Data Loading...
English Language Arts K12 Curricular Program Guide - Final Flipbook PDF
English Language Arts K12 Curricular Program Guide - Final 2021-22
113 Views
102 Downloads
FLIP PDF 2.49MB
Table of Contents
Philosophy
2
Guiding Principles
2
Transfer Goals
3
Shared Agreements for Instruction
4
Elementary Scope and Sequence
7
Secondary Scope and Sequence
20
Diploma Program - Group 1: Studies in Language and Literature
26
1
Philosophy “Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty, and a building block of development, an essential complement to investments in roads, dams, clinics and factories.” - Kofi Annan ACST believes that developing effective literacy skills is a cornerstone of life and is our school’s highest priority. Solid literacy skills ensure that our students have the opportunity to reach their potential in whatever avenue they choose. In addition, the development of effective critical thinking skills allows our students to make sense of the world around them and become sound decision-makers. Most importantly, ACST believes that cultivating a love of reading and writing in our students is one of its most important goals. ACST believes that students who are critical thinkers and who have “a personal appreciation of language and literature, strong powers of expression, both written and oral, an appreciation of cultural differences in perspective and an understanding of how language challenges and sustains ways of thinking” are poised to become successful in college, career and beyond. The K-10 ACST English Language Arts curriculum is aligned to the Common Core Learning Standards (CCLS). These standards provide an integrated model of literacy that brings reading, writing, speaking and listening, research, and media skills together into a cohesive K-12 learning progression. Students who meet these standards demonstrate the following capacities of the literate individual: 1. 2. 3. 4. 5. 6. 7.
They demonstrate independence. They build strong content knowledge. They respond to the varying demands of audience, task, purpose, and discipline. They comprehend as well as critique. They value evidence. They use digital media strategically and capably. They come to understand other perspectives and cultures.
In grades 11 and 12, ACST students take Language A: Language and Literature, the International Baccalaureate (IB) Group 1: Studies in Language and Literature course. This two-year course is aligned to a specified syllabus developed by the International Baccalaureate Organization (IBO) and follows a set of course-specific aims and objectives. There are internally-coordinated summative assessments throughout and an external, standardized final exam at the end of the second year.
Guiding Principles ACST’s literacy program rests on the guiding principles of best practice and is informed by the expectations of the Common Core Standards and the International Baccalaureate: 1. Students should read, write, and engage in collaborative conversations related to literacy every day in school. 2. Literacy instruction should be student-centered, relevant, and delivered via a workshop approach, with the majority of daily instructional time devoted to students’ collaborative or 2
independent literacy-focused endeavors. 3. Students should be given voice and choice in what they read and write. 4. Students should receive explicit instruction in literacy skills and strategies, including phonics and decoding during the primary years. 5. Students should be exposed to complex and challenging texts at their grade level and above, with extra support and scaffolding as needed, reflecting high expectations for all students. 6. Students should read a diverse set of authentic texts balanced across genres, cultures, and time periods and be provided with well-written mentor texts as models for developing reading skills and strategies. 7. Students should receive explicit instruction and modeling in the development of critical thinking skills. 8. Students should engage in regular practice across multiple forms and genres of writing including expository, analytical, persuasive, and narrative prose as well as poetry. They should make use of the writing process and be provided with timely feedback and support via individual conferences and small-group strategy lessons. 9. Students should participate in collaborative conversations related to reading and writing and be explicitly taught skills and strategies for effective discourse. 10. Students should demonstrate developmentally appropriate skills related to research. (adapted from the Massachusetts Curriculum Framework for English Language Arts: https://www.doe.mass.edu/frameworks/ela/2017-06.pdf)
Transfer Goals Transfer goals outline the ultimate outcomes for learning, develop over time, and extend beyond graduation. The ACST English/Language Arts curriculum strives to develop students who can independently: ● Appreciate and discover the power of language and develop a lifelong interest in reading and writing. ● Comprehend and evaluate a range of increasingly complex texts and media written for various audiences and purposes, using a wide range of strategies. ● Generate open ended questions and seek answers through critical analysis of text, media, interviews, and/or observations. ● Produce effective writing to suit a particular task, audience, discipline and/or purpose, including narrative stories, informative/explanatory texts, and well-supported arguments. ● Communicate ideas clearly in collaborative discussions and in oral presentations to suit various audiences and purposes. ● Engage in research and inquiry, evaluating content in diverse formats and media. (adapted from Massachusetts ELA transfer goals: https://app.smartedu.net/smarteditor/files/smartpd/files/MATransferGoals_DESE.pdf)
3
Shared Agreements for Instruction Elementary The elementary language arts curriculum and instructional approach align with the guiding principles described in the front matter of this document. In addition, the following essential agreements ensure consistent teaching and learning: Reading Agreements (created with Kathy Collins, reading consultant) We AGREE that readers need... TIME Time to read Time to develop reading habits Time for reflection Time to listen to reading
CHOICE Access to a variety of texts in different topics, genres, format and levels. Well resourced, diverse libraries.
PURPOSE Authentic reasons to read Opportunities to respond to their reading. IDENTITY Teach the reader, not the reading. Targeted instruction for reading. Children should see themselves as readers COMMUNITY Classrooms are communities of readers.
Classroom Look-Fors ● ● ● ● ● ● ● ●
Majority of the workshop time is for reading: 20-30 minutes a day Routines that support independence are evident Students read ‘just right’ books in a range of genres Mini-lessons are 7-15 minutes with one teaching point Teachers conferring and tracking with conferring notes Share/reflection regularly Students reflect on their growth as a reader Balance of shared reading, small group instruction (including guided reading and strategy lessons), read-aloud, independent reading, partner reading and book clubs
● ● ● ● ●
Students know how to choose a ‘Just Right’ Book Student-chosen texts within genre studies Choice between digital and hard copy texts Choice of where to read Choice of how to respond to reading (talk, post-it, notebook/journal, peer, small group)
● ● ●
Texts to reflect the students’ diversity and that feature diverse settings and diverse characters in everyday settings/situations Texts in a variety of students’ home languages Variety of types, levels, genres, sets
● ● ● ● ●
Students apply reading strategies across a variety of subjects Students respond to reading in a variety of ways and modes. Students have an opportunity to talk to their peers. A love of reading is modeled and fostered in the classroom Students articulate why they’ve chosen what they’re reading
● ● ● ● ● ● ●
Students can manage themselves confidently and independently Students can communicate their reading interests and goals Students develop reading lives and habits within and outside of school Teacher interactions support students as improving readers Teacher interactions are strength-based and positive Teachers encourage risk taking in a safe setting Teachers collaborate with EAL and LS teachers
● ● ● ●
Students see themselves as a member of a community that values reading Students read with peers and discuss texts Celebrations focused on community reading achievements Teachers provide routines and procedures that encourage students to read at home
4
Writing (created with Matt Glover, writing consultant) We AGREE that writers need... TIME Time to write Time to develop writing habits Time for multiple drafts Time for reflection
CHOICE Choice of book, topic, genre, paper, book size, publishing options, etc. AUDIENCE Authentic, known, and varied audiences IDENTITY Teach the writer, not the writing. Children should see themselves as an “insider” in writing COMMUNITY Classrooms as communities of writers
Classroom Look-Fors
● ● ●
Majority of the workshop time is for writing: 20-30 minutes a day Routines that support independence are evident Students have writing folders with multiple drafts available MIni-lessons are 10-15 minutes with one teaching point Teachers conferring with a stack (published, teacher, student) and tracking conferring notes Share/reflection each day - 10 minutes Share/reflection is teaching from student writing Students reflect on their growth as a writer
● ● ●
Student-chosen topics within genre studies Student-chosen genres within non-genre studies Variety of paper choices, book lengths, publishing options
● ● ●
Students know who their audience is Audiences varied throughout the year Age-appropriate convention expectations in place
● ● ● ● ●
Teacher texts should be a part of the stack to show how to read like a writer Teacher interactions support students as improving writers Teacher interactions are strength-based and positive Teachers encourage risk taking in a safe setting Teachers have more (not longer) targeted conferences with struggling students, avoiding over-scaffolding
● ● ●
Students see themselves as a member of a community that values writing Students use peer conferring as a strategy for talking about their writing Celebrations focused on community writing achievements
● ● ● ● ●
5
Secondary The secondary (grades 6 - 10) language arts curriculum and instructional approach align with the guiding principles described in the front matter of this document. In addition, the following essential agreements ensure consistent teaching and learning: Reading/Writing Workshop Agreements - TBD in August, 2021 (to be created with Stevi Quate, consultant) We AGREE that readers and writers need...
Classroom Look-Fors
TIME Time to read and write Time to develop reading and writing habits Time to re-read and write multiple drafts Time for reflection CHOICE Choice of topic, genre, paper, book size, publishing options, etc. PURPOSE & AUDIENCE Authentic purposes for reading and writing Authentic audiences for sharing work IDENTITY Teach the reader and writer, not the reading and writing. Children should see themselves as readers and writers COMMUNITY Classrooms as communities of readers and writers
6
Elementary Scope and Sequence Reading Units of Study Launch Unit
Unit
Unit
Unit
Unit
Unit
Additional Studies (not in order)
K
We are Readers!
Reading Pattern Books
Super Readers, Super Powers
Bigger Books, Bigger Reading Muscles
Becoming Avid Readers (Informational)
Getting To Know Our Characters
Shared Poetry Reading (Year-Long)
1
Building Good Reading Habits
Learning About The World (Informational)
Strategies and Word Solving
Meeting Characters and Learning Lessons
Series Book Clubs
Shared Poetry Reading (Year-Long)
2
Second Grade Growth Spurt
Becoming Experts (Informational)
Bigger Books = Bigger Muscles
Nonfiction Articles
Series Book Clubs
Reading is Thinking (Mini) Characters (Mini)
3
Building a Reading Life
Reading to Learn (Informational)
Character Studies
Informational Research Book Clubs
Mystery Book Clubs
4
Extending Our Reading Life
Following Characters into Meaning
Reading the World (Informational)
Poetry
Interpretive and Analytical Reading
Historical Fiction Book Clubs
5
Responding to Reading
Understanding Characters
Informational Reading
Interpreting Texts
Fantasy Book Clubs
Reading to Support Opinions
Poetry (Mini)
Unit
Writing Units of Study Launch
Unit
Unit
Unit
Unit
Unit
K
Making Books
Where Writers Get Ideas
Illustrations
How-To Books
Reading Like a Writer/Writing Mentors
Personal Narratives
1
Non-Genre Launch
Words and Pictures
Informational: All About Books
Personal Narratives
Opinions
Poetry
Author Study
2
Launch
Informational Q&A
Personal Narratives
Persuasive Letter Picture Books
Fables
Making Meaning with Conventions
Odes
3
Launch
Opinion: Book Reviews
Narrative: Realistic Fiction
Informational: All About Books
Process: Revision
Mysteries
4
Writer’s Notebooks
Narrative: Graphic Short Stories
Informational: Expert Brochures
Poetry
Opinion: Literary Essays
Hybrid: Historical Fiction/Information
5
Writer’s Notebooks
Process: Revision
Narrative: Realistic Fiction Short Stories
Informational: Feature Articles
Narrative: Fantasy
Opinion: Persuasive Essay
Poetry
Phonics/Word Study Unit 1
Unit 2
Unit 3
Unit 4
Making Friends With Letters
Word Scientists
Word Part Power
Vowel Power
K
Differentiated Word Study (Words Their Way) Talking and Thinking About Letters
The Mystery of the Silent E
1
From Top to Tail: Reading Across Words
Word Builders: Using Vowel Teams To Build Big Words
Differentiated Word Study (Words Their Way) Growing into Second Grade Phonics
2
Big Words Take Big Resolve
Word Builders: Construction, Demolition, and Vowel Power
Word Collectors
Differentiated Word Study (Words Their Way)
3-5
Differentiated Word Study (Words Their Way)
7
Kindergarten Reading Units of Study
Unit Title
We are Readers!
Patterns Help Us Read
Super Readers, Super Powers
Bigger Books, Bigger Reading Muscles
Becoming Avid Readers (Informational)
Time of Year & Length
Sept
Oct-Nov
Dec-Jan
Jan-Feb
Feb-March
4 weeks
5 weeks
5 weeks
5 weeks
5 weeks
How am I already a reader?
How can patterns help me read?
What “powers” can help me read better?
What strategies do readers need to read bigger books?
How can I become an avid reader?
In this unit, students read simple books with repeating patterns. This helps them to gain confidence in reading as they realise that they can predict which words will be on the next page. They begin to point at words and use patterns and pictures to figure out what they might say.
This unit focuses on the notion that to read, you use your super powers, just like superheroes do. You use your Super Powers to tell when a word starts and ends and how those words sound. It also reinforces how to read with a partner, how to share, how to function in a group, and how to make social connections about reading and words.
In this unit, children learn about how to tackle longer words when reading. Students are reminded to use their phonics powers and self-checking abilities to make sure that they are on track. They are encouraged to persist when reading and choose more challenging books.
This unit begins by exploring the question, "What is an avid reader?" and sets students up to transfer what they've learned throughout kindergarten into multiple contexts. Instead of teaching a lot of new skills, focus is on helping children internalize and automatize the skills they've already been taught.
(approximate)
Essential Questions
What do readers do?
Unit Sketch
This first unit of reading workshop invites students to bring all that they know about language to the emergent reading of books. It has two bends: an Informational Reading bend and a Storybook Reading bend.
Common Core Standards Addressed RL.K.1 RL.K.2 RL.K.3 RI.K.1 RI.K.2 RI.K.3
RL.K.1 RL.K.2 RL.K.3 RI.K.1 RI.K.2 RI.K.3
RL.K.1 RL.K.2 RL.K.3 RL.K.7 RL.K.10
RL.K.1 RL.K.2 RL.K.3 RL.K.5 RL.K.7 RI.K.1 RI.K.2 RI.K.3
RL.K.1 RL.K.2 RL.K.3 RL.K.7 RL.K.10 RI.K.1 RI.K.2 RI.K.3 RI.K.4
Foundationa l Skills
RF.K.1 RF.K.2 RF.K.3 RF.K.4
RF.K.1 RF.K.2 RF.K.3 RF.K.4
RF.K.1 RF.K.2 RF.K.3 RF.K.4
RF.K.2 RF.K.3 RF.K.4
RF.K.2 RF.K.3 RF.K.4
Speaking & Listening
SL.K.1 SL.K.4 SL.K.6
SL.K.1 SL.K.4 SL.K.6
SL.K.1 SL.K.2 SL.K.4 SL.K.6
SL.K.1 SL.K.2 SL.K.4 SL.K.6
SL.K.1 SL.K.2 SL.K.4 SL.K.6
Language
L.K.1 L.K.4
L.K.1 L.K.4
L.K.1 L.K.2 L.K.4 L.K.6
L.K.2 L.K.4
L.K.1 L.K.2 L.K.4 L.K.6
Reading (Literature) (Informational)
8
Kindergarten Writing Units of Study Unit Title
Making Books Where Writers Get Ideas
Illustration
How-To Books
Reading Like a Writer/Writing Mentors
Personal Narratives
Poetry
Time of Year & Length (approximate)
Sept-Oct
Oct-Dec
Jan-Feb
Feb-Apr
Apr-May
May-June
5 weeks
6 weeks
5 weeks
8 weeks
5 weeks
3 weeks
Essential Questions
How am I a writer who makes books?
How do words and pictures work together to tell a story or share information to/with readers?
How do books teach people how to do things?
How can reading like a writer help us be stronger writers?
How do writers tell stories from their own lives?
What is a poem?
How do authors write a “how-to” book?
How do writers learn from other authors and try what they have done?
Where do writers get ideas? Where do I get my ideas?
How can details in pictures tell a story better?
This first part of this unit empowers students to make books of any kind, while. routines for the workshop are introduced and practiced. The second part of this unit invites students to explore the work of several authors and learn about where their ideas came from.
In this unit, we explore how ideas can be expressed through a book’s illustrations and how those illustrations can tell a story. Students explore adding illustrations and backgrounds to their books and learn how to show motion and sound in their drawings, making choices about the artwork in their books.
Where do poets get ideas?
How do authors make choices?
How can details in pictures help share more information?
Unit Sketch
How do we hear and make rhymes?
How could we use a mentor author’s idea in our own writing? This is a genre unit focusing on How To books. Students will learn the features of a how to book and make their own.
First, students learn to read like writers, to notice how things are written and then to envision possibilities for their own writing. By noticing and trying out, students learn how other authors can help grow them as writers. Then, students choose particular authors, noticing and naming what those authors do and trying it out in their own writing.
In this unit, students write books about events from their own lives. They learn to tell a story with a beginning, a middle, and an end.
Students end the year with an exploration of poetry.
W.K.3 W.K.6
W.K.1
Common Core Standards Assessed Writing Standards
Language Standards
W.K.1 W.K.2 W.K.3 W.K.5
W.K.2 W.K.3 W.K.5
W.K.2 W.K.3 W.K.5
W.K.1 W.K.2 W.K.3 W.K.4 W.K.5
L.K.1a-f. L.K.2a-d.
9
Grade 1 Reading Units of Study Unit Title
Building Good Reading Habits
Learning About The World (Informational)
Strategies and Word Solving
Meeting Characters and Learning Lessons
Series Book Clubs
Time of Year & Length (approximate)
Aug - Oct
Nov - January
Jan-Feb
Feb - April
May - June
6 weeks
6 weeks
6 weeks
6 weeks
6 weeks
Essential Questions
How do readers build good reading habits?
How does reading help me learn about the world?
Why is reading an important job?
How is reading like going on an adventure?
What are book clubs? How do they help us become stronger readers?
What do readers do before, during, and after reading?
How can reading nonfiction texts make me an expert?
How can readers learn to read even harder words?
How do readers word-solve?
What strategies can I use to tackle hard words?
How can readers make sure they understand the books they are reading?
What can we learn from characters in our books? How can we get to know our characters better?
How can reading partners help?
How can I read aloud like an expert?
What does it mean to be an expert on a character or an author’s craft?
How do stories teach us a lesson? How can we share our opinions about books we read?
Unit Sketch
The first unit invites students to grow in good reading habits before, during and after reading. In addition, students learn word tackling skills and explore how to work with partners to enhance their own (and one another’s) reading habits.
This unit taps into first graders’ curiosity about the world and teaches into nonfiction reading strategies. Students learn that reading nonfiction can make them experts and build their skills at tackling the features that signal a nonfiction text as well as vocabulary building. The unit ends with some fluency work.
This unit is all about the reading process - what readers do before, during, and after they read. Students learn to be in charge of their own reading and to be determined when hard parts come along. They practice knowing when to stop and self-monitor, strengthen their word-solving strategies, and learn to check their understanding.
In this unit, students are invited to go on learning adventures and track the events of the story, get to know the characters, and discover the lessons that the story teaches them. They will use text and pictures to make meaning and practice the skills and strategies they’ve learned so far in the year to deepen their experience with narrative texts.
The final unit invites students to join book clubs to share discoveries and ideas about a book from a series. Students learn to look out for literary language and to become experts at thinking about characters and elements of author’s craft such as word choice and descriptive language.
Common Core Standards Addressed RL.1.1 RL.1.2 RL.1.3 RI.1.1 RI.1.2 RI.1.3
RI.1.1 RI.1.2 RI.1.3 RI.1.4 RI.1.5 RI.1.7 RI.1.10
RL.1.1 RL.1.2 RL.1.3 RL.1.4 RL.1.10
RL.1.1 RL.1.2 RL.1.3 RL.1.4 RL.1.6 RL.1.7
RL.1.1 RL.1.2 RL.1.3 RL.1.4 RL.1.6 RL.1.7
Foundational Skills
RF.1.1 RF.1.2 RF.1.3 RF.1.4
RF.1.1 RF.1.2 RF.1.3
RF.1.1 RF.1.2 RF.1.3 RF.1.4
RF.1.1 RF.1.2 RF.1.3
RF.1.3 RF.1.4
Speaking & Listening
SL.1.1 SL.1.2 SL.1.6
SL.1.1 SL.1.2 SL.1.3 SL.1.4 SL.1.6
SL.1.1 SL.1.2 SL.1.4 SL.1.6
SL.1.1 SL.1.2 SL.1.4 SL.1.6
SL.1.1 SL.1.2 SL.1.4
Language
L.1.1 L.1.4 L.1.5 L.1.6
L.1.4 L.1.5 L.1.6
L.1.1 L.1.4 L.1.5 L.1.6
L.1.4 L.1.6
L.1.4 L.1.5 L.1.6
Reading (Literature) (Informational)
10
Grade 1 Writing Units of Study Unit Title
Launch: Using Words and Illustrations
Informational: All About Books
Personal Narratives
Opinions
Poetry
Author Study
Time of Year & Length (approximate)
Aug-Oct
Oct-Dec
Jan-Feb
March
April
May-June
8 weeks
8 weeks
7 weeks
4 weeks
4 weeks
6 weeks
Essential Questions
How am I a writer who makes books?
How can writers use published authors to better understand and write non-fiction information books?
How can you share a personal story in a way that is interesting to your reader?
How do we write so that others can understand what we are trying to say?
What is a poem?
Why are stories told in different ways?
Why do writer's give reasons for their opinions?
How can we use rhyme, alliteration, or rhythm in poems?
How do text and illustrations work together to tell a story or share information?
Unit Sketch
Students learn the procedures of the writing workshop and how illustrations support text and how text supports illustrations.
How can we use books to share what we know about a topic and teach others?
Students will immerse themselves in text to study the purpose, structure and characteristics of informational writing. They will generate possible writing ideas, choose topics, consider areas of expertise, plan, organize and draft books. They will also reread, revise and edit before publication.
Why do we write poetry?
How can we study authors to become better writers, ourselves?
How do we write a purposeful ending (that provides closure)? Students learn to write personal narratives by focusing on small moments in their lives that involve strong emotion.
Students write opinions routinely throughout the year. As the year begins, they write statements, and by the end they write a paragraph. Topics vary and are integrated into units of study or specific first grade events.
Students explore poetry through reading and listening. They write poems using a variety of techniques identified while reading poetry.
Students create books in the style of a mentor author.
Common Core Standards Assessed Writing Standards
Language Standards
W.1.2. W.1.3.
W. 1.2 W. 1.5 W. 1.6 W. 1.7
W. 1.3 W. 1.5 W. 1.6
W.1.1. W.1.5 W.1.6
W.1.5. W.1.6. W.1.10
W.1.3. W.1.5. W.1.6. W.1.7. W.1.8.
L.1.1a-j. L.1.2a-e.
11
Grade 2 Reading Units of Study Unit Title
Second Grade Growth Spurt
Becoming Experts
Reading is Thinking!
Characters
Bigger Books = Bigger Muscles
Nonfiction Articles
Series Book Clubs
(Informational)
Time of Year & Length (approximate)
Essential Questions
Aug - Sept
Sept-Oct
Nov-Dec
Jan
Feb - March
April
May-June
4 weeks
6 weeks
4 weeks
4 weeks
6 weeks
4 weeks
5 weeks
How do readers make decisions?
Why do readers read informational texts?
In what ways do readers think?
How do readers get to know characters?
How can we make our reading more fluent?
What is a paragraph?
In what ways do readers think?
What strategies are used to read informational texts?
How do these thinking strategies help us read deeply?
How does predicting help us get to know characters?
What are book clubs? How do they help us become stronger readers?
How can we keep track of what is going on in a longer book?
How does identifying the main idea help us better understand paragraphs we read?
How do readers talk to each other? How do readers solve problems?
Unit Sketch
In the first bend of this unit, students are invited to take charge of their own reading by developing strong habits for pre-reading, building stamina and strengthening comprehension skills. Then, students learn strategies for tackling tricky words and learn to “read like a writer”, noticing what authors do.
How do readers solve problems when they read informational texts?
What are character traits? How do they help us better understand characters?
This unit invites students to read informational books while gaining strategies and skills to more effectively preview, grow their knowledge, share what they’ve learned with others, and solve decoding and comprehension problems they encounter..
This unit is an opportunity to revisit synthesizing and summarizing, as well as more completely introduce visualizing, asking questions, predicting and inferring within fiction texts. It is a small mini-unit specifically taught to introduce these comprehension skills.
This unit on characters helps students use predicting and knowledge about character traits to build understanding related to thoughts and actions taken.
What is a main idea?
How can working together help us build reading muscles?
Students ramp up their fluency skills and learn about literary language to build stamina for longer books. They tackle chapter books in partnerships, supporting one another and sharing ideas and thoughts about the texts.
What does it mean to be an expert on a character or an author’s craft?
This unit uses shorter articles to teach students parts of a paragraph and how to identify a main idea and supporting details.
The final unit invites students to join book clubs to share discoveries and ideas about a book from a series. Students learn to look out for literary language and to become experts at thinking about characters and elements of author’s craft such as word choice and descriptive language.
Common Core Standards Addressed RL.2.1 RL.2.2 RL.2.3 RL.2.4 RL.2.5
RI.2.1 RI.2.2 RI.2.3 RI.2.4 RI.2.5 RI.2.7
RL.2.1 RL.2.2 RL.2.3 RI.2.1 RI.2.2 RI.2.3
RL.2.1 RL.2.2 RL.2.3 RL.2.4 RL.2.5 RL.2.6 RL.2.7
RL.2.1 RL.2.2 RL.2.3 RL.2.4 RL.2.7
RI.2.1 RI.2.2 RI.2.3 RI.2.4 RI.2.5 RI.2.7
RL.2.1 RL.2.2 RL.2.3 RL.2.4 RL.2.5 RL.2.7
Foundational Skills
RF.2.4
RF.2.4
RF.2.1 RF.2.2 RF.2.3 RF.2.4
RF.2.3 RF.2.4
RF.2.1 RF.2.2 RF.2.3 RF.2.4
RF.2.1 RF.2.2 RF.2.3 RF.2.4
RF.2.2 RF.2.3 RF.2.4
Speaking & Listening
SL.2.3 SL.2.4
SL.2.1 SL.2.2 SL.2.3 SL.2.4
SL.2.1 SL.2.2 SL.2.3 SL.2.4 SL.2.5
SL.2.1 SL.2.2 SL.2.3 SL.2.4
SL.2.1 SL.2.2 SL.2.4 SL.2.5 SL.2.6
SL.2.1 SL.2.2 SL.2.3 SL.2.4
SL.2.1 SL.2.2 SL.2.4
Language
L.2.1 L.2.2 L.2.3 L.2.4
L.2.4 L.2.6
L.2.1 L.2.2 L.2.3 L.2.4 L.2.6
L.2.4 L.2.5 L.2.6
L.2.4 L.2.5 L.2.6
L.2.1 L.2.2 L.2.3 L.2.4
L.2.4 L.2.5 L.2.6
Reading (Literature) (Informational)
12
Grade 2 Writing Units of Study Unit Title
Non-Genre Launch
Informational Q & A Books
Personal Narratives
Persuasive Letter Picture Books
Fable Picture Books
Making Meaning with Conventions
Odes
Time of Year & Length
Aug-Sept.
Oct-Nov
Nov-Dec
Jan-Feb
Mar
Apr-May
May-Jun
4 weeks
6 weeks
6 weeks
6 weeks
5 weeks
6 weeks
4 weeks
What does an independent writer look, sound, and feel like?
How do authors make text and text features work together?
What are the elements of a personal narrative?
Why is it important to separate opinion from fact?
How can stories be shared?
Why are conventions important?
How do writers convey ideas?
(approximate)
Essential Questions
Why do authors write? What is a sentence?
How can personal interests lead to informational texts? What are thick questions and why are they important for informational text writing?
Unit Sketch
This unit is an introduction to Writers' Workshop and its routines and expectations. Students engage in a non-genre exploration of writing.
This unit focuses on informational text writing, using a question and answer format. Students write an informational text with text features that is organized with questions as section headers and with text that provides answers to each question. Students publish and share the books electronically.
Why do authors choose to tell stories from their own life?
How can we write from multiple perspectives?
What makes a story interesting to readers?
How do we persuade others?
How do authors teach readers life lessons? What makes a story a fable?
What resources and strategies support revision and editing?
What strengthens an argument?
In this unit, students write personal narratives based on a small moment in their lives. The unit introduces peer revision and editing with compliments, suggestions, and questions.
This unit focuses on learning the differences between fact and opinion, as well as distinguishing between strong and weak persuasive reasoning. The end product is a picture storybook in friendly letter form that shows a back-and-forth argument with a final consensus.
How does an author reflect on and improve their writing?
What are the inspirations for odes? How can words make pictures in your mind?
What does helpful feedback look and sound like? Students explore the fable genre, identify its features, and write fable picture books.
In this unit, students choose their genre and product. The unit focuses on how spelling, punctuation and syntax make an author's meaning clearer. In addition, students further develop their peer revision and editing skills.
In this unit, students experiment with synonyms, antonyms and strong adjectives to enable them to expand their use of literary language (sensory, descriptive, figurative) to celebrate something they love.
(W2.1, W2.2, W2.3) W2.5
W2.3 W2.5
Common Core Standards Assessed Writing
Language
W.2.2. W.2.3. W.2.5.
W.2.2 W2.5 W2.6 W2.7 W2.8
W2.3 W2.5
W2.1 W2.5
W2.3 W2.5
L.2.1a-f. L.2.2a-e.
13
Grade 3 Reading Units of Study Unit Title
Building a Reading Life
Reading to Learn (Informational)
Character Studies & Read-Aloud Book Clubs
Informational Research Book Clubs
Mysteries
Time of Year & Length
Aug - Sept
Sept - Dec
Jan - March
March - May
May - June
5 weeks
6 weeks
6 weeks
6 weeks
5 weeks
How can I build a powerful reading life?
How can we rev up our minds before reading informational texts?
How can we grow theories about characters by noticing the ways they think and act?
How do people do research? What strategies help make research easier and more effective?
What makes a mystery? What unique components do mysteries have?
What strategies will help me learn from expository texts?
How can we use the patterns we notice to make predictions about what characters will do in books?
(approximate)
Essential Questions
What strategies will help me better understand stories? How can I take on reading challenges?
Unit Sketch
This unit begins with an invitation for readers to build powerful reading habits that include choosing books, setting goals, sharing books, and strengthening partnerships. Then, students learn strategies for building comprehension skills and taking on greater reading challenges.
How do I read a narrative nonfiction text?
Students tackle informational reading by learning strategies for getting their minds ready to notice text features, stop and think, and chunk information. Both expository texts and narrative nonfiction texts are used as practice for building informational reading skills.
This study of character asks students to employ various strategies for noticing character thoughts, words, and actions in an effort to grow theories about them. A read-aloud book club is used to model the use of these metacognitive strategies for students.
How can collaborative research help me better develop skills and strategies?
Students take on research in small groups to learn about creating subtopics, synthesizing across texts, building specific vocabulary, noticing author’s craft, growing theories and gathering evidence to support those theories.
What strategies have I learned that will help me read mysteries effectively?
The last unit invites students to engage in the mystery genre. Students learn about the unique components of mysteries from detectives and clues to evidence and red herrings.They share their predictions and theories about the books they read with partners or small groups. Then, they write their own mysteries!
Common Core Standards Addressed (Literature) (Informational)
RL.3.1 RL.3.2 RL.3.3 RL.3.10 RI.3.10
RI.3.2 RI.3.3 RI.3.4 RI.3.5 RI.3.7 RI.3.8
Foundational Skills
RF.3.3 RF.3.4
RF.3.3 RF.3.4
Speaking & Listening
SL.3.1 SL.3.3 SL.3.4 SL.3.6
SL.3.1 SL.3.2 SL.3.3 SL.3.4
SL.3.1 SL.3.4
SL.3.1 SL.3.3 SL.3.4
SL.3.4 SL.4.4
Language
L.3.3 L.3.6
L.3.6
L.3.3 L.3.6
L.3.4 L.3.6
L.3.5 L.4.4 L.4.5 L.4.6
Reading
RL.3.1 RL.3.2 RL.3.3 RL.3.6
RI.3.1 RI.3.2 RI.3.3 RI.3.5 RI.3.7
RL.4.1 RL.4.2 RL.4.3
RF.3.3 RF.3.4
14
Grade 3 Writing Units of Study Unit Title
Non-Genre Launch
Opinion: Book Reviews
Narrative: Realistic Fiction
Informational: All About Books
Process: Revision
Mysteries
Time of Year & Length
Aug-Sept
Feb-March
Nov-Feb
Sept-Nov
April
May-June
4 weeks
6 weeks
9 weeks
8 weeks
4 weeks
6 weeks
What are the procedures and routines of a writer’s workshop?
Why do authors write book reviews?
How do writer’s use mentor texts to study and apply the characteristics of the chosen genre into their own writing?
Where do writer’s ideas come from for information writing?
How can I reflect on the work I have produced so far to think about how to make its meaning more impactful through revision?
How do the essential elements of a mystery affect its quality?
(approximat e)
Essential Questions
What is the writing process?
What makes a review entertaining, informative and persuasive?
Where do authors get their ideas for fiction writing? How do authors create and follow through with a plan for writing fiction that produces a well-organized and detailed story that captivates an audience?
Unit Sketch
In this unit, students practice routines and procedures for writing workshops as well as build their stamina for writing. Lessons are designed to teach students how to navigate through the writing process: generating story ideas, rehearsing for writing, drafting, rereading, revising and publishing.
This book review unit provides opportunities for students to practice opinion writing and critical thinking through the art of review. Students construct book reviews about various books they’ve read and then choose one to publish in a shared classroom anthology.
In this unit, students examine the elements of realistic fiction through the lens of an author and learn how to incorporate the characteristics into their own picture book. Students pay close attention to story elements, a solid beginning, middle, and end, and characters and their traits. In addition, they weave a central message or lesson learned into their published stories.
How do writers go about creating well-developed information writing? How do writers go about producing strong information writing?
How is mystery unique as a genre?
How can I use all that I know about the different types of writing and apply it to previous works to make them stronger? How can writing within a community help me think deeply about my work?
During the unit students learn to conduct research on a preferred topic, take notes in their own words, and cite their written and visual sources. Students learn to write introductions, organize information, and include text features that help their readers. Students publish an informational book on a topic of their choice and share it at an author’s celebration.
This unit gives students the opportunity to look at previous drafts and practice a variety of revision strategies to improve and publish a piece of writing.
In this unit, students examine the elements of mystery as a genre and learn how to incorporate its distinct characteristics into their own picture books.
Common Core Standards Assessed Writing
Language
W.3.2. W.3.3. W.3.4. W.3.5. W.3.10.
W.3.1 W.3.1a W.3.1b W.3.1c W.3.1d W.3.4 W.3.5 W.3.6 W.3.7 W.3.8 W.3.10
W.3.3 W.3.3a W.3.3b W.3.3c W.3.3d W.3.4 W.3.5 W.3.6 W.3.10
W.3.2 W.3.2a W.3.2b W.3.2c W.3.2d W.3.4 W.3.5 W.3.6 W.3.7 W.3.8 W.3.10
W.3.4 W.3.5 W.3.6 W.3.10
W.3.3 W.3.3a W.3.3b W.3.3c W.3.3d W.3.4 W.3.5 W.3.6 W.3.10
L.3.1a-i. L.3.2a-g.
15
Grade 4 Reading Units of Study Unit Title
Extending My Reading Life
Following Characters into Meaning
Reading the World (Informational)
Poetry
Interpretive and Analytical Reading
Historical Fiction Book Clubs
Time of Year & Length (approximate)
Aug-Sept
Oct-Dec
Jan-Feb
March
April
May-June
4 weeks
6 weeks
6 weeks
4 weeks
6 weeks
6 weeks
Essential Questions
What do good readers do?
How can formulating questions guide your reading?
How do readers determine importance and problem solve when reading informational text?
What is poetry? How do poets generate ideas?
How do readers interpret complex ideas in texts?
How do readers read, analyze and interpret historical fiction text?
What are the components of a good retell? What are the expectations and routines for independent reading? What strategies does an independent reader use before, during, and after reading a text?
Unit Sketch
This unit focuses on read-aloud and independent reading with accountable talk. It aims to help develop before, during, and after reading strategies through modeling and conversation. At the same time, this unit builds stamina and independence for daily reading.
How does empathy help you to understand your character more deeply? How do readers develop and carry theories through their texts?
How do readers determine text structures and synthesize when reading informational text?
How do poets communicate their ideas, feelings and thoughts through poetry?
How do readers analyze similarities and differences in text?
How do readers interpret complex ideas in texts?
How do readers pay attention to literary devices to uncover themes in text?
How do readers analyze similarities and differences in historical fiction and history?
What is a hybrid informational text and how do you read it? The work of this unit is intended to build on learning that has taken place in character study units in previous grades. Students will continue to predict and envision as they read, but now they will do this with an eye toward theorizing about characters as they synthesize information from a variety of sources to make sophisticated inferences. By studying relationships, friendships, struggles, and journeys that characters experience both externally and internally, readers will learn to grow and revise theories in preparation for discussions about how these ideas relate to their own lives.
In this unit, students read expository, narrative, and hybrid informational text and build their skills at previewing, determining importance, identifying the main idea and supporting details, and organizing information they’ve collected to share.
The work of this unit is intended to build on the learning that has taken place in character study units in previous grades. Students continue to predict and envision as they read, but now they will do this with an eye toward theorizing about characters as they synthesize information from a variety of sources to make sophisticated inferences.
In this unit, students focus on fictional texts. Students revisit previous reads and read alouds, read short stories and picture books with complex issues and themes and sink into fantasies, myths and legends.
Historical Fiction Book Clubs invites students to read historical fiction text sets made up of related historical fiction, informational text, and primary sources (photographs, letters, posters, etc.) to understand their historical fiction text and the time period connected to the text.
.
Common Core Standards Addressed RL.4.1 RL.4.2 RL.4.3 RL.4.4 RI.4.1 RI.4.2 RI.4.3 RI.4.4
RL.4.1 RL.4.2 RL.4.3 RL.4.4 RL.4.5 RL.4.10
RI.4.1 RI.4.2 RI.4.3 RI.4.4 RI.4.5 RI.4.6 RI.4.7 RI.4.8 RI.4.9
Foundational Skills
RF.3.3 RF.3.4
RF.3.3 RF.3.4
RF.3.3 RF.3.4
Speaking & Listening
SL.4.1 SL.4.2 SL.4.3 SL.4.4 SL.4.5 SL.4.6
SL.4.1 SL.4.4 SL4.6
Language
L.4.1 L.4.2 L.4.3 L.4.4
L.4.3 L.4.4 L.4.5 L.4.6
Reading (Literature) (Informational)
NA
RL.4.1 RL.4.2 RL.4.3 RL.4.4 RL.4.5 RL.4.6 RL.4.10
RL.4.1 RL.4.2 RL.4.3 RL.4.4 RL.4.5 RL.4.6
SL.4.1 SL.4.2 SL.4.3 SL.4.4 SL.4.5 SL.4.6
SL.4.1 SL.4.2 SL.4.3 SL.4.4 SL.4.5 SL.4.6
SL.4.3 SL.4.4 SL.4.5
SL.4.1 SL.4.2 SL.4.4 SL.4.6
L.4.4 L.4.5 L.4.6
L.4.1 L.4.2 L.4.3
L.4.3 L.4.4 L.4.5 L.4.6
L.4.5 L.4.6
16
Grade 4 Writing Units of Study Unit Title
Non-Genre Launch and Writer’s Notebooks
Narrative: Graphic Short Stories
Informational: Expert Brochures
Poetry
Opinion: Literary Essays
Historical Fiction & Non-Fiction
Time of Year & Length
Aug-Sept.
Oct-Nov
Dec-Jan
Feb-March
April-May
May-June
4 weeks
5 Weeks
5 Weeks
4 Weeks
5 Weeks
5 Weeks
What are the procedures and routines of a writer’s workshop?
How do writers convey characters, action, and drama with words?
What do writers of informational text do before they write?
What makes poetry a unique form of writing? How is it different from prose?
How does studying mentor texts improve your writing?
How does the audience and purpose affect how an author writes?
Why does the author’s purpose and their audience matter?
How do writers interpret and write their opinions of literature by stating their claim with reasons and evidence to support their thinking?
How does conferring improve writers and their writing?
What makes a good source and how do we tell?
How do writers ensure that they stay on topic?
How do we summarize and paraphrase information we have learned?
(approximate)
Essential Questions
What is the writing process?
Why do people write poetry? How will reading poetry help me write a poem? How do poets use words, sensory images, and poetic devices?
What types of evidence can I collect to help support my claim? How can I revise my writing to be better structured and to speak to the audience appropriately?
How do we check and cite sources?
Unit Sketch
In this unit, students practice routines and procedures for writing workshop as well as build their stamina for writing. Lessons are designed to teach students how to navigate through the writing process: generating story ideas, rehearsing for writing, drafting, rereading, revising and publishing.
In this unit, students design and create their own narrative graphic novels using language features and structures specific to the genre. In addition, narrative text structures are reviewed and practiced within students’ graphic stories.
In this unit, students create informational brochures based on a topic they consider themselves to be an 'expert' in. Throughout the unit, students learn how to plan informational texts, check and cite sources, and summarize and/or paraphrase information they’ve read.
How do the audience and purpose affect the way an author writes? What is the difference between revising and editing? Why do writers confer? How can writers use conventions to convey their message? What kind of details should writers include to bring their story to life?
This introductory poetry unit familiarizes students with the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) and contrasts these to prose writing. Students analyze and interpret poems to support claims and use the writing process to write original poems that express thoughts and emotions and convey sensory details using the conventions of poetry.
Fourth grade writers learn how opinion writers structure their literary essays in order to share their interpretations or claims with their readers. Students learn to choose evidence that supports their reasons and look at the qualities of writing that make opinion writing powerful and move the reader to have lasting thoughts and conversations. They further develop and strengthen their writing by cycling through the process of planning, revising, editing, and publicly sharing opinions.
Students research a time period in order to create a historical narrative as part of a larger informational piece. This unit is a hybrid of many genres; each chapter is a different genre. Students engage in research to develop a character that is specific to the time period while focusing on elements of a narrative-character, problem, and solution.
W.4.1 a-d W.4.4 W.4.5 W4.6 W.4.7 W. 4.9 W. 4.10
W.4.3 W4.4 W.4.5 W.4.6 W.4.9 W.4.10
Common Core Standards Assessed Writing
Language
W.4.2. W.4.3. W.4.4. W.4.5. W.4.10.
W.4.3 W.4.4 W4.5 W.4.9 W.4.10
W 4.1 W4.2 W4.4 W. 4.5 W. 4.6 W.4.7 W. 4.8 W.4.9 W.4.10
W.4.3 W.4.4 W.4.5 W.4.6 W.4.10
L.4.1a-g. L.4.2a-d.
17
Grade 5 Reading Units of Study Unit Title
Responding to Reading
Understanding Characters
Informational Reading
Interpreting Texts & Fantasy Book Clubs
Reading to Form and Support Opinions
Poetry
Time of Year & Length (approximate)
Aug-Sep
Sept-Nov
Nov-Jan
Feb-March
April-May
June
6 weeks
6 weeks
6 weeks
5 weeks
6 weeks
2 weeks
Essential Questions
How do readers make good book choices?
How do readers identify characters' flaws, hopes, and desires to drive the story and cause the problem/solution?
How is the text organized and why does the organization matter?
What are the elements that make fantasy different from other genres?
What constitutes a controversial or debatable topic?
What is free verse poetry?
How do readers respond to literature?
What is this text teaching me about myself and life?
Unit Sketch
This is an ongoing, yearlong reading unit. It includes independent reading of just right books of a variety of genres. Students are assessed through formal assessments (Maps, F & P) and informal assessments (teacher conferring logs and observations, rubrics from weekly reading responses, observations of books talks, clubs, and discussions). This unit is done yearlong in conjunction with the other genre-specific units. The first 5-6 weeks is spent launching the independent reading, reader's notebook, and reading response.
How do text features enhance the text so my understanding is stronger?
How can I learn more about a character by using visualization, prediction, inferring and interpretation?
How does pulling information from multiple sources help me understand the topic?
This unit is aligned with the realistic fiction writing unit. Students read and interpret realistic fiction stories that incorporate themes with interesting characters whose flaws, faults, hopes, and dreams cause a problem and eventually lead to a solution. In addition, students analyze settings (time/place) and outside circumstances (social issues) that may lead to conflicts in stories.
This reading unit is in alignment with feature article writing unit. In this unit, students will analyze the stack of feature articles for a variety of purposes. In addition, they will read nonfiction texts in order to gain main ideas and details to add to their own feature articles that they are writing. In addition, this unit focuses on nonfiction text structures (cause/effect, problem/solution, sequence of events, compare/contrast, etc.) and nonfiction text features (headings, subheadings, captions, charts, graphs, diagrams, table of contents, glossary, index, bold and italics typeface, etc.)
What is the quest structure and how is it integral to fantasy? How do the characters have or lack power?
How do authors include claim, evidence, and reasoning in their persuasive pieces?
In what ways does a poet enhance the meaning and music of his or her work?
How do authors use research to support their opinions?
How can I listen to someone else's opinion and thoughts while sharing my own thoughts? This unit is aligned with the fantasy writing unit. Students will build on their skills for reading narrative pieces. They will learn about elements specific to the genre of fantasy by reading and analyzing many mentor texts. In addition, students will participate in book clubs in order to further their understanding and enjoyment of texts.
This unit is aligned with the persuasive essay writing unit. In this reading unit, students will learn how to read in order to form and support an opinion (or claim). They will learn how to read for details and evidence and reasoning that support their claim. Students will learn research skills in this unit, as well.
This is a mini-unit in conjunction with the writing poetry unit. Centers are used for reading and writing poetry. Students will read, annotate, analyze, and discuss a variety of poems in order to enhance their understanding and enjoyment of the genre.
Common Core Standards Addressed RL.5.1 RL.5.2 RL.5.3 RI.5.1 RI.5.2 RI.5.3
RL.5.1 RL.5.2 RL.5.3 RL.5.4 RL.5.6
RI.5.1 RI.5.2 RI.5.3 RI.5.4 RI.5.5 RI.5.6 RI.5.9
RL.5.1 RL.5.2 RL.5.3 RL.5.4 RL.5.6 RL.5.7 RL.5.9
RI.5.1 RI.5.2 RI.5.4 RI.5.6 RI.5.9
NA
Speaking & Listening
SL.5.1 SL.5.2 SL.5.3 SL.5.4 SL.5.5 SL.5.6
SL.5.1 SL.5.2 SL.5.4 SL.5.6
SL.5.2 SL.5.3 SL.5.4 SL.5.5 SL.5.6
SL.5.1 SL.5.4 SL.5.5 SL.5.6
SL.5.1 SL.5.3 SL.5.4 SL.5.6
SL.5.1 SL.5.2 SL.5.3 SL.5.4 SL.5.5 SL.5.6
Language
L.5.1 L.5.2 L.5.3 L.5.4
L.5.4 L.5.5 L.5.6
L.5.3 L.5.4 L.5.5 L.5.6
L.5.4 L.5.5 L.5.6
L.5.2 L.5.3 L.5.4 L.5.5 L.5.6
L.5.1 L.5.2 L.5.3
Reading (Literature) (Informational)
18
Grade 5 Writing Units of Study Unit Title
Non-Genre Launch & Writer’s Notebooks
Process: Revision
Narrative: Realistic Fiction Short Stories
Informational: Feature Articles
Narrative: Fantasy
Opinion: Persuasive Essay
Poetry
Time of Year & Length (approxima te)
Aug-Sept
Sept
Oct-Nov
Dec-Jan
Feb-Mar
Apr-May
May-Jun
Two weeks
Four weeks
Seven weeks
Seven weeks
Six Weeks
Seven Weeks
Three Weeks
Essential Questions
How do writers use writer’s notebooks?
How does revision help writers improve their writing?
How can writers improve their narrative writing by considering the characters, problems, setting and theme?
How do writers of feature articles inform and engage their readers?
What are the elements of fantasy that make it different from other types of narratives?
What is the purpose of persuasive writing?
What are some different types of poetry?
How can we effectively use evidence to back up our claims?
What is free verse poetry?
What structures and strategies make persuasive writing effective?
Unit Sketch
The beginning weeks of the workshop are focused on launching the writer's notebook and gathering "seed" ideas.
The focus of this unit is on revision. Students write a piece of their choice of any genre. Mini lessons, conferring, and reflection focuses on types of revisions writers make and how revision can enhance writing.
Students write realistic fiction stories that incorporate themes with interesting characters whose flaws, faults, hopes, and dreams cause a problem and eventually lead to a solution. In addition, students look at settings (time/place) and outside circumstances (social issues) that may lead to conflicts in stories.
Students write feature articles about a topic of their choice. The focus is on the voice, language, organization, and text features of informational writing.
Students use the writing process to publish a fantasy short story piece. Focusing on the elements of the fantasy genre, student stories incorporate narrative elements and show evidence of appropriate purpose and audience.
In what ways does a poet enhance the meaning and music of his or her work?
Students publish a persuasive essay based on a debatable topic and make a claim, backed by evidence and reasoning. Students study mentor texts and use graphic organizers to enhance persuasive techniques and structures.
In this integrated reading and writing unit, students read and write different types of poetry, incorporating techniques and strategies (figurative language, sensory details, rhythm, etc.) to enhance the meaning and music of their poetry.
W.5.1 W.5.4 W.5.5 W.5.6 W.5.9 W.5.10
W.5.3 W.5.4 W.5.5 W.5.10
Common Core Standards Addressed Writing
Language
W.5.4. W.5.5. W.5.6. W.5.10.
W.5.2. W.5.3. W.5.5.
W.5.3 W.5.4 W.5.5 W.5.6 W.5.10
W.5.2 W.5.4 W.5.5 W.5.6 W.5.7 W.5.8 W.5.9 W.5.10
W.5.3 W.5.4 W.5.4 W.5.5 W.5.6 W.5.10
L.5.2 L.5.3
19
Secondary Scope and Sequence The 6-10 English language arts courses follow a reading/writing workshop approach and are aligned to the Common Core standards. Students read and write across text types while developing skills and strategies for deep comprehension, written expression, collaborative conversation, and research. Units are intentionally sequenced across the year to allow for continual vertical communication among teachers and to allow for the collaborative analysis of student learning. Grade
Launch
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
6
Independent Reading and Writers Notebooks
Narrative Core Work The Lightning Thief
Book Clubs Middle School Survival
The Art of Argument Editorials That Take a Stand
Book Clubs Informational Books
Research-Based Information Writing Books, Websites, and Presentations
Book Clubs Relationships That Matter
Narrative Core Work: A Long Walk To Water
Book Clubs Survival Stories
Argument: This I Believe Podcasts
Book Clubs Insiders and Outsiders
Informational: What You Need To Know
Research Sustainability: Position Paper
Growing A Passion for Reading and Writing
7
Independent Reading & Writers Notebooks
Integrated with science and/or social studies
Memoir
8
Independent Reading & Writers Notebooks
Narrative Core Work: Inside Out and Back Again
Book Clubs: Lost and Found: Refugees
Research-Based Argument: Blogs & Op-Eds
Book Clubs TBD
Literary Nonfiction Core Work: Omnivore’s Dilemma
Investigative Journalism
Integrated with social studies
My Poetic Life
9
Independent Reading & Writers Notebooks The Self
Book Clubs: Coming of Age
Core Work: Romeo & Juliet
Argument: Op-Ed
Book Clubs: From Text to Screenplay
Core Work: World Without Fish
Multi-Genre Research Project
10
Launch
Point-Of View: Narrative Theory and Power Core Short Works
Book Clubs: Dramatic Classics
Constructing Arguments: Critical Thinking & Discourse
Inquiry, Research Writing, & Publication
Core Work Macbeth
Book Clubs Dystopian Fiction
The Reading Brain: Struggle & Metacognition Ideas in Conversation
Reading the World Independent Reading Choices
Core Works & Mentor Texts Grade 6: Lightning Thief (Narrative) Grade 7: Long Walk To Water (Narrative), Grade 8: Inside Out and Back Again (Narrative), Omnivore’s Dilemma (Informational) Grade 9: The House on Mango Street (Short Narrative), Romeo & Juliet (Drama), World Without Fish (Informational) Grade 10: Selected Short Stories (Short Narrative), Macbeth (Drama) 20
Grade 6 Unit Title
Independent Reading and Writers Notebooks
Narrative Core Work
Book Clubs
The Lightning Thief
Middle School Survival
The Art of Argument Editorials That Take a Stand
Book Clubs Informational Books
(approximate)
Essential Questions
Aug - Sept
Sept - Nov
Nov-Dec
Jan - Feb
March
April - May
May - June
5 weeks
5 weeks
3 weeks
6 weeks
3 weeks
5 weeks
3 weeks
How can I grow my passion for reading and writing?
What is a hero’s journey?
What do book clubs do?
What does an effective argument look like?
How do characters change?
How can I effectively share my text-based ideas in conversation?
Where are arguments in the real world?
How do we read an informational book in a book club or partnership?
How can I immerse myself in a topic by researching and note taking with power and purpose from different media of informational texts?
How might book clubs help me test my theories about characters?
What does it mean to be in a community of readers and writers?
How can I collect evidence to support a text-based claim?
How can I build on another’s ideas?
How can I share my arguments with authentic audiences?
How does knowing about text structures help me better comprehend informational books? How can I effectively share my ideas in conversation?
Unit Sketch
Book Clubs Relationships That Matter
Books, Websites, and Presentations
Growing A Passion for Reading and Writing
Time of Year & Length
Research-Based Information Writing
Sixth grade readers and writers begin the year by stretching their independent reading and writing muscles through quick writes and booktalks. This unit develops the routines and expectations for the middle school reading/writing workshop.
This core work provides a mentor text to develop students’ close reading skills. Throughout the unit, students use portions of the book to learn about characterization, conflict, and author’s craft while building an understanding of the hero’s journey as a literary archetype.
The year’s first book club plays off the idea of “heroes” with a selection of middle school characters. Students select a book and engage in collaborative conversations, learning about building conversation and sharing evidence-based theories and ideas from the shared texts.
Sixth grades take on the art of argument with a unit that invites them to write about a topic they truly care about. They learn the skills of effective argument and craft digital arguments in the form of blogs and editorials that are submitted to the New York Times student editorial contest.
The second book club extends student conversation into informational texts and provides them opportunities to learn about text structures and strategies for deepening comprehension. Book clubs or partnerships allow students to continue to build speaking and listening skills.
How can I choose a focused topic angle and shape it into an informational book?
How might different books express the same theme? How might different characters help us understand more about ourselves?
How can I transfer my focused topic expertise into an online format that both excites and educates others about my findings digitally?
This is a hybrid unit of study in which students take the stance of critical consumers--taking in, categorizing, synthesizing, and checking the validity of information collected to explore multiple ways of learning from informational texts and sharing their expertise through a digital platform.
The year’s final book club brings the theme of human-animal friendship to the forefront with a selection of books that builds on the theme of loyalty, compassion, and love. Students once again enrich their conversational skills while studying narrative elements and characterization.
Common Core Standards Addressed Reading
RL.6.1-6.6 RI.6.1-6.6
RL.6.1 - 6.6
RL.6.1 - 6.6
RI.6.8
RL.6.1 - 6.6
RI.6.1- 6.10
RL.6.1 - 6.6
Writing
W.6.3a-e W.6.4 W.6.5
W.6.3a-e W.6.4 W.6.5 W.6.6
W.6.4 W.6.10
W.6.1a - e W.6.4 W.6.5 W.6.6
W.6.4 W.6.10
W.6.2a-f W.6.4 W.6.5 W.6.6 W.6.7 W.6.8 W.6.9
W.6.4 W.6.10
Speaking & Listening
SL.6.1a-d
SL.6.1a-d
SL.6.1a-d
SL.6.2 SL.6.3 SL.6.4 SL.6.6
SL.6.1a-d
SL.6.1 SL.6.2 SL.6.4 SL.6.6
SL.6.1a-d
Language
L.6.1-6.6
21
Grade 7 Unit Title
Independent Reading & Writers Notebooks
Narrative Core Work: A Long Walk To Water
Book Clubs Survival Stories
Argument: This I Believe Podcasts
Book Clubs Insiders and Outsiders
Informational: What You Need To Know
Integrated with science and/or social studies
Memoir
Time of Year & Length (approximate)
Essential Questions
Research Sustainability: Position Paper
Aug - Sept
Sept - Nov
Nov-Dec
Jan - Feb
March
April - May
May - June
4 weeks
6 weeks
4 weeks
6 weeks
3 weeks
3 weeks
4 weeks
What makes writing worth reading, and why should we do it?
How can we exercise agency in our lives when we face overwhelming problems?
How do different authors tell the story of survival?
What are your truths and how can you express them in beautiful ways that captivate readers?
How does someone become an “insider” or an “outsider”? Who decides?
How can I unpack an informational text to better understand its purpose, structure and intent?
How can I become powerful at argumentation?
When, and why, should writing be a process? What strategies can you use to make writing come alive for a reader?
What are moves that authors make to develop the plot, characters, and theme?
What are the reasons that cultures and individuals create narratives of their experiences?
How do different characters survive internal and external struggles?
How do the roles of “insider” and “outsider” play out in stories?
How do we grow our understanding of what motivates characters to survive?
How can I effectively share my text-based ideas in conversation?
How can I gather and synthesize information to share with others? How can technology help?
What makes an argument principled and fair? How does research help strengthen my argument and stance?
How can I build on another’s ideas?
How can I effectively share my text-based ideas in conversation? How can I build on another’s ideas?
Unit Sketch
The year begins with a unit on strengthening reading and writing habits, building routines and expectations for the reading/writing workshop, and extending students’ ability to create powerful personal narratives.
Using the book Long Walk to Water, students learn about text-based evidence and grow theories about characters and their situations. They explore the theme of survival together, comparing and contrasting the experiences of the two main characters.
In the first book club of the year, students broaden the theme of survival by choosing a book to read as a small group. Throughout this collaborative experience, they build independence, grow their ability to build theories based on text evidence and compare themes.
Students practice the art of argument by choosing a topic they are passionate about. They learn about claims and counterclaims and how to effectively build a fair argument and share their learning in “This I Believe” podcasts.
The second book club focuses on the ideas of characters being on the inside or the outside of a situation. Students choose from a variety of books about fitting in and deepen their awareness of how the author's craft, dialogue, character development, and theme interact within a text.
Students add to their informational reading and writing skill sets by studying informational texts and their structures, focusing on key ideas, vocabulary, and the development of ideas. Students write several short informational pieces of their own.
The final unit of the year asks students to bring all they know to build a research-based argument related to sustainability, a topic that is explored in both social studies and science at this time of the year.
Common Core Standards Addressed Reading
RL.7.1-7.6 RI.7.1-7.6
RL.7.1-7.6
RL.7.1-7.6
RI.7.1 - 7.10
RL.7.1-7.6
RI.7.1 - 7.10
RI.7.1 - 7.10
Writing
W.7.3a-e
W.7.4 W.7.10
W.7.4 W.7.10
W.7.1a-e
W.7.4 W.7.10
W.7.2a-f.
W.7.1a-e W76.4 W.7.5 W.7.6 W.7.7 W.7.8 W.7.9
SL.7.1a-d SL.7.4
SL.7.1a-d
SL.7.3 SL.7.4 SL.7.5 SL.7.6
SL.7.1a-d
SL.7.2
SL.7.4 SL.7.5 SL.7.6
Speaking & Listening Language
L.6.1-6.6
22
Grade 8 Unit Title
Independent Reading & Writers Notebooks
Narrative Core Work: Inside Out and Back Again
Book Clubs: Lost and Found: Refugees
(approximate)
Essential Questions
Book Clubs TBD
Literary Nonfiction Core Work: Omnivore’s Dilemma
Investigative Journalism
Integrated with social studies
My Poetic Life
Time of Year & Length
Research-Based Argument: Blogs & Op-Eds
Aug - Sept
Sept - Nov
Nov-Dec
Jan - Feb
March
April - May
May - June
4 weeks
5 weeks
3 weeks
5 weeks
3 weeks
5 weeks
5 weeks
Who gets to tell your story?
What is home?
How do critical incidents reveal character?
How can creating an argument through blogs differ from more traditional non-digital forms of text types?
How can I effectively share my text-based ideas in conversation?
How does knowing the purpose of an informational text help me to understand the author’s claim?
What is investigative journalism?
What makes us who we are? How can I develop my voice?
How do critical incidents reveal character? What common themes unify the refugee experience?
What common themes unify the refugee experience? How can we tell powerful stories?
How can I build on another’s ideas?
In what ways can research and counter arguments strengthen the claims of a blog?
How do text features, text structures, and content-specific vocabulary support informational texts?
How are Op-Ed pieces similar to and different from blogs?
Unit Sketch
Students begin the year by building routines and expectations for readers and writers workshops and use poems as a vehicle for text analysis and writing ideas.
Using a shared novel, students strengthen their ability to gather text-based evidence to support theories while immersing themselves in the author's craft and characterization.
This first book club unit invites students to extend their thinking about the refugee experience. Students choose from a collection of novels and strengthen their ability to use text-based evidence to grow and share theories about characters and their situations.
In this unit, students study argument as a text type by engaging in the reading and writing of blogs and Op-Ed pieces. They create an argument-based digital blog and submit an Op-Ed piece to the New York Times.
How is research integrated into the reading and writing of investigative journalism? How do journalists develop and reveal their stance?
Why do readers need to look at multiple texts on the topic they are reading about? Students engage in book clubs from a collection of genre-related novels.
Students use the Omnivore’s Dilemma to closely read informational text, learning about the skills and structures that strengthen comprehension and thinking. Students learn the power of using multiple text types (videos, diagrams, fact sheets, etc.) to deepen their understanding of a topic.
In this final unit, students become investigative reporters, learning about what makes for effective research and reporting. They experiment with new strategies, use feedback to improve, and turn their research into powerful investigative pieces.
Common Core Standards Addressed Reading
RL.8.1 RL.8.2 RL.8.3 RL.8.5 RL.8.10
RL.8.1-10
RL.8.1-8.6
RI.8.1 - 8.10
RL.8.1-8.6
RI.8.1-10
RI.8.1-10
Writing
W.8.3 W.8.4 W.8.5 W.8.6 W.8.10
W.8.4 W.8.10
W.8.4 W.8.10
W.8.1a-e W.8.4 W.8.5 W.8.6 W.8.7 W.8.8 W.8.9
W.8.4 W.8.10
W.8.4 W.8.10
W.8.1a-e W.8.2a-f
Speaking & Listening
SL.8.1a-d
SL.8.1a-d
SL.8.1a-d
SL.8.3 SL.8.4 SL.8.5 SL.8.6
SL.8.1a-d
SL.8.1a-d SL.8.2 SL.8.3 SL.8.4
SL.8.4 SL.8.5 SL.8.6
Language
L.6.1-6.6
23
Grade 9 Unit Title
Independent Reading & Writers Notebooks The Self
Book Clubs: Coming of Age
Core Work: Romeo & Juliet
Argument: Op-Ed
Book Clubs: From Text to Screenplay
Core Work: World Without Fish
Multi-Genre Research Project
Time of Year & Length
Aug-Sept
October
Nov-Dec
Jan-Feb
March
April
May-June
4 weeks
3 weeks
5 weeks
5 weeks
3 weeks
5 weeks
5 weeks
How does fiction tell the truth about human nature?
Why is “coming of age” a universal theme?
What is true love, and how do you know it when you have found it?
How do we make our voices heard in a democratic society to create change?
How does an author create character and develop a theme?
What are the characteristics of adolescent values, lifestyle, attitudes and voice?
How does an effective op-ed balance logos, ethos, and pathos?
How do author's make choices, choose content, and select appropriate language usage to better connect with their target audience?
How can I present multiple, even conflicting perspectives of one event or topic?
How do decisions shape our destiny?
How can art derive and adapt from another piece of art (source material) to create a celebrated piece in and of itself?
(approximate)
Essential Questions
Can reading help us develop empathy?
What makes a person who he or she is?
How does a society experience coming of age and loss of innocence?
Unit Sketch
Students use Sandra Cisnero’s The House on Mango Street, a narrative work formed through vignettes from different perspectives in gender, age, time, and space, to create writing sketches and drafts in their Writers Notebooks. Focus is on understanding writers’ craft, close reading, annotation, and analysis which leads to an original vignette about self discovery.
In this unit, students will... Analyze the development of an archetype over the course of a text. Analyze how a character’s conflicting motivations develop over the course of a text. Create an original work using narrative techniques from a short mentor text.
Students read a shorter, modernized, and scaffolded version of the play and watch parts of three adaptations of Shakespeare's Romeo and Juliet. In addition, students perform close readings from various sections of the play. Students write a short, formative, analytical essay based upon who they believe is ultimately responsible for Romeo and Juliet's untimely deaths. This topic can be the impetus for moving us into our argument unit.
How can research and creating a counter argument strengthen the claims of an op-ed?
This issue-based unit asks students to think abstractly about societal issues and the concrete problems these issues generate. After brainstorming about issues and their associated problems, students select a topic of interest and conduct web-based research to become an expert and develop a strong stance. They collect evidence and craft an op-ed piece that targets a specific audience and attempts to persuade them to understand the issue from a particular perspective and take action.
How is purpose and audience different between written and moving texts? What artistic and financial choices need to be made by producers of films adapted from novels? Students choose from a collection of “classic” novels that were transformed into movies to form book clubs. Students read the chosen text as a group, discussing the elements of the book and recording their conversations. After the book is completed, students watch the movie version, noting the similarities and differences between the written text and the movie. Final recorded book talks compare the two and reflect on choices that were made when the book was adapted to the screenplay that became the movie.
What prior knowledge does a target audience need in order to better comprehend the author's purpose and reasons for creating a particular text?
In what ways can I provide a rich context to present a particular event or topic? How can I demonstrate sophisticated understanding of audience needs and interests?
In this informational text unit focusing on Mark Kurlansky's World without Fish, students draw comparisons between our community (The Mediterranean Sea and Tunis) and oceans across the world, realizing how important it is to recycle, avoid using plastic (especially bags), and respect and admire aquatic wildlife. Students complete a connect/extend/chall enge task which helps draw relevant comparisons between their lives and the text.
This unit on multi-genre research leads students through the process of developing a series of self-contained writing pieces, each in a different genre or subgenre that connect by theme or topic to create a cohesive text. “A multi-genre project arises from research, experience, and imagination.” (Tom Romano, Blending Genre, Altering Style: Writing Multigenre Papers).
Common Core Standards Addressed Reading
RL.9-10.2 RL.9-10.5 RL.9-10.7
RL.9-10.2 RL.9-10.3
RL.9-10.1 RL.9-10.5 RL.9-10.9 RL.9-10.10
RI.9-10.2 RI.9-10.3 RI.9-10.5 RI.9-10.8
RL.9-10.2 RL.9-10.3
RI.9-10.2 RI.9-10.3 RI.9-10.5 RI.9-10.6 RI.9-10.10
RI.9-10.1 RI.9-10.2 RI.9-10.7 RI.9-10.10
Writing
W.9-10.3 W.9-10.4 W.9-10.5 W.9-10.10
W.9-10.3 (for their coming of age short story)
W.9-10.1
W.9-10.1 W.9-10.4 W.9-10.5 W.9-10.6 W.9-10.8
W.9-10.6 W.9-10.10
W.9-10.1 W.9-10.7 W.9-10.8 W.9-10.9
W.9-10.1 W.9-10.2 W.9-10.6 W.9-10.7 W.9-10.8
Speaking & Listening
SL.9-10.1 SL.9-10.2 SL.9-10.3
SL.9-10.1 SL.9-10.3 SL.9-10.4 SL.9-10.5 SL.9-10.6
SL.9-10.1 SL.9-10.6
SL.9-10.1
SL.9-10.1 SL.9-10.3 SL.9-10.4 SL.9-10.5 SL.9-10.6
SL.9-10.1 SL.9-10.2 SL.9-10.3 SL.9-10.5
SL.9-10.2 SL.9-10.4 SL.9-10.5 SL.9-10.6
Language
L.9-10.1 - L-9-10.6
24
Grade 10 Unit Title
Independent Reading & Writers Notebooks
Ideas in Conversation: Agency and Community
Point of View: Narrative Theory and Power
Book Clubs Dramatic Classics
Reading the World
Constructing Arguments: Critical Thinking & Discourse
Inquiry, Research Writing, & Publication
Core Work: Macbeth
Book Clubs Dystopian Fiction
August - September
October
November
December
Jan-Feb
March-April
April-May
May-June
5 weeks
5 weeks
3 weeks
2 weeks
5 weeks
5 weeks
4 weeks
3 weeks
How do readers construct meaning from a narrative?
How do readers read drama to gain a sense of story and plot?
What is the value of a particular genre, and what are the limitations?
How can examining a concept or a text from multiple perspectives lead us to deeper understanding?
How is research different from simply googling something?
How does a work of theatre communicate to an audience?
What do dystopian novels reveal about our world?
How do thinkers and researchers approach the big questions in the sciences, philosophy, psychology, religion...?
How do we approach a work of art from a time or space different from our own?
The Reading Brain: Struggle & Metacognition
Time of Year & Length (approximate)
Essential Questions
What does reading do to my brain? Under what circumstances does growth happen?
How do stories connect us? How can we as writers use our craft to create a better world?
What is the relationship between point of view and power in a narrative?
How can reading help me to reach my goals as a person and a learner?
Unit Sketch
Students explore the latest research on the reading brain and reflect on critical encounters they have had with books over the course of their lives.
Students experiment with narrative techniques to make sense of their experience, create community, and take a stand based on their values.
Students investigate literary fiction in terms of point of view. Ultimately, students construct theories for how an author’s choice of point of view provokes insights about human consciousne ss or the workings of power in the real world.
How does visualizing scenes build a story in our minds? How might collaborative reading of a play strengthen comprehension and deepen meaning?
Students choose a drama to read collaboratively in a book club. They analyze the author's choices in scene building and consider how stage directions deepen the narrative. Book club members enhance their skill at contributing to deep conversation and present a scene from the play.
How do fiction and nonfiction intersect? How can I participate and positively contribute to a discussion about a book or nonfiction text?
Students reflect on their independent reading set goals to develop expertise, pursue curiosity, and grow as creative and critical thinkers. In the words of Tunisian philosopher, Youssef Seddik, “Let people be taught not to decipher the alphabet or to dissect a text, but to read the world. When you read the world, you realise that the most accomplished alphabet is the human being himself.”
How can we interpret the symbols and allusions in texts?
How can a writer synthesize research into a compelling, new piece? Students construct a range of claims and counterclaims in order to communicate understanding of complex concepts and texts. Through collaborative discourse, students evaluate the quality of their claims, and push themselves to grow as analytical thinkers.
Students explore a complex topic through in-depth research, learning how to approach a range of informational texts. They then create a chapter for a nonfiction book, using creative thinking to identify an independent angle into the complex topic, and crafting their writing for a real audience.
Students examine theatre as communication . They explore how the artistic choices of writers, directors, and actors shape meaning, and how a work of art is understood differently across time and space.
Students discuss how genre writers use their craft to reveal truths about the world in which we live. Students read novels that are exemplary of the genre, and participate in collaborative conversations to understand what makes a work of genre fiction particularly effective.
RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.4 RI.9-10.5 RI.9-10.6
RL.9-10.1 RL.9-10.2 RL.9-10.5 RL.9-10.7 RL.9-10.10
RL.9-10.1 RL.9-10.2 RL. 9-10.3 RL. 9-10.4 RL. 9-10.7
RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.4 RL.9-10.5 RL.9-10.6
W.9-10.1 W.9-10.10
W.9-10.2 W.9-10.5 W.9-10.7 W.9-10.8
W.9-10.7 W.9-10.8 W. 9-10.9
W.9-10.4 W.9-10.10
SL.9-10.1 SL.9-10.2 SL.9-10.3 SL.9-10.6
SL.9-10.4 SL.9-10.5 SL.9-10.6
Common Core Standards Addressed Reading
RL.9-10.1 RL.9-10.7 RL.9-10.9 RI.9-10.2 RI.9-10.7 RI.9-10.10
RL.9-10.1 RL.9-10.4 RL.9-10.5
RL.9-10.1 RL.9-10.3 RL.9-10.5
RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.4 RL.9-10.5 RL.9-10.6
Writing
W.9-10.4 W.9-10.10
W.9-10.3 W.9-10.5
W.9-10.1
W.9-10.4 W.9-10.10
Speaking & Listening
SL.9-10.1
SL.9-10.1
SL.9-10.1a-d
Language
RL.9-10.10 RI.9-10.10
SL.9-10.3 SL.9-10.4
SL.9-10.1a-d
L.9-10.1 - L-9-10.6
25
Diploma Program - Group 1: Studies in Language and Literature Students in the International Baccalaureate program choose at least one course from Group 1: Studies in Language and Literature. These courses are meant to represent a students’ first, or best language. Through each course, students are able to develop: ● a personal appreciation of language and literature ● critical-thinking skills in their interaction with a range of texts from different periods, styles, text-types and literacy forms ● an understanding of the formal, stylistic and aesthetic qualities of texts ● strong powers of expression, both written and oral ● an appreciation of cultural differences in perspective ● an understanding of how language challenges and sustains ways of thinking. Through studies in language and literature, the DP aims to develop a student's lifelong interest in language and literature, and a love for the richness of human expression. ACST offers Studies in Language and Literature in English, French, and German. Students may opt to take two Group 1 courses to gain the prestigious IB Bilingual Diploma.
Studies in Language and Literature SL and HL
26