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/

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

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..

http://www.cdc.gov/features/valleyfever/

http://discovermagazine.com/2014/may/1-valley-fever-the-hidden-epidemic

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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.

26 | P a g e

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



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.

27 | P a g e

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.


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.


summarize the text. Use the summary to

extrapolate the theme.

29 | P a g e

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


Provide students with a graphic organizer

and have them list important events.



In a guided reading activity, use a flow

chart and phrases / sentences to show the

30 | P a g e

development of a central idea in a simple

text.


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.

31 | P a g e

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.


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


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.

33 | P a g e

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.


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

34 | P a g e

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


words and phrases

helps you figure out the

unknown word in the

sentence?


represents the implied

meaning of the

sentence?

Which group of words

represents rhyming

words?


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

35 | P a g e

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”

36 | P a g e

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).


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


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.

37 | P a g e

the form or structure

on the reader (how

would the text be

different if the form

changed?)

Evaluate 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.


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.

39 | P a g e

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.


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


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?


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.

40 | P a g e

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?


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

41 | P a g e

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.

42 | P a g e

Sample Test Released Item: (4273_A EBSR) Associated Text: “The Georges and the Jewels”

43 | P a g e

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.


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

44 | P a g e

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.


literature fluently

Demonstrate

comprehension of


text



recently read?

What genre did you

enjoy the most?


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


comprehend complex

texts

Make an effort to





author?



complex text or

different type of

literature?

What made this text or

reading complex?



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.



sentences.

Allow students to write responses in their

L1 and use dictionaries to translate as

necessary.

45 | P a g e

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.


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.


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



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

48 | P a g e

graphic organizers.

Sample Test Released Item: (VF557766 EBSR) “The Benefits of Breakfast”

49 | P a g e

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





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.


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)


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


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?


synonyms is closest in

the meaning to the

word _________?

The author uses

connotation to_______.

What is the technical


What message does the

author convey?


selection?


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


How do you know the

difference between a

literal meaning and a

figurative meaning?


reading selection?

Given sentences with underlined words

and phrases, students will determine

positive or negative connotations.


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


How do I know the

difference between a

literal meaning and a

figurative meaning?


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).

55 | P a g e

Sample Test Released Item: (4161_A EBSR) Associated Text: “The Klondike Gold Rush”

56 | P a g e

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.


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


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


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-

58 | P a g e

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.

59 | P a g e

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.


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


techniques the author

uses to distinguish

his/her point of view

from others

What is the author’s

point or view or

purpose?


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?


purpose?


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


others?

How does the author

distinguish his/her


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


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.

62 | P a g e

Sample Test Released Item: (VF557772 EBSR) The Benefits of Breakfast

63 | P a g e

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.


General Education

ESL Levels 4-5

WIDA 2: Reading,

Speaking

Special Education

Students - High

Group


literary nonfiction

fluently

Demonstrate

comprehension of


text


comprehend complex

texts

Make an effort to




What have you read


What are the

topics/central ideas of

the nonfiction texts that

you have recently read?

What topic did you

enjoy the most?


books by the same

author?


author?



complex text or

different type of literary

nonfiction?

What is the lexile level

of this text?


central idea of the text.

Students will answer text dependent

questions in order to demonstrate

understanding of complex grade level

texts

64 | P a g e

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.


literature fluently

Demonstrate

comprehension of


text

What have you read



recently read?

What genre did you

enjoy the most?


books by the same

author?


scaffolding, a variety of adapted literature

with increasing complexity using key

vocabulary in a series of simple, related

sentences.



sentences.

ESL Levels 1-2.4

WIDA 2: Reading,

Speaking

Special Education

Students - Low

Group


comprehend complex

texts

Make an effort to





author?



complex text or

different type of

literature?

What made this text or

reading complex?



text.


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.



sentences.

Allow students to write responses in their

L1 and use dictionaries to translate as

necessary.

65 | P a g e

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


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.


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

http://www.corestandards.org/ELA-Literacy/W/8/2/


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?


thesis?

Which sentences best


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.


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


topic sentence?

Which group of details

supports my topic

sentence?


helps you understand

change in a sequence of

events?


helps you see change in

time of events?


words can best fit my

informative sentence?


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.


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?


sentences can best fit as

a concluding statement?


students apply specific high frequency

language and key, content-based

vocabulary in informative/ explanatory

sentences by using single words and

drawings or pictures.


students complete cloze sentences by

applying high-frequency words.


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.


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.

73 | P a g e


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.


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



to another?



writing?




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?



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



to another?



writing?




events?



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.

76 | P a g e


Associated Texts : “The Klondike Gold Rush,” “A Woman Who Went to Alaska,” and “City of Gold”

77 | P a g e

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.


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.



78 | P a g e

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.

79 | P a g e

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.


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.

80 | P a g e

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.

81 | P a g e

Sample Test Released Item: ( VF909277 PCR ) Believing in Horses

82 | P a g e

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.


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?


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?


What is the main idea?

Have the students mark an appropriately

leveled text to provide evidence to support

their answers and their research.

84 | P a g e


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

86 | P a g e

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

87 | P a g e

Lesson 22. Write the Introductory Paragraph with Preview

Lesson 23. Write Body Paragraphs

Lesson 24. Write a Conclusion

Lesson 25. Portfolio Review

88 | P a g e

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.


demonstrates

comprehension of

ideas stated explicitly

and/or inferentially by

providing a mostly

accurate analysis and

supporting the analysis

with adequate textual

evidence.


demonstrates basic

comprehension of ideas

by providing a generally

accurate analysis and

supporting the analysis

with basic textual

evidence.


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


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.


addresses the prompt and

provides some

development of the


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.


addresses the prompt and

provides minimal

development of the


limited in its


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


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.

89 | P a g e

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 prompt demonstrates

some command of the


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 prompt demonstrates

limited command of the


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.

90 | P a g e

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

91 | P a g e

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

92 | P a g e

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

93 | P a g e

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

https://www.prestwickhouse.com/samples/306477.pdf

https://www.prestwickhouse.com/samples/306477.pdf

http://www.loyolachicagotps.com/Lessons/Final%20Unit.pdf

http://www.loyolachicagotps.com/Lessons/Final%20Unit.pdf

http://www.bcps.org/offices/lis/models/esperanzaeng6/studentresources.htm

http://www.bcps.org/offices/lis/models/esperanzaeng6/studentresources.htm

http://www.corestandards.org/assets/Appendix_B.pdf

http://www.corestandards.org/assets/Appendix_B.pdf

94 | P a g e

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


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


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


rameworks/ela/

http://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/Closing-in-on-Close-Reading.aspx

http://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/Closing-in-on-Close-Reading.aspx

https://www.teachingchannel.org/videos/student-annotated-reading-strategy

https://www.teachingchannel.org/videos/student-annotated-reading-strategy

https://www.heinemann.com/shared/onlineresources/E00797/chapter2.pdf

https://www.heinemann.com/shared/onlineresources/E00797/chapter2.pdf

http://www.webpages.uidaho.edu/eng207-td/Logic%20and%20Analysis/five_steps_to_analyzing.htm

http://www.webpages.uidaho.edu/eng207-td/Logic%20and%20Analysis/five_steps_to_analyzing.htm

https://www.youtube.com/watch?v=9emLkXlMcOs

https://www.youtube.com/watch?v=9emLkXlMcOs

https://www.youtube.com/watch?v=gq23L0Oe19o

https://www.youtube.com/watch?v=gq23L0Oe19o

https://video.search.yahoo.com/search/video;_ylt=A2KLqIKRUtNVTkYABNr7w8QF;_ylu=X3oDMTBsaGExcWVyBHNlYwNzZWFyY2gEdnRpZANCMDUwMw--;_ylc=X1MDOTY3ODEzMDcEX3IDMgRiY2sDNDJnZDlwOWFwODdhMSUyNmIlM0Q0JTI2ZCUzRFlFRVZ0bzVwWUVMOHhrQklzQzFUWVBNamNWSW9Rd3hmVFNrZy53LS0lMjZzJTNENXYlMjZpJTNELmJjRmRKSjI0TlloX2JOczZSZDkEZnIDYWFwbHcEZ3ByaWQDdW1BYTlkY0xUdDJYWjNzR0lJLlQyQQRtdGVzdGlkA1VJMDElM0RCMDUwMwRuX3JzbHQDNjAEbl9zdWdnAzAEb3JpZ2luA3ZpZGVvLnNlYXJjaC55YWhvby5jb20EcG9zAzAEcHFzdHIDBHBxc3RybAMEcXN0cmwDMzcEcXVlcnkDWW91dHViZSBSZWFkaW5nIExlc3NvbnMgbWlkZGxlIHNjaG9vbAR0X3N0bXADMTQzOTkxMjYxNAR2dGVzdGlkA0IwNTAz?gprid=umAa9dcLTt2XZ3sGII.T2A&pvid=rXas8zk4LjFBQanKVZQdQQqOMTYwLgAAAADGp2s0&p=Youtube+Reading+Lessons+middle+school&ei=UTF-8&fr2=p%3As%2Cv%3Av%2Cm%3Asa&fr=aaplw#id=37&vid=9f61838a213a6e18873b13e5cf566b45&action=view

https://video.search.yahoo.com/search/video;_ylt=A2KLqIKRUtNVTkYABNr7w8QF;_ylu=X3oDMTBsaGExcWVyBHNlYwNzZWFyY2gEdnRpZANCMDUwMw--;_ylc=X1MDOTY3ODEzMDcEX3IDMgRiY2sDNDJnZDlwOWFwODdhMSUyNmIlM0Q0JTI2ZCUzRFlFRVZ0bzVwWUVMOHhrQklzQzFUWVBNamNWSW9Rd3hmVFNrZy53LS0lMjZzJTNENXYlMjZpJTNELmJjRmRKSjI0TlloX2JOczZSZDkEZnIDYWFwbHcEZ3ByaWQDdW1BYTlkY0xUdDJYWjNzR0lJLlQyQQRtdGVzdGlkA1VJMDElM0RCMDUwMwRuX3JzbHQDNjAEbl9zdWdnAzAEb3JpZ2luA3ZpZGVvLnNlYXJjaC55YWhvby5jb20EcG9zAzAEcHFzdHIDBHBxc3RybAMEcXN0cmwDMzcEcXVlcnkDWW91dHViZSBSZWFkaW5nIExlc3NvbnMgbWlkZGxlIHNjaG9vbAR0X3N0bXADMTQzOTkxMjYxNAR2dGVzdGlkA0IwNTAz?gprid=umAa9dcLTt2XZ3sGII.T2A&pvid=rXas8zk4LjFBQanKVZQdQQqOMTYwLgAAAADGp2s0&p=Youtube+Reading+Lessons+middle+school&ei=UTF-8&fr2=p%3As%2Cv%3Av%2Cm%3Asa&fr=aaplw#id=37&vid=9f61838a213a6e18873b13e5cf566b45&action=view

https://www.learninga-z.com/commoncore/close-reading.html

https://www.learninga-z.com/commoncore/close-reading.html

http://teachingreadingandla.pbworks.com/f/How_to_Teach_a_Novel_45_pp.pdf

https://www.youtube.com/watch?v=9H6GCe7hmmA

https://www.youtube.com/watch?v=9H6GCe7hmmA

http://www.readwritethink.org/classroom-resources/lesson-plans/action-character-exploring-character-175.html

http://www.readwritethink.org/classroom-resources/lesson-plans/action-character-exploring-character-175.html

http://www.edutopia.org/blog/reaching-literary-analysis-rusul-alrubail



http://www.state.nj.us/education/cccs/frameworks/ela/


http://www.teachertube.com/video/counterclaims-and-rebuttals-371017

http://www.teachertube.com/video/counterclaims-and-rebuttals-371017

http://www.readwritethink.org/professional-development/strategy-guides/developing-evidence-based-arguments-31034.html

http://www.readwritethink.org/professional-development/strategy-guides/developing-evidence-based-arguments-31034.html

http://writingfix.com/6_traits/word_choice.htm

http://writingfix.com/6_traits/word_choice.htm

https://learnzillion.com/resources/57263-writealong-for-6th-grade

https://learnzillion.com/resources/57263-writealong-for-6th-grade

https://www.youtube.com/watch?v=NlaeV-TH8WE

https://www.youtube.com/watch?v=NlaeV-TH8WE

https://www.youtube.com/watch?v=tAmgEa1B1vI

https://www.youtube.com/watch?v=tAmgEa1B1vI

http://achievethecore.org/content/upload/ArgumentOpinion_K-12WS.pdf

http://achievethecore.org/content/upload/ArgumentOpinion_K-12WS.pdf

http://www.parcconline.org/assessments/test-design/ela-literacy/test-specifications-documents

http://writingcenter.fas.harvard.edu/pages/counter-argument

http://writingcenter.fas.harvard.edu/pages/counter-argument

http://www.webenglishteacher.com/narrative-middle-school-lesson-plans.html

http://www.webenglishteacher.com/narrative-middle-school-lesson-plans.html

http://www.corestandards.org/assets/Appendix_C.pdf

http://www.corestandards.org/assets/Appendix_C.pdf

https://www.youtube.com/watch?v=wCzuAMVmIZ8

https://www.youtube.com/watch?v=-CnJV8iMAOc

https://www.youtube.com/watch?v=-CnJV8iMAOc

http://www.amaesd.net/media/TWP/Grade%20Level%20Teaching%20Resources/7th/Required%20Units/Literary%20Essays%20Writing%20About%20Theme.pdf





http://www.edutopia.org/blog/strategies-for-inquiry-based-learning-john-mccarthy

http://www.edutopia.org/blog/strategies-for-inquiry-based-learning-john-mccarthy

http://teachingcommons.depaul.edu/Classroom_Activities/discussion.html

http://teachingcommons.depaul.edu/Classroom_Activities/discussion.html

https://www.youtube.com/watch?v=zxTuPVtayOI

https://www.youtube.com/watch?v=zxTuPVtayOI

http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html

http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html

https://www.facinghistory.org/for-educators/educator-resources/teaching-strategy/fishbowl

https://www.facinghistory.org/for-educators/educator-resources/teaching-strategy/fishbowl

http://www.edutopia.org/blog/rethinking-whole-class-discussion-todd-finley

http://www.edutopia.org/blog/rethinking-whole-class-discussion-todd-finley

https://www.youtube.com/watch?v=xkWl9b0FZSE

https://www.youtube.com/watch?v=xkWl9b0FZSE

https://www.youtube.com/watch?v=gDPXInhu5nA

https://www.youtube.com/watch?v=oG64GWpE9Jo

https://www.youtube.com/watch?v=oG64GWpE9Jo



http://www.ccresa.net/wp-content/uploads/2012/06/dok_blooms_comparison.pdf

http://www.ccresa.net/wp-content/uploads/2012/06/dok_blooms_comparison.pdf

http://www.ccresa.net/wp-content/uploads/2012/06/Blooms-DOK_ELA_3.pdf

http://www.ccresa.net/wp-content/uploads/2012/06/Blooms-DOK_ELA_3.pdf

http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0132-dec05/VM0132Middle.pdf

http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0132-dec05/VM0132Middle.pdf

https://learnzillion.com/common_core/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


http://writingfix.com/

http://www.newsela.com/

http://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/

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/

https://www.montclair.edu/csam/school-of-conservation/

http://www.njsea.com/njmc/about/meadowlands-environment-center.html

http://newarkmuseum.org/

https://en.wikipedia.org/wiki/Interactive

https://en.wikipedia.org/wiki/Science_museum

https://en.wikipedia.org/wiki/Liberty_State_Park

https://en.wikipedia.org/wiki/IMAX_Dome

https://en.wikipedia.org/wiki/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/

http://www.labormuseum.net/

http://patersonmuseum.com/

http://www.mcny.org/content/elementary-school-groups

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.

http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml

http://www.wordle.net/

http://www.colorincolorado.org/

http://www.online-stopwatch.com/

http://www.mobymax.com/

http://www.wida.us/

http://www.everythingesl.net/

http://www.wallwisher.com/wall/elltoolbox

http://www.hope4education.com/

http://blogs.edweek.org/edweek/learning-the-language/

http://www.flenj.org/Publications/?page=135

http://www.ed.gov/offices/OBEMLA

http://www.state.nj.us/education/bilingual/

http://www.state.nj.us/education/lrc

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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/

http://www.1-language.com/

http://repeatafterus.com/

http://www.vocabulary.co.il/

http://www.kindersite.org/

http://www.learninggamesforkids.com/

http://www.spellingcity.com/

http://www.starfall.com/

http://www.aaamatematicas.com/

http://spaceplace.nasa.gov/

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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

http://teachingreadingandla.pbworks.com/

http://www.mrshurleysesl.com/

http://www.ucalgary.ca/~dkbrown/index.html

http://www.21stcenturycenters.com/21cc/Home.html

http://www.windows.ucar.edu/

http://www.windows.ucar.edu/spanish

http://www.summeroncampus.com/main/ActivityProgramsList.asp?CategoryID=25

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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/

https://animoto.com/

http://bookbuilder.cast.org/

http://www.cast.org/

http://www.cosketch.com/

http://crayon.net/

http://www.educationoasis.com/printables/graphic-organizers/

http://www.edutopia.org/

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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

http://edu.glogster.com/?ref=personal

http://www.learner.org/interactives/story/index.html

http://www.nwp.org/cs/public/print/doc/findasite/home.csp

http://www.nwp.org/

http://pacecar.missingmethod.com/

https://plickers.com/


http://rubistar.4teachers.org/index.php

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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.visuwords.com/

http://www.vocabahead.com/

http://www.voki.com/

http://www.mywebspiration.com/


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