveled text.
38 | P a g e
citations from
appropriately leveled
text to visual
representations.
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New Jersey Student Learning Standard (NJSLS) RL.7.6 NJSLS: RL.7.6 Analyze how an author develops and contrast`s the points of view of different characters or narrators in a text.
Essential Element of the NJSLS: Compare the points of view of two or more characters or narrators in a text.
Student Population Critical Knowledge and Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Identify the viewpoints
of characters in a text
Compare and contrast the
characters’ points-of-
view
Trace how the author
created and conveyed the
similar and/or dissimilar
characters
Analyze the impact of the
author’s point of view
choices on the reader
Evaluate the
effectiveness of the
author’s point of view
choices
Which words from the
text show that it is
written in__________
person?
The selection is told
from the point of view
of_________.
What perspective or
point of view does each
character have?
How/why does
________’s point of
view differ from that of
another character?
Which sentence from
the text best shows that
the narrator’s point of
view is
subjective/objective?
How does the author’s
word choice help to
develop the narrator’s
or speaker’s point of
view?
Determine the differences in point of view
between the story from the textbook and
the informational pieces chosen for
supplemental purposes.
Have students justify claims based on a
graphic organizer and back up the claims
using Accountable Talk.
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ESL Levels 2.5-3.9
WIDA 2: Reading,
Speaking
Special Education
Students - Mid Group
Point of view
Author’s purpose
Characterization
Word choice
What is the character’s
point of view?
Is the character’s point
of view different from
that of the audience?
What is the effect of
different points of view?
Could my point of view
differ from the author’s?
Model for students how to identify
characters’ point of view based on a short,
adapted text.
In a ’think-pair-share’, students will
discuss with a partner a point of view that
is different from those of other characters.
Have students complete a graphic
organizer outlining different points of
views, i.e., narrator’s point of view,
characters’ point of view, and students’
point of view.
After reading a passage, students will
identify the author’s purpose, and explain
their choice.
After reading a text, use a graphic
organizer to chart words and/ phrases
found in the passage that gave the clues
about the author’s purpose. ESL Levels 1-2.4
WIDA 2: Reading,
Speaking
Special Education
Students - Low Group
Point of view
Author’s purpose
Characterization
Word choice
Which sentence in the
paragraph shows the
character’s point of
view?
Which of the following
represents a point of
view different from the
author’s?
Model for students how to identify the
character’s point of view based on a short,
adapted text.
Teacher and students will choose books
from the class library and categorize them
by the author’s purpose.
After reading a short text, teacher will
provide students with sentence strips
Match phrases with author’s purpose
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After reading aloud and comprehending
an appropriately leveled text, students will
be given a multiple-choice activity to
choose the character’s point of view.
Students can also be asked to go back to
the text and highlight the sentence
featuring the character’s point of view.
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Sample Test Released Item: (4273_A EBSR) Associated Text: “The Georges and the Jewels”
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New Jersey Student Learning Standard (NJSLS) RL.7.10 NJSLS: RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Essential Element of the NJSLS: Demonstrate understanding of text while actively engaged in reading or listening to stories, dramas, and
poetry.
Student Population Critical Knowledge and Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Read various forms of
literature fluently
Demonstrate
comprehension of
various forms of literary
text
Read independently and
comprehend complex
texts
Make an effort to
independently read texts
of increasing complexity
Monitor comprehension
What have you read
independently lately?
What genres have you
recently read?
What genre did you
enjoy the most?
Have you read multiple
books by the same
author?
Who is your favorite
author?
Do you think you are
ready to read a more
complex text or
different type of
literature?
What is the Lexile
level of this text?
Briefly summarize the
plot and theme of the
text
Students will answer text dependent
questions in order to demonstrate
understanding of complex grade level
texts
ESL Levels 2.5-3.9 Read and comprehend, What have you read Students will read and comprehend, with
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WIDA 2: Reading,
Speaking
Special Education
Students - Mid
Group
with scaffolding a variety
of literature with
increasing complexity in
L1
Illustrate excerpts from a
grade-level text using
selected single words in
key phrase patterns.
Read various forms of
literature fluently
Demonstrate
comprehension of
various forms of literary
text
independently lately?
What genres have you
recently read?
What genre did you
enjoy the most?
Have you read multiple
books by the same
author?
scaffolding, a variety of adapted literature
with increasing complexity using key
vocabulary in a series of simple, related
sentences.
Have students identify and summarize the
main idea(s) of a text using simple
sentences.
ESL Levels 1-2.4
WIDA 2: Reading,
Speaking
Special Education
Students - Low
Group
Read independently and
comprehend complex
texts
Make an effort to
independently read texts
of increasing complexity
Monitor comprehension
Who is your favorite
author?
Do you think you are
ready to read a more
complex text or
different type of
literature?
What made this text or
reading complex?
Briefly summarize the
plot and theme of the
text.
Students will read and comprehend, with
scaffolding, a variety of literature with
increasing complexity in L1 and/or in
illustrated excerpts from a grade-level text
using selected single words in key phrase
patterns.
Have students identify and summarize the
main idea(s) of a text using simple
sentences.
Allow students to write responses in their
L1 and use dictionaries to translate as
necessary.
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New Jersey Student Learning Standard (NJSLS)RI.7.1 NJSLS: 7.1 (Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn
from the text.).
Essential Element of the NJSLS: Analyze text to identify where information is explicitly stated and where inferences must be drawn.
Student Population Critical Knowledge and Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Paraphrase evidence from
text
Correctly cite evidence
Closely read the text
(questioning, determining
importance, looking for
patterns) to extract
quality evidence to
support a claim
Use evidence from the
text to make and check
predictions as you read
Make personal
connections, connections
to other texts, and/or
global connections, when
relevant
Gather evidence from the
text to support inferences
or explicit meaning
Read and analyze a
variety of informational
texts
Probe a segment of text in
order to study and
What textual evidence
did you identify to
support your analysis of
the text?
Cite several examples of
textual evidence.
According to lines (x-x),
what can you infer…?
What inferences can you
draw from your analysis
of the text?
Show me in the text
what makes you think
that?
What can you conclude
from the text?
Which evidence is most
relevant?
What can you infer from
this paragraph? Explain
your thinking.
Use a graphic organizer to chart details.
Use a double entry journal to chart details
and make inferences.
In pairs, have students chart details to
summarize the text.
Use the summary to extrapolate a theme.
46 | P a g e
evaluate its multiple,
deeper, and varied
meanings
Combine text information
and prior knowledge
(personal experience
and/or previous reading)
to create new information
in the form of inferences
Refer to the text for
support when analyzing
and drawing inferences.
ESL Levels 2.5-3.9
WIDA 2: Reading,
Speaking
Special Education
Students - Mid
Group
Identifying the main idea
Identifying supporting
details
Drawing inference
Supporting inferences
using pieces from the text
What can you infer
from what you have
read?
What can I interpret or
understand from the
text?
What is the author
telling us?
Is my understanding of
the text correct based
on the text details?
How do my experiences
help me to understand
what I am reading?
What is the most
After reading a short read aloud, the
teacher will model how to draw inferences
and chart on an anchor chart.
Students will identify details and give
examples by using pre-taught words or
phrases on a graphic organizer.
Given sentence frames students will draw
inferences. For example,
From the text I can tell that
___________because on page _____it
states, _______________.”
After reading a leveled text, in pairs
students will highlight statements that
explain what the text is about.
After reading a short text, students will
47 | P a g e
important information
in the text?
Are my inferences
accurate based on the
text details?
What are the most
important facts?
Why did the author
want the reader to learn
these?
complete a T- chart to write their
inferences and support their answers.
In pairs, students will read short
paragraphs and answer yes/no or multiple
choices questions.
ESL Levels 1-2.4
WIDA 2: Reading,
Speaking
Special Education
Students - Low
Group
Identify details and
examples
Draw inferences based
on textual evidence and
illustrations
Explain what the text
says with drawings and
simple answers to WH-
question:
Cite one or two examples
using word bank and
illustrations to explain an
inference.
What are the facts in
the text?
Where in the text does
it show it/tells you?
(Teacher will use
characters, plot, and events
from appropriately leveled
text when asking these
questions)
After reading a leveled text, students will
use visual representations or sentence
starters to identify the most important
information in the text. For example,
On page _________it states that
__________________”
Was the text about _____or __________?
In the text, did ___________happen?
In the beginning, middle and end of the
text, did ___________happen?
Students will use pre-taught words or
illustrations or point to pictures to draw
inferences based on textual evidence.
Students will answer WH questions to
explain what the text says.
Teacher will model how to cite examples
in making inferences with the aid of
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graphic organizers.
Sample Test Released Item: (VF557766 EBSR) “The Benefits of Breakfast”
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New Jersey Student Learning Standard (NJSLS) RI.7.2 NJSLS: RL.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary
of the text.
Essential Element of the NJSLS: Determine two or more central ideas in a text.
Student Population Critical Knowledge and
Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Explain how two or more
central ideas in a
nonfiction piece develop
over the course of the
text, including the
relationship between
people, ideas, and events
Identify and use
knowledge of common
graphic features (charts,
maps, diagrams, captions,
illustrations) to help
determine two or more
central idea of a text
Summarize the text
objectively, capturing the
main ideas
Distinguish between
essential and nonessential
details of a text to create
an objective summary of
the text.
What is the theme or
central idea?
Is there more than one
central idea?
How are the central
ideas developed?
Cite evidence from the
text to support your
determination of the
theme/central idea.
_____ best captures the
theme.
An example of how the
theme recurs/is
developed in the text
is__________________
__.
How can you objectively
summarize the text?
What makes a summary
objective?
Underline and mark provided text for key
points and supporting details during
active/sustained silent reading.
Use a whip-around to determine different
student interpretations of the text.
In pairs, have students chart details to
summarize the text. Use the summary to
extrapolate the theme.
50 | P a g e
ESL Levels 2.5-3.9
WIDA 2: Reading,
Speaking
Special Education
Students - Mid
Group
Determine central ideas
Formulate an objective
summary of the text
Reading Comprehension
What is the
main/central idea?
How are the
main/central ideas
developed?
Highlight and underline key words that
help support the main/central ideas. Circle
supporting details.
Main/Central Idea________
Supporting detail 1_____
Supporting detail 2______
Supporting detail 3______
In groups, complete objective summary,
using main/central idea graphic organizer.
ESL Levels 1-2.4
WIDA 2: Reading,
Speaking
Special Education
Students - Low
Group
Determine central ideas
Formulate an objective
summary of the text
Reading Comprehension
Which one of the
following sentences
summarizes the main
idea?
Given the main idea,
which of the following
sentences is supporting
evidence?
After listening to an audio of an
appropriately leveled text, match possible
main/central ideas with corresponding
pictures or statements.
Students will identify important details by
answering Yes/ No or multiple choice
questions.
In pairs, use a flow chart and pre-taught
word bank to show the development of a
central idea in a simple text.
Students will use pictures to complete a
storyboard.
51 | P a g e
Sample Test Released Item: (VF557766 EBSR) “The Benefits of Breakfast”
52 | P a g e
New Jersey Student Learning Standard (NJSLS) RI.7.4 NJSLS: RI.7.4 Determine the meaning of words and phrases as they are used in a text including figurative, connotative, and technical meanings;
analyze the impact of a specific word choice on meaning and tone. Essential Element of the NJSLS: Determine how words or phrases are used to persuade or inform a text.
Student Population Critical Knowledge and Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Demonstrate the ability
to determine the meaning
of words and phrases as
they are used in a text
(e.g., figurative,
connotative, technical)
Analyze the impact of
specific word choice on
meaning and/or tone
Analyze why the author
used a specific word
choice or sound device
Analyze the impact of a
word choice or sound
device on the reader
Evaluate the
effectiveness of the
author’s word choice or
sound device
What does the
word/phrase _______
mean in this selection?
Without changing the
meaning of the
sentence, which word
can best be used to
replace the underlined
part?
Which of the following
synonyms is closest in
the meaning to the
word _________?
The author uses
connotation to_______.
What is the technical
meaning of the word?
What message does the
author convey?
What is the tone of the
selection?
How does the author’s
word choice impact the
Create a graphic organizer noting literal
and implied meanings of words.
Have students Think-Pair-Share in regard
to why the author chose to use specific
words.
Use visual representation to compare a
word’s literal and figurative meaning.
53 | P a g e
meaning and tone of the
passage?
ESL Levels 2.5-3.9
WIDA 2: Reading,
Speaking
Special Education
Students - Mid
Group
Identify and interpret
connotations
Figurative Language
Word Choice
Tone
What is connotation?
What is the literal
meaning of the word?
How do you know the
difference between a
literal meaning and a
figurative meaning?
What is the tone of the
reading selection?
Given sentences with underlined words
and phrases, students will determine
positive or negative connotations.
With teacher’s prompt and support,
students will utilize a graphic organizer to
chart literal and figurative meanings of
words from an appropriately leveled
passage.
Students will draw literal and figurative
meanings.
After reading a paragraph as a class, the
teacher will model by highlighting context
clues in order to determine the meaning of
unknown words.
Given a word web, students will chart
words with corresponding context clues.
Using a short, leveled excerpt, identify
words or phrases in the text that illustrate
the author’s tone.
Using a tone reference sheet, students will
complete a T-chart, citing evidence to
support the author’s tone.
ESL Levels 1-2.4
WIDA 2: Reading,
Identify and interpret
connotations
What is connotation?
What is the literal
Using index cards, students will sort words
and phrases into positive and negative
54 | P a g e
Speaking
Special Education
Students - Low
Group
Figurative Language
Word Choice
Tone
meaning of the word?
How do I know the
difference between a
literal meaning and a
figurative meaning?
What is the tone of the
passage?
Which word best
completes the sentence?
connotation.
Match context clues to words or pictures.
In groups, students will discuss examples
of figurative language in text and create a
visual representation of the meaning.
Model tone identification of a text.
Given the tone, students will finish
partially completed T-chart, citing
evidence to support the author’s tone.
Using an appropriate leveled sentence,
students will select grade-level vocabulary
word from the word bank to complete a
statement. (i.e., bad, horrible, grotesque).
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Sample Test Released Item: (4161_A EBSR) Associated Text: “The Klondike Gold Rush”
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New Jersey Student Learning Standard (NJSLS) RI.7.5 NJSLS: RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
Essential Element of the NJSLS: Determine how a fact, step, or event fits into the overall structure of the text.
Student Population Critical Knowledge and Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Describe the structure
used to organize a
nonfiction text
Explain how text
structure impacts
overall meaning of
text
Identify how the
differing form or
structure of a text
contributes to its
meaning
Analyze how parts of
a text contribute to
meaning
Explain why the
author chose a
specific form or
structure
Analyze the impact of
the form or structure
on the reader (how
would the text be
What is the structure
of the text?
What is the meaning
of the text?
How does the
structure of the text
contribute to its
meaning?
How does the
sentence, chapter,
scene, or stanza fit
into the overall
structure of a
____________?
How would the
meaning of the poem
/drama have been
different if it were
written as a
_________?
With a partner analyze a text and
determine the text features.
Compare and contrast two or more
informational texts.
After examining a drama’s or poem’s
form or structure, students can analyze
how specific structures impact meaning.
57 | P a g e
different if the form
changed?)
Evaluate the
effectiveness of the
chosen form or
structure
ESL Levels 2.5-3.9
WIDA 2: Reading,
Speaking
Special Education
Students - Mid
Group
Analyze text structures
Compare and Contrast
Analyze text features
What is text structure?
What are the different
types of text structure
in an informational
text?
What is the text
structure?
How do I compare and
contrast two texts?
What text features does
the author use to
develop his / her ideas?
Model and create anchor charts about the
different text structures: chronological,
sequence, cause and effect, problem and
solution, compare and contrast.
Model the reading of two short leveled
texts and complete a corresponding
graphic organizer.
In pairs, read a leveled passage. Students
will match the passage with the created
anchor chart.
With a partner, determine the text
structure of two short leveled passages
using the anchor chart. Use a three-
Column chart to compare and contrast.
Given sentence stems, compare and
contrast two short leveled passages:
The text structure of _____ is similar
to_______ in that both are_________.
The text structure of ______ is different
from _________ in that _____ is
____________and _________is _______.
Create a teacher-guided –text-structure-
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anchor chart based on selected text.
In pairs, read a short leveled passage and
identify the text features the author used
by circling the appropriate feature.
ESL Levels 1-2.4
WIDA 2: Reading,
Speaking
Special Education
Students - Low
Group
Analyze text structures
Compare and Contrast
Analyze text features
How does the author
organize the text?
What are the
differences between the
text structures? What
do you see that is
different?
What text features does
the author use to
develop his ideas?
Model and chart one text structure at a
time. Have students match the passage with
text structure.
Students will finish a partially completed
graphic organizer for each text structure.
Given a leveled passage, students will use
a check list to answer Yes/ No questions
about the features that the author used
throughout the texts.
Using a short leveled text, model
highlighting and identifying signal words
and phrases that correspond with the text
features. Provide students with a reference
sheet of signal words and phrases.
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Sample Test Released Item: (4785_A EBSR) Associated Text: “The Klondike Gold Rush”
60 | P a g e
New Jersey Student Learning Standard (NJSLS) RI.7.6 NJSLS: RI.7.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Essential Element of the NJSLS: Determine an author’s purpose or point of view.
Student Population Critical Knowledge and Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Identify the author’s
point of view
Explain the techniques
the author uses to
distinguish his/her point
of view from others
Evaluate the
effectiveness of the
techniques the author
uses to distinguish
his/her point of view
from others
What is the author’s
point or view or
purpose?
How does the author’s
word choice help
develop the point of
view/purpose?
How does the author
distinguish his/her
position from that of
others?
After reading an informational excerpt,
determine the author’s point of view.
Read multiple articles. Have students pair
at identified points and complete the
phrase: This section/paragraph is
about_____; and the point is _______.
ESL Levels 2.5-3.9
WIDA 2: Reading,
Speaking
Special Education
Students - Mid
Group
Point of view
Analyze purpose
Narrator
How can you define an
author’s purpose?
How can you define an
author’s point of view?
What is the author’s
purpose?
What is the author’s
point of view?
How does the author
distinguish his/her
After listening to a short leveled text,
model how to find the author’s/ narrator’s
point of view. Highlight words or phrases
that support the author’s/narrator’s point
of view.
Using an appropriately leveled passage,
students in groups will identify the
author’s/ narrator’s point of view by
highlighting reasons and evidence that
support particular points.
Complete a graphic organizer with the
61 | P a g e
position from that of
others?
How does the author
distinguish his/her
position from that of
others?
author’s point of view and evidence.
ESL Levels 1-2.4
WIDA 2: Reading,
Speaking
Special Education
Students - Low
Group
Point of view
Analyze purpose
Narrator
What is an author’s
purpose?
What is an author’s
point of view?
How does the author
distinguish his/her
position from that of
others?
After listening and comprehending an
appropriately leveled text, students will
answer multiple choice questions about
the author’s point of view.
Given sentence strips, students will place
the author’s point of view with
corresponding visual representation.
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Sample Test Released Item: (VF557772 EBSR) The Benefits of Breakfast
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New Jersey Student Learning Standard (NJSLS) RI.7.10 NJSLS: RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
Essential Element of the NJSLS: Demonstrate understanding while actively reading or listening to literary nonfiction.
Student Population Critical Knowledge and Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Read various forms of
literary nonfiction
fluently
Demonstrate
comprehension of
various forms of literary
text
Read independently and
comprehend complex
texts
Make an effort to
independently read texts
of increasing complexity
Monitor comprehension
What have you read
independently lately?
What are the
topics/central ideas of
the nonfiction texts that
you have recently read?
What topic did you
enjoy the most?
Have you read multiple
books by the same
author?
Who is your favorite
author?
Do you think you are
ready to read a more
complex text or
different type of literary
nonfiction?
What is the lexile level
of this text?
Briefly summarize the
central idea of the text.
Students will answer text dependent
questions in order to demonstrate
understanding of complex grade level
texts
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ESL Levels 2.5-3.9
WIDA 2: Reading,
Speaking
Special Education
Students - Mid
Group
Read and comprehend,
with scaffolding a variety
of literature with
increasing complexity in
L1
Illustrate excerpts from a
grade-level text using
selected single words in
key phrase patterns.
Read various forms of
literature fluently
Demonstrate
comprehension of
various forms of literary
text
What have you read
independently lately?
What genres have you
recently read?
What genre did you
enjoy the most?
Have you read multiple
books by the same
author?
Students will read and comprehend, with
scaffolding, a variety of adapted literature
with increasing complexity using key
vocabulary in a series of simple, related
sentences.
Have students identify and summarize the
main idea(s) of a text using simple
sentences.
ESL Levels 1-2.4
WIDA 2: Reading,
Speaking
Special Education
Students - Low
Group
Read independently and
comprehend complex
texts
Make an effort to
independently read texts
of increasing complexity
Monitor comprehension
Who is your favorite
author?
Do you think you are
ready to read a more
complex text or
different type of
literature?
What made this text or
reading complex?
Briefly summarize the
plot and theme of the
text.
Students will read and comprehend, with
scaffolding, a variety of literature with
increasing complexity in L1 and/or in
illustrated excerpts from a grade-level text
using selected single words in key phrase
patterns.
Have students identify and summarize the
main idea(s) of a text using simple
sentences.
Allow students to write responses in their
L1 and use dictionaries to translate as
necessary.
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New Jersey Student Learning Standard (NJSLS)W.7.2 A,B,C,D,E,F NJSLS: W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
W.7.2.A. Introduce a topic; organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast,
cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia) when useful to aiding comprehension.
W.7.2.B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.7.2.C. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
W.7.2.D. Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.7.2.E. Establish and maintain a formal style/academic style, approach, and form.
W.7.2.F. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Essential Element of the NJSLS: Write to share information supported by details.
a. Introduce a topic and write to convey ideas and information about it including visual, tactual, or multimedia information as appropriate.
b. Provide facts, details, or other information related to the topic.
c. Not applicable
d. Select domain-specific vocabulary to use in writing about the topic.
e. Not applicable
f. Not applicable
Student Population Critical Knowledge and Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Focus writing on
thoroughly describing or
explaining a topic
Identify the defining
elements of this specific
writing genre
Explore topics from their
content area classes.
Introduce a topic clearly,
previewing what is to
follow
Organize ideas, concepts,
Identify the thesis
statement in the
selection.
What is the author’s
thesis?
Which sentences best
support the author’s
thesis?
How does the author
organize his ideas?
List the details used by
the author to convey his
After reading an informative/explanatory
writing determines the thesis and
identifies the relevant facts.
With a partner read each other’s writing
and determine the audience, thesis
statement, and highlight the supportive
relevant facts.
Given an informative writing piece
determine the concrete details.
Analyze a peer’s writing and explain the
66 | P a g e
and information into
broader categories using
strategies such as
definition, classification,
comparison/contrast, and
cause/effect
Include formatting (e.g.,
headings), graphics (e.g.,
charts, tables), and
multimedia when useful
to aiding comprehension
Include relevant
supporting facts,
information, and details
Transition between ideas
using appropriate words
and phrases
Select precise language
and domain-specific
vocabulary
Consistently use an
appropriate style
Create language that is
appropriate to one's
audience and follows a
formal tone
Write a conclusion to
bring the text to a close
ideas.
What charts & tables
does the author provide
to support his thesis?
How could the author
use multimedia to aid in
comprehension?
How could the author
use cause/effect to better
convey his ideas?
What additional
comparisons could the
author make to analyze
the content?
Is research cited? If so,
how?
How does the author
conclude?
Does the conclusion
support the information
or explanation
presented?
thesis statement, supporting details and
examine the topic.
Given informative/ explanatory writing
incorporate transitions to organize the
writing.
With a partner read an
informative/explanatory writing and
determine if the topic has been explained
using specific details.
Given several writing pieces determine if
they are written using a formal style.
Given a writing piece change the
concluding statement and share with your
classmates. As a class determine if the
revised concluding statement is adequate.
ESL Levels 2.5-3.9
WIDA 2: Reading,
Topic Identify the thesis
statement in the
After reading an appropriately leveled
informative/explanatory writing, students
67 | P a g e
Speaking
Special Education
Students - Mid
Group
Thesis statement
Relevant facts
Informative/ explanatory
writing
Cause/effect
Formatting
Concrete details
Quotations
Examples to support
writing
Relevant content
Understand how to write
a cohesive, precise thesis
Transitions
Temporal words
Word Choice
Precise language
Vocabulary
Explain the topic
Establish a formal style
to writing
Write a strong
conclusion
selection?
What is the author’s
thesis?
Which sentences best
support the author’s
thesis?
How does the author
organize his ideas?
Does your explanatory
writing have concrete
details?
Did you include enough
examples to support
your topic sentence?
How can you show time
shifting from one period
to another?
When can you include
transition words in your
writing?
How do you know if you
are using specific
language and
vocabulary?
How can you develop a
formal style in writing?
Why is it important to
will determine the topic sentence and
identify supporting details.
Students will use a prior graphic organizer
featuring a topic sentence and supporting
details in order to write a short,
explanatory paragraph.
During whole class instruction, teacher and
students will determine the concrete details
supporting a topic sentence in an
informative / explanatory paragraph.
In a think-pair-share format, partners will
analyze peer’s topic sentence and
supporting details.
Given an adapted explanatory text, have
students include transition words by
referring to a transition word wall.
With teacher’s prompt and support, have
students apply specific language and
content-based vocabulary in
informative/explanatory texts by using
expanded and some complex sentences.
With teacher’s prompt and support, have
students write to apply formal stylistic
conventions of standard English by using
key, content-related vocabulary in simple
sentences, a language reference sheet, peer
support, and technological resources.
Have students compose a conclusion
statement that follows from the information
68 | P a g e
Supportive details
Organization of ideas
add a conclusion
statement?
How can you ensure that
your writing is
organized?
or explanation presented in an adapted text.
ESL Levels 1-2.4
WIDA 2: Reading,
Speaking
Special Education
Students - Low
Group
Topic
Thesis statement
Relevant facts
Informative/ explanatory
writing
Cause/effect
Formatting
Concrete details
Quotations
Examples to support
writing
Relevant content
Understand how to write
a cohesive, precise thesis
Transitions
Temporal words
Word Choice
What is the topic
sentence in the
selection?
Which details best
support the author’s
topic sentence?
Which group of details
supports my topic
sentence?
Which group of words
helps you understand
change in a sequence of
events?
Which group of words
helps you see change in
time of events?
Which of the following
words can best fit my
informative sentence?
Which of the following
high-frequency words
can complete my
Teacher will model for students how to
write a topic sentence for informative /
explanatory writing.
Have students complete a cloze pattern
with single high-frequency words in order
to make up a topic sentence.
Provide students with a multiple-choice
activity and have students select an
appropriate topic sentence for informative /
explanatory writing.
Using pre-taught words and phrases,
students can be asked to complete sentence
frames to make up a topic sentence for
informative / explanatory writing.
Students will match a topic sentence with
pre-selected images that explain a simple
paragraph.
With teacher’s prompt and support,
students will develop a topic sentence with
relevant details in simple sentences.
Have students complete cloze sentences
using transition words.
69 | P a g e
Precise language
Vocabulary
Explain the topic
Establish a formal style
to writing
Write a strong
conclusion
Supportive details
Organization of ideas
illustrated cloze
sentence?
Which of the following
sentences can best fit as
a concluding statement?
With teacher’s prompt and support, have
students apply specific high frequency
language and key, content-based
vocabulary in informative/ explanatory
sentences by using single words and
drawings or pictures.
With teacher’s prompt and support, have
students complete cloze sentences by
applying high-frequency words.
With teacher’s prompt and support, have
students write a concluding statement that
follows from the information or
explanation presented in an appropriately
leveled paragraph.
Using a pre-taught bank of words and
phrases, students will complete a cloze
concluding sentence.
70 | P a g e
Sample Test Released Item: (4127 PCR)
Associated Texts: “The Georges and the Jewels” and “Black Beauty: The Autobiography of a Horse”
71 | P a g e
New Jersey Student Learning Standard (NJSLS) W.7.4 NJSLS: W.7.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and
audience. Essential Element of the NJSLS: Produce writing that is appropriate for the task, purpose, or audience.
Student Population Critical Knowledge and Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Identify defining
characteristics of
different genres of
writing
Unpack the writing
prompt
Write for a specific
purpose and audience
Select an appropriate text
structure or format for
the task
Use language that is
precise and powerful to
create voice in writing
Create a tone that is
appropriate for one’s
audience
What form of writing
does the writing prompt
call for? How do you
know?
Who is the audience?
How will you organize
your thinking before
beginning to write?
Will your writing
include a thesis
statement?
How will you conclude
your writing?
What is your purpose for
writing?
What style will you use?
Formal? Informal?
What can you add in this
paragraph to make your
writing clearer?
Create an outline that will organize your
thoughts before you begin writing.
Teacher can model how to develop an
outline.
Given a writing piece determine the
audience and the thesis statement.
ESL Levels 2.5-3.9
WIDA 2: Reading,
Organize ideas
Understand the writing
Does your writing
respond to the writing
With the teacher’s prompt and support,
have students develop and organize
writing appropriate to task, purpose and
72 | P a g e
Speaking
Special Education
Students - Mid
Group
task
Understand the audience
Write well-constructed
sentences
prompt?
Who is going to be the
reader of your writing
piece?
How can you organize
your ideas before you
start writing?
audience by using key, content-based
vocabulary in simple sentences.
ESL Levels 1-2.4
WIDA 2: Reading,
Speaking
Special Education
Students - Low
Group
Organize ideas
Understand the writing
task
Understand the audience
Write well-constructed
sentences
Does your writing
respond to the writing
prompt?
Who is going to be the
reader of your writing
piece?
How can you organize
your ideas before you
start writing?
Have students use high-frequency,
content-related, single words or phrases to
complete captions.
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Sample Test Released Item: (4127 PCR)
Associated Texts: “The Georges and the Jewels” and “Black Beauty: The Autobiography of a Horse”
74 | P a g e
New Jersey Student Learning Standard (NJSLS) W7.5 NJSLS: W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Element of the NJSLS: With guidance and support from adults and peers, plan before writing and revise own writing.
Student Population Critical Knowledge and Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Revise and edit
intentionally to improve
writing.
Generate ideas to
develop topic
Revise writing with a
partner or self-editing
checklists
View writing from the
vantage point of the
audience in order to
determine the
effectiveness of their
words, organization, etc.
Which would be the best
opening sentence?
Which would be the best
thesis statement?
What is the best title for
this selection?
What sentence best
concludes this selection?
Which sentence can be
deleted without
changing the meaning of
the selection?
Given a written piece, engage in peer
critique that focuses on how well the
purpose and audience has been addressed.
Engage in revising, editing, and rewriting
based on feedback from peers and adults.
ESL Levels 2.5-3.9
WIDA 2: Reading,
Speaking
Special Education
Students - Mid
Group
Transitions
Temporal words
Word Choice
Precise language
Vocabulary
Explain the topic
How can you show time
shifting from one period
to another?
When can you include
transition words in your
writing?
Which group of words
helps you understand
change in a sequence of
Assist students with revisions and edits,
practice writing short answer responses to
improve writing.
Students work with partners to generate
ideas and develop a list of topics.
Practice revisions with writing with a
partner or self-editing checklists.
Have students acquire and accurately use
grade-appropriate general academic and
75 | P a g e
events?
Which group of words
helps you see change in
time of events?
Which words selected
are appropriate for my
audience?
domain specific words and phrases in L1,
and have them translate into their L2.
ESL Levels 1-2.4
WIDA 2: Reading,
Speaking
Special Education
Students - Low
Group
Transitions
Temporal words
Word Choice
Transitions
Temporal words
Word Choice
Precise language
Vocabulary
Explain the topic
How can you show time
shifting from one period
to another?
When can you include
transition words in your
writing?
Which group of words
helps you understand
change in a sequence of
events?
Which group of words
helps you see change in
time of events?
Which words selected
are appropriate for my
audience?
Assist students with revisions and edits,
practice writing short answer responses to
improve writing.
Students work with partners to generate
ideas and develop a list of topics.
Practice revisions with writing with a
partner or self-editing checklists.
Have students acquire and accurately use
grade-appropriate general academic and
domain specific words and phrases in L1,
and have them translate into their L2.
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Sample Test Released Item: (4501 PCR)
Associated Texts : “The Klondike Gold Rush,” “A Woman Who Went to Alaska,” and “City of Gold”
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New Jersey Student Learning Standard (NJSLS) W.7.6 NJSLS W.7.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas
efficiently as well as to interact and collaborate with others.
Essential Element of the NJSLS: Use technology, including the Internet, to produce writing to interact and collaborate with others.
Student Population Critical Knowledge and Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Use technological
resources to enhance
writing
Follow appropriate
typing format and
conventions
Use technology to
broaden research base
Use evidence found
online to support
ideas
Give and receive
feedback using
technology
Seek out authentic
publishing
opportunities
Name the software
programs available for
you to publish your
writing.
How do you format a
document before
writing?
How can you include a
link to resources within
your document?
What program tools are
available for you to
check your accuracy of
language conventions?
What URL would you
use to access a moodle
account?
What search engine do
you most prefer to use
in
researching________?
Students will create a research product
using Google Docs to share information.
ESL Levels 2.5-3.9
WIDA 2: Reading,
• Use technological
resources to enhance writing
How will you use
technology to create
• Have students use technological resources
and model samples to enhance writing skills.
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Speaking
Special Education
Students - Mid
Group
• Provide websites and
utilize technology to broaden
research options
• Cite and research evidence
found online to support ideas
• Understand feedback on
usage of technology
• Learn how to research
authentic publishing
opportunities
this document?
How do you format a
document before
writing?
How can you include a
link to resources within
your document?
• Demonstrate to students how to navigate
websites and utilize technology as they
research topics.
• Note and use evidence found online to
support given ideas.
• Give students a rubric to follow and model
for students how attain a strong overall score
on the use of technology.
ESL Levels 1-2.4
WIDA 2: Reading,
Speaking
Special Education
Students - Low
Group
• Use technological
resources to enhance writing
• Provide websites and
utilize technology to broaden
research options
• Cite and research evidence
found online to support ideas
• Understand feedback on
usage of technology
• Learn how to research
authentic publishing
opportunities
How do you use
grammar and spell
check?
How did you use
technology to interact
and collaborate with
others?
• Have students use technological resources
and model samples to enhance writing skills.
• Demonstrate to students how to navigate
websites and utilize technology as they
research topics.
• Note and use evidence found online to
support given ideas.
• Give students a rubric to follow and model
for students how attain a strong overall score
on the use of technology.
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New Jersey Student Learning Standard (NJSLS) W.7.7 NJSLS W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions
for further research and investigation.
Essential Element of the NJSLS: Conduct research to answer a question based on multiple sources of information.
Student Population Critical Knowledge and Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Engage in short research
projects to answer a self-
selected or teacher-
assigned questions
Develop research
questions
Determine keywords or
topics for each question
Search for informational
sources in an effort to
answer the question
Compose follow-up
research questions based
on the initial search
Explain quotations used
as support to enhance
meaning
Research and synthesize
information from several
sources
Conduct research and
synthesize multiple
sources of information
If you need information
on ____ you could type
which key words?
You run a key word
search on the internet
and it comes up with
several articles on the
subject, which would
you check out first?
Why?
What question does
your essay/report
answer?
Which thesis statement
is the best for this
essay?
Which bibliography
entry is cited correctly?
How do you cite a
bibliography entry for a
______?
Students will create a research project
drawing on multiple resources that
answers questions for the reader.
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ESL Levels 2.5-3.9
WIDA 2: Reading,
Speaking
Special Education
Students - Mid
Group
Know steps of an
investigation
Know how to use
computer or publishing
software to research
project information.
Know how to format and
design page layouts
Know how to embed
links into a document
Know how to create a
bibliography.
You run a key word
search on the internet
and it comes up with
several articles on the
subject, which would
you check out first?
Why?
What question does your
essay/report answer?
Which thesis statement
is the best for this essay?
Which bibliography
entry is cited correctly?
How do you cite a
bibliography entry for a
______?
During whole-class instruction, model for
students how to complete the steps of a
research project.
With the teacher’s prompt and support,
students will complete their research
project and teacher will model samples of
completed projects.
Given a variety of leveled research
questions, students will be choose ___ to
complete.
In groups, research and read writing
pieces online, students will select and
determine how that information will
assist them on their project.
ESL Levels 1-2.4
WIDA 2: Reading,
Speaking
Special Education
Students - Low
Group
Know how to use internet
search engines.
Know how to research a
topic using the internet.
Be able to locate
resources: online,
newspaper, library books,
interviews, magazines,
speakers.
If you need information
on ____ you could type
which key words?
What new questions do
you have?
How will you use them
in your research?
Given a leveled research questions,
students will utilize resources to answer
questions and complete activities.
Engage in whole group instruction and
create anchor chart with specific words and
phrases that will assist students with their
writing skills.
In groups, read one sample articles from
library or online sources and
underline/highlight specific words and
phrases that will assist students with their
projects.
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Sample Test Released Item: ( VF909277 PCR ) Believing in Horses
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New Jersey Student Learning Standard (NJSLS) W.7.10 NJSLS: W.7.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Essential Element of the NJSLS: Write routinely for a variety of tasks, purposes, and audiences.
Student Population Critical Knowledge and Skills Essential Questions Sample Activities/Lesson Starters
General Education
ESL Levels 4-5
WIDA 2: Reading,
Speaking
Special Education
Students - High
Group
Practice writing in a
myriad of situations
(journals, dialogues,
creative tasks, etc.)
Reflect on and be able to
explain decisions made
while crafting a piece of
writing
Produce written
reflections
Write for a variety of
audiences and purposes
on an array of cross-
curricular topics
What is the purpose of
this writing?
Who is the audience?
Identify the thesis
statement.
Is the thesis statement
supported by evidence
that can be traced
throughout the writing?
The transition
_____could be replaced
by_____.
Could additional
revisions be made?
Where?
How could the sentence
___________be
revised?
How does the
conclusion reflect the
thesis? Give examples.
Students produce several pieces of writing
to be revised.
Teacher reads aloud a mentor text.
Thereafter, students develop a checklist to
help them see what effective writers do to
be able to create a well-developed piece of
writing.
Students revise the teacher’s work using
the checklist.
Students communicate their ideas for
revision of their peers’ work through a
written conversation so that peers can
remember and reflect upon their thoughts.
ESL Levels 2.5-3.9 Write well-constructed
sentences.
Is the thesis statement
supported by evidence In writing, have students identify evidence
from texts that supports analysis,
83 | P a g e
WIDA 2: Reading,
Speaking
Special Education
Students - Mid
Group
Craft well written
paragraphs.
Incorporate appropriate
transitions to create
cohesion and clarify
relationships among
ideas and concepts.
Edit for language
conventions.
Write a strong conclusion
that supports ideas
presented in the writing.
that can be traced
throughout the writing?
The transition
_____could be replaced
by_____.
Could additional
revisions be made?
Where?
How could the sentence
___________be revised?
How does the
conclusion reflect the
main idea?
Give examples.
reflection, and research by producing
simple sentences.
ESL Levels 1-2.4
WIDA 2: Reading,
Speaking
Special Education
Students - Low
Group
Understand the purpose
for writing .
Understand and address
the audience.
Craft a clear, concise
thesis statement.
What is the purpose of
this writing?
Who is the audience?
What is the main idea?
Have the students mark an appropriately
leveled text to provide evidence to support
their answers and their research.
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Sample Test Released Item: (4501 PCR)
Associated Texts : “The Klondike Gold Rush,” “A Woman Who Went to Alaska,” and
“City of Gold”
85 | P a g e
Writing
Primary Focus: Writing Unit Secondary Focus Routine Writing
Informational/Explanatory
Explanatory/Informational Unit
Lesson 1. Identifying a Topic and Key Words for an
Explanatory/Informational Essay
Lesson 2. Formulating a Thesis
Lesson 3. Taking Notes, Adding Additional Sources, and
Preparing for Citations
Lesson 4. Review of Organizational Structures: definition,
classification, comparison/contrast, and cause/effect
Lesson 5. Examining an Exemplar for Style, Tone, Transitions,
Citations, Use of Formatting Conventions
Lesson 6. Writing an Introductory Paragraph with Preview
Lesson 7. Writing Body Paragraphs
Lesson 8. Writing a Conclusion
Lesson 9. Revising for Variety, Clarity, Conciseness, and
Correctness, Verbal Phrases
Lesson 10. Creating a Works Cited Page
Literary Analysis/Research
The culminating assignment within
the IFL unit, Exploring
Relationships, can be utilized to
develop Literary Analysis/Research
Tasks.
Examples:
Reader’s Response Notebook
Journals
Blogging
Quick Writes
Interactive Writing
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Creative/Narrative Lessons
Lesson 11. Unpacking a Writing Prompt for Writing a Mini-
Play
Lesson 12. Examining an Exemplar for Characteristics of
Drama: Writing Dialogue and Stage Directions
Lesson 13. Creating Characters in Costumes
Lesson 14. Creating a Sequence of Events that Contains a
Conflict and Resolution
Lesson 15. Review of Common Stage Directions
Lesson 16. Writing a Mini-Play with Stage Directions
Lesson 17. Table Reading for Revision
Lesson 18. Staged Reading Performance and/or Videotaping
Literary Analysis Lessons
Lesson 19. Generating Ideas from Texts for a Literary
Analysis and Formulating a Thesis
Lesson 20. Identify Evidence that Supports Thesis: Select
Direct and Indirect Quotations that Relate to the Topic as
Evidence
Lesson 21. Examine an Exemplar for Citing Direct and Indirect
Quotations
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Lesson 22. Write the Introductory Paragraph with Preview
Lesson 23. Write Body Paragraphs
Lesson 24. Write a Conclusion
Lesson 25. Portfolio Review
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Writing Rubrics GRADES 6-11 CONDENSED SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE ITEMS (Revised July 29, 2014)*
Research Simulation Task and Literary Analysis Task Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0
Reading Comprehension of
Key Ideas and Details
The student response
demonstrates full
comprehension of
ideas stated explicitly
and inferentially by
providing an accurate
analysis and supporting
the analysis with
effective and
convincing textual
evidence.
The student response
demonstrates
comprehension of
ideas stated explicitly
and/or inferentially by
providing a mostly
accurate analysis and
supporting the analysis
with adequate textual
evidence.
The student response
demonstrates basic
comprehension of ideas
by providing a generally
accurate analysis and
supporting the analysis
with basic textual
evidence.
The student response
does not demonstrate
limited comprehension of ideas by providing
minimally accurate or
no analysis with limited
textual evidence.
The student response does not
demonstrate no
comprehension of ideas by
providing inaccurate or no
analysis and little to no
textual evidence.
Writing Written Expression The student response:
addresses the prompt
and provides effective
and comprehensive
development of the
claim or topic that is
consistently
appropriate to the task
by using clear and
convincing reasoning
supported by relevant
textual evidence;
demonstrates
purposeful coherence,
clarity, and cohesion
making it easy to
follow the writer’s
progression of ideas;
establishes and
maintains an effective
style, attending to the
The student response:
addresses the prompt
and provides mostly
effective development
of the claim or topic
that is mostly
appropriate to the task
by using clear
reasoning supported by
relevant textual evidence; demonstrates
coherence, clarity, and
cohesion making it
fairly easy to follow the writer’s progression
of ideas; establishes and
maintains a mostly
effective style,
attending to the norms
and conventions of the
discipline.
The student response:
addresses the prompt and
provides some
development of the
claim or topic that is
somewhat appropriate to the task by using
some reasoning and
text-based evidence;
demonstrates some
coherence, clarity, and
cohesion making the
writer’s progression of
idea usually discernible
but not obvious; has a
style that is somewhat
effective, generally
attending to the norms
and conventions of the
discipline.
The student response:
addresses the prompt and
provides minimal
development of the
claim or topic that is
limited in its
appropriate to the task
by using limited
reasoning and text-
based evidence; is a
developed, text-based
response with little or
no awareness of the
prompt; demonstrates
limited coherence,
clarity, and cohesion
making the writer’s
progression of ideas
somewhat unclear; has a
style that is has limited
effectiveness, with
The student response:
is undeveloped and/or
inappropriate to the task;
lacks coherence, clarity and
cohesion, has an inappropriate
style with little to no
awareness of the norms of the
discipline.
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Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0
norms and conventions
of the discipline.
limited awareness of the
norms of the discipline.
Writing Knowledge of
Language and Conventions
The student response to
the prompt
demonstrates full
command of the
conventions of standard
English at an
appropriate level of
complexity. There may
be a few minor errors
in mechanics, grammar
and usage, but meaning
is clear.
The student response to
the prompt demonstrates
some command of the
conventions of standard
English at an appropriate
level of complexity.
There may be errors in
mechanics, grammar and
usage, that occasionally
impede understanding,
but the meaning is
generally clear.
The student response to
the prompt demonstrates
limited command of the
conventions of standard
English at an appropriate
level of complexity.
There may be errors in
mechanics; grammar and
usage that often impede
understanding.
The student response to the
prompt demonstrates no
command of the conventions
of standard English at an
appropriate level of
complexity. Frequent and
varied errors in mechanics,
grammar, and usage impede
understanding.
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Vocabulary
When teaching vocabulary:
Please introduce students to 10-12 words per week.
Use the identified words as those you are teaching to the students (additional words may be selected by the teacher).
Use the various learning modalities and sample menu in order to deliver instruction.
Have students see the word in context first before explicit vocabulary instruction.
Have students repeat the word to ensure proper pronunciation. They are much more likely to use the word if they are confident they are saying it
correctly.
Note: Not all sample activities/modalities need to be used for each word. Base your instruction on the needs of your student population and select
modalities/activities that meet their needs
Esperanza Rising
Las Uvas:
confirm
distinguished
neglected
distracted
transform reserved reap
Las Papayas:
regret
condolence
indignation
Los Higos:
deliberate
consult
charity
sprawling
noble
perilously
advantageously
Las Guayabas:
emerge
renegade
persistent
approve irritable
Los Melones:
sparse
stagnant
barren
Las Cebollas:
anticipate
transfer
humiliation
accost
unrelenting
Las Almendras:
obvious
established
pry
decent
Las Ciruelas:
exhausted
peculiar
propelled
affect
contagious
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Esperanza Rising (continued)
Las Papas:
depressed
penetrate
Los Aguacates:
assured
occupy
tormented
irrigation
Los Esparragos:
erupt
menacing
efficient
Los Duraznos:
confront
makeshift
Las Uvas:
uttered
infinite
unravel
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Vocabulary
When teaching vocabulary:
Please introduce students to 10-12 words per week.
Use the identified words as those you are teaching to the students (additional words may be selected by the teacher).
Use the various learning modalities and sample menu in order to deliver instruction.
Have students see the word in context first before explicit vocabulary instruction.
Have students repeat the word to ensure proper pronunciation. They are much more likely to use the word if they are confident they are saying it
correctly.
Note: Not all sample activities/modalities need to be used for each word. Base your instruction on the needs of your student population and select
modalities/activities that meet their needs
IFL – Exploring Relationships
Bone Black: Memories of Girlhood
devote
separable
differ
identical
possess
seek
challenge
sift
urge
rare
Some Fortunate Future Day
device
consume
mechanism
cube
common
realization
realize
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District Resources Novel Harvey Daniels CCSS: Exemplars
(Appendix B) Ryan, Munoz. Pam.
Esperanza Rising
Esperanza Rising is set in post-revolutionary
Mexico and in California during the time of the
Great Depression. The novel examines the plight
of Mexican farm workers as they struggle to
adapt and survive in the United States.
https://www.prestwickhouse.com/samples/306477.pd
f
http://www.loyolachicagotps.com/Lessons/Final%20
Unit.pdf
http://www.bcps.org/offices/lis/models/esperanzaeng
6/studentresources.htm
Texts and Lessons for Content Area Reading
Introduction to the Text Set Lessons p.143
“Invasive Species” p.145
“Outback Steakhouse” p.150
“Scientist Fear Spread of Exotic Snakes” p.151 United Press International
“Fire Ants” p.152 FireAnt.net
“Killer Bees” p.153 National Museum of Natural History Smithsonian Institution
“Zebra Mussels” p.154 Wikipedia
“Asian Carp and the Great Lakes” p.155 U.S Environmental Protection Agency
Stories:
Cisneros, Sandra. “Eleven.”
Informational Text:
Monk, Linda R. “Words We Live By: Your
Annotated Guide to the Constitution.”
Steinbeck, John. “Travels with Charley: In
Search of America.”
Macaulay, David. “Cathedral: The Story of
Its Construction.”
Poetry:
Hughes, Langston. “I, Too, Sing America.”
**Refer to Common Core ELA Exemplar
Resource Workbook**
http://www.corestandards.org/assets/Appendix_B.pd
f
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Additional Resources: Suggested in the NJ Curriculum Framework
Reading Writing Speaking and Listening Language
● Close In on Close Reading
● Teaching Channel: Thinking Notes
Strategy For Close Reading
● Summarizing, Paraphrasing &
Retelling
● Strategies for Analyzing Argument
● Common Core Reading Strategies
Informational Text
● Summarizing Non-Fiction Text
● YouTube Reading Lessons Middle
School
● Common Core Strategies
● Teaching Reading
● Teaching Theme
● Exploring Character
● Literary Analysis
● Vocabulary: Doing It Differently
http://www.state.nj.us/education/cccs/f
rameworks/ela/
● Teacher Tube - Counterclaims and
rebuttals
● Evidence Based Arguments
● Writing Fix: Word Choice Resources
● Writing Resources by Strand
● Word Choice YouTube
● Argumentative Writing YouTube
● Writing Exemplars -
Argument/Opinion
● PARCC Writing Resources
● Harvard College Writing Center
● Teaching Narrative
● Writing Exemplars by Grade Level
and Aspects to Consider in Writing
● Thesis Writing
● Discussion, Planning and
Questioning
● Literary Analysis Writing
● Writing a Thesis Statement
http://www.state.nj.us/education/cccs/f
rameworks/ela/
● Inquiry Based Learning (Edutopia)
● Engaging Students Using Discussion
● Strategies for Student Centered
Discussion
● Socratic Seminar: ReadWriteThink
● Fishbowl Strategy
● Stems on Fostering Class Discussion
● Fishbowl Strategies: Teach Like This
● Accountable Talk
● AVID Socratic Seminar
http://www.state.nj.us/education/cccs/f
rameworks/ela/
● Levels of Thinking in Bloom’s and
Webb’s Depth of Knowledge
● Cognitive Rigor Chart
● 5 Strategies For Middle School
Classrooms
● Spectrum of Standards by Grade;
Breakdown of Standards and Sample
Lessons
http://www.state.nj.us/education/cccs/f
rameworks/ela/
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Suggested Websites
Read Write Think
International Reading Association (IRA) website with grade level lesson plans, articles, and resources to support English Language Arts.
http://www.readwritethink.org/
Writing Fix Home of Interactive Writing Prompts
Quality teaching resources for K-12 strategically designed lessons to help teachers teach writing.
http://writingfix.com/
News ELA
A free website with informational texts in the form of daily news articles with quizzes that can be utilized to differentiate instruction based on
Lexile levels.
http://www.newsela.com/
Tween Tribune
The daily news sites for kids, tweens and teens, where you will find the most compelling, relevant and interesting news for 55 million kids in K-12
and their 3.5 million teachers. Stories are selected by professional journalists working closely with teens, tweens and teachers. Teens and tweens
can post comments, with all comments moderated by their teachers before they are published.
www.tweentribune.com
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Suggested Websites
E Reading Worksheets
Ereading Worksheets provides teachers, parents, and motivated students with high-quality reading worksheets, activities, and resources aligned
with Common Core State Standards. This website uses a skill focused approach where each activity targets a specific set of skills.
http://www.ereadingworksheets.com/
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Field Trip Ideas
Unit 1
NEW JERSEY SCHOOL OF CONSERVATION - Through field activities and sessions at Montclair State University’s New Jersey School of Conservation,
groups will learn about how Earth systems work and how humans impact those systems. Environmental science sessions aim to teach groups about animal ecology,
entomology, herpetology, ornithology, and other topics related to the environment. Groups will also learn about topics in the social sciences such as Native American history
and pre-industrial America. Activities include hiking, questing, papermaking, climbing, nature writing, canoeing on Lake Wapalanne, and more. Special activities in the winter
include curling, snowshoeing, ice fishing, ski touring, and ice skating. https://www.montclair.edu/csam/school-of-conservation/
THE MEADOWLANDS ENVIRONMENTAL CENTER - The Meadowlands Environment Center (MEC) was formed to increase awareness
and enjoyment of the Meadowlands District’s unique and vital urban ecosystem. The New Jersey Sports and Exposition Authority and Ramapo
College of New Jersey entered into a partnership in 2003 to develop a comprehensive environmental education program for schools and the
general public. Together, the NJSEA and the experienced team of educators from Ramapo College encourage the use of the environment as a
classroom, increase awareness of the natural resources of the Meadowlands, and help communities recognize the critical issues that affect the
region. http://www.njsea.com/njmc/about/meadowlands-environment-center.html
Unit 2
NEWARK MUSEUM - All programs at the Newark Museum are aligned with the New Jersey Core Curriculum Standards and address the goals of the National Common
Core Standards initiative. Designed to be fun and engaging, the content-rich programs are based on the renowned art and science collections and engage students in learning that will enhance their academic skills, All of the programs are led by professional educators, using an inquiry based and discussion approach, never lectures. Special services include the state-of-the-art planetarium and portable SKYLAB & Distance Learning videoconferences.
http://newarkmuseum.org/
LIBERTY SCIENCE CENTER - An interactive science museum and learning center located in Liberty State Park. The center, which first
opened in 1993 as New Jersey's first major state science museum, has science exhibits, the largest IMAX Dome theater in the United States,
numerous educational resources, and the original Hoberman sphere.
http://lsc.org/plan-your-visit/
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Field Trip Ideas
Unit 3
AMERICAN LABOR MUSEUM (BOTTO HOUSE) - The American Labor Museum advances public understanding of the history of work,
workers and the labor movement throughout the world, with special attention to the ethnicity and immigrant experience of American workers.
http://www.labormuseum.net/
PATERSON MUSEUM – The Paterson Museum was founded in 1925 and is owned and run by the city of Paterson. Housed in a former mill, its
mission is to preserve and display the industrial history of Paterson.
http://patersonmuseum.com/
TAKING A STAND: HISTORY OF SOCIAL ACTIVISM IN NEW YORK FOR GRADES 2 – 12 - DISCOVER how New Yorkers have
fought for freedom and equality over the past 350 years. Students will explore photographs, artifacts, and more in the Activist New York
exhibition and then create a button championing a change they want to make.
http://www.mcny.org/content/elementary-school-groups
Unit 4
ELLIS ISLAND/STATUE OF LIBERTY - Today the Ellis Island Immigration Museum is part of the Statue of Liberty National Monument and
is under the care of the National Parks Service. It is a place where visitors can spend hours learning about Ellis Island's history before, during, and
after its use as America's immigration station. The museum also tells the stories of why so many people immigrated to America and what became
of them after they arrived.
http://www.statueoflibertytickets.com/Ellis-Island/
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ELL Resources
Learning style quiz for students- http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
“Word clouds” from text that you provide-http://www.wordle.net/
Bilingual website for students, parents and educators: http://www.colorincolorado.org/
Learn a language for FREE-www.Duolingo.com
Time on task for students-http://www.online-stopwatch.com/
Differentiation activities for students based on their Lexile- www.Mobymax.com
WIDA- http://www.wida.us/
Everything ESL - http://www.everythingESL.net
Judy Haynes' s ESL website with a discussion forum, lesson plans, teaching tips, & resources for teachers
ELL Tool Box Suggestion Site http://www.wallwisher.com/wall/elltoolbox
best practices for various aspects of an English language classroom
Hope4Education - http://www.hope4education.com
Books, online workshops, on-site training and presentations, help meeting the NCLB and state curriculum standards, discussion forums,
and tele-chats hosted by Hope Blecher-Sass
Learning the Language http://blogs.edweek.org/edweek/learning-the-language/
Mary Ann Zehr's blog for Education Week - news, controversies, initiatives, research, legislative updates about teaching English language
learners
FLENJ (Foreign Language Educators of NJ) 'E-Verse' wiki: http://www.flenj.org/Publications/?page=135
OELA - http://www.ed.gov/offices/OBEMLA
The Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient
Students
New Jersey Department of Education- Bilingual Education information http://www.state.nj.us/education/bilingual/
Learning Resource Centers (LRC Network) http://www.state.nj.us/education/lrc
supported through the NJDOE, Office of Special Education Programs.
Click on "Services" and scroll down to the library in your region.
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ELL Resources
1-Language.com - http://www.1-language.com
Activities, exercises, worksheets, forums, chats, articles, and more
Repeat After Us - http://repeatafterus.com/
The best collection of copyright-free English texts and scripted recordings
Learning Vocabulary Can Be Fun - http://www.vocabulary.co.il
Games and quizzes for practicing vocabulary
Students K-8
Kindersite - http://www.kindersite.org
1,000s of links to graded English content suitable for 2 to 6 year olds
Learning Games for Kids - http://www.learninggamesforkids.com
Learning games and songs for preschool and elementary children
SpellingCity.com - http://www.SpellingCity.com
Lessons, Games, Tests, over 25,000 words, students can practice teacher-assigned words
Starfall.com - http://www.starfall.com
Phonics lessons, interactive books, and word games
AAA Math - http://www.aaamatematicas.com
over 2500 interactive math lesson pages
NASA's Space Place - http://spaceplace.nasa.gov
NASA's education program; also available in Spanish
Achieve 3000-http://www.achieve3000.com/
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ELL Resources
Students K-12
Teaching Reading and Language Arts - http://teachingreadingandla.pbworks.com
Sites and resources for classroom instruction compiled by Keith Schoch
Mrs. Hurley's ESL Pagehttp://www.mrshurleysesl.com
Tips, activities, information & links for students and teachers
Children's Literature Web Guide - http://www.ucalgary.ca/~dkbrown/index.html
Many Internet resources related to books for children and young adults including lists, reviews, and lesson plans & more
21st Century Centers http://www.21stcenturycenters.com/21cc/Home.html
Implement "Centers" in a high school classroom using the i-pod touch
Windows to the Universe - English: http://www.windows.ucar.edu Spanish: http://www.windows.ucar.edu/spanish
A comprehensive science education and reference site spanning a broad range of Earth and Space Science topics and related topics in
the humanities
ESL Summer Programs at Colleges in New York State for Kids & Teens 8-18
http://www.summeroncampus.com/main/ActivityProgramsList.asp?CategoryID=25
Search by college or location. Updated annually
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Special Education Resources
Animoto Animoto provides tools for making videos by using animation to pull together a series of images and combining with audio. Animoto
videos or presentations are easy to publish and share.
https://animoto.com
Bookbuilder
Use this site to create, share, publish, and read digital books that engage and support diverse learners according to their individual needs,
interests, and skills.
http://bookbuilder.cast.org/
CAST CAST is a non-profit research and development organization dedicated to Universal Design for Learning (UDL). UDL research
demonstrates that the challenge of diversity can and must be met by making curriculum flexible and responsive to learner differences.
http://www.cast.org
CoSketch CoSketch is a multi-user online whiteboard designed to give you the ability to quickly visualize and share your ideas as images.
http://www.cosketch.com/
Crayon The Crayon.net site offers an electronic template for students to create their own newspapers. The site allows you to bring multiple sources
together, thus creating an individualized and customized newspaper.
http://crayon.net/
Education Oasis Education Oasis offers a collection of graphic organizers to help students organize and retain knowledge – cause and effect, character and
story, compare and contrast, and more!
http://www.educationoasis.com/printables/graphic-organizers/
Edutopia A comprehensive website and online community that increases knowledge, sharing, and adoption of what works in K-12 education. We
emphasize core strategies: project-based learning, comprehensive assessment, integrated studies, social and emotional learning,
educational leadership and teacher development, and technology integration.
http://www.edutopia.org/
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Special Education Resources
Glogster Glogster allows you to create "interactive posters" to communicate ideas. Students can embedded media links, sound, and video, and then
share their posters with friends.
http://edu.glogster.com/?ref=personal
Interactives – Elements of a Story
This interactive breaks down the important elements of a story. Students go through the series of steps for constructing a story including:
Setting, Characters, Sequence, Exposition, Conflict, Climax, and Resolution.
http://www.learner.org/interactives/story/index.html
National Writing Project (NWP) Unique in breadth and scale, the NWP is a network of sites anchored at colleges and universities and serving teachers across disciplines
and at all levels, early childhood through university. We provide professional development, develop resources, generate research, and act
on knowledge to improve the teaching of writing and learning in schools and communities.
http://www.nwp.org
Pacecar
Vocab Ahead offers videos that give an active demonstration of vocabulary with audio repeating the pronunciation, definition, various
uses, and synonyms. Students can also go through flash cards which give a written definition and visual representation of the word.
http://pacecar.missingmethod.com/
Plickers Plickers is a powerfully simple tool that lets teachers collect real-time formative assessment data without the need for student devices. Use
Plickers for quick checks for understanding to know whether your students are understanding big concepts and mastering key skills.
https://plickers.com/
Read Write Think ReadWriteThink provides educators, parents, and afterschool professionals with access to the highest quality practices in reading and
language arts instruction by offering the very best in free materials
http://www.readwritethink.org
RubiStar RubiStar is a free tool to help teachers create quality rubrics.
http://rubistar.4teachers.org/index.php
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Special Education Resources
VisuWords Visuwords is an online graphic dictionary and thesaurus that helps develop word knowledge. Word relationships are illustrated by the
color and pattern of the link between words.
http://www.visuwords.com/
Vocab Ahead Vocab Ahead offers videos that give an active demonstration of vocabulary with audio repeating the pronunciation, definition, various
uses, and synonyms. Students can also go through flash cards which give a written definition and visual representation of the word.
http://www.vocabahead.com/
Voki Voki is text to speech generator that allows the user to create a personal speaking avatar that can be embedded in a website. The site offers
a high level of customization ranging from the overall look of the Voki to the sound of its voice.
http://www.voki.com/
Webspriration
Webspiration is an online visual thinking tool with features that assist students in capturing ideas, organizing information, diagramming
processes, and creating concise written documents. http://www.mywebspiration.com/
Wordle Wordle is a toy for generating 'word clouds' from text that you provide. The clouds give greater prominence to words that appear more
frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes.
http://www.wordle.net/