Literacy Curriculum grade 7 - Community Consolidated School ...

LiteracyComponentPhonics/WordStudyVocabularyAcross ContentIllinoisLearningStandardsFor LanguageArts1. A. Applyword analysisandvocabularyskills tocomprehend aselection.1. A. Applyword analysisandvocabularyskills tocomprehend aselection.Teacher ClarificationI explicitly teach, model, andprovide plannedopportunities for students touse a variety of decodingstrategies to rapidly readunknown words. Structural Analysis –prefixes, suffixes,and root words, Syllabication, and Context Clues.I explicitly teach, model, andprovide plannedopportunities for students toincrease their knowledge ofwords and word meaning by Providing rich andvaried languageexperiences throughclass discussions andread alouds, Teaching individualwords/conceptsTier One – BasicWordsTier Two –Enriching/InterestingWordsTier Three –Academic/ContentCommunity Consolidated School District 146Tinley Park, IllinoisLiteracy (Reading) Map for InstructionGrade SevenCriticalQuestionDoes this wordsound right andmake sense inthis text?StudentExpectationStudents willread a widerange oftexts at theirinstructionallevel.Students willuse newvocabularyin theirconversationand writing.AssessmentDistrictLevelClassroomLevelDistrictLevelClassroomLevelInstructionalComponentRead AloudWord StudySharedReadingGuidedReadingIndependentReadingLiteracyCentersRead AloudWord StudySharedReadingGuidedReadingIndependentReadingLiteracyCentersResourcesStrategies/ActivitiesThink AloudWord WallsWord SortsMaking WordsSee Appendix for informationThink AloudText TalkMarzano’s Six Step ProcessWord WallsWord/Concept MappingSemantic Features AnalysisFrayer ModelFour SquareWord QuestioningSee Appendix for information

FluencyComprehension(Meaning)Across Content1.A. Applyword analysisandvocabularyskills tocomprehend aselection.1.B. Applyreadingstrategies toimproveunderstandingand fluency.1.B. Applyreadingstrategies toimproveunderstandingand fluency.1.C.Comprehenda broad rangeof readingmaterials.2.B. Read andinterpret awords Teaching wordstrategies –Using contextUsing word partsUsing the dictionary,and Fostering wordconsciousness/interest in words andtheir meanings.I explicitly teach, model, andprovide planned activitiesfor students to developfluency in familiar text withsufficient expression toconvey the meaning of thetext. End of year “Target”for oral reading.I read a wide variety oftexts and engage andencourage students to reada wide variety of textsdiscussing how genres arealike and different. Literary text e. g.short stories, poetry,novels, mysteries,historical fiction,autobiographies,and scripts. Graphic text e. g.graphs, graphicorganizers, chartsCan you explainhow these twotexts aredifferent andthe purpose foreach?What type oftexts are youcurrentlyreading?Students willread a widerange oftexts at theirinstructionallevel withsufficientexpressionto conveythe meaningof the texts.Students willread a widerange oftexts at theirinstructionallevel.DistrictLevelClassroomLevelDistrictLevelClassroomLevelRead AloudWord StudySharedReadingGuidedReadingIndependentReadingLiteracyCentersRead AloudSharedReadingGuidedReadingIndependentReadingLiteracyCentersPartner ReadingChoral ReadingReaders’ TheaterRepeated ReadingsSee Appendix for informationText from theClassroom LibrarySchool LibraryHome LibraryPublic LibraryReading ClosetsGuided Reading TextsAnthology TextsMagazinesNewspapersElectronic TextsSee Appendix for information

Comprehension(Meaning)variety ofliterary works.1.B. Applyreadingstrategies toimproveunderstandingand fluency.and tables,diagrams, and maps. Informational texte. g. print andonlineencyclopedias,manuals, andmagazine andnewspaper article,electronic texts,textbooks, notfictionmaterial,websites.I explicitly teach, model, andprovide plannedopportunities for students toidentify strategies that aremost helpful before, during,and after reading andexplain to the teacher orpeers, how they can usethese and other strategiesto improve as readers.What strategieshelped you tosynthesizeideas whilereading alonger text?What kind ofgraphicorganizershelped you torepresent yourunderstandingof the text afterreading?What strategyworks best foryou when youcome to aconcept orword that isunfamiliar?What questionsdo you askyourself thathelp youmonitor yourreading?DistrictLevelClassroomLevelRead AloudWord StudySharedReadingGuidedReadingIndependentReadingLiteracyCentersTeaching students to:Ask questions when they donot understand text.Identify what is difficult.Re-read text.Read ahead.Use context and visual clues.Seek additional information.Clarify terminology.See Appendix for information

Comprehension(Meaning)Across ContentComprehension(Meaning)1.B. Applyreadingstrategies toimproveunderstandingand fluency.1.C.Comprehenda broad rangeof readingmaterials.2.B. Read andinterpret avariety ofliterary works.1.B. Applyreadingstrategies toimproveunderstandingand fluency.1.C.Comprehenda broad rangeof readingmaterials.2.B. Read andinterpret avariety ofliterary works.I explicitly teach, model, andplan opportunities forstudents to identifypurposes for reading textsand selecting appropriatetexts to fit the purpose e. g.on-line and print sources tocompare differentinformation on the sametopic, web quest texts forinformation on a historicaltopic, graphic organizers,charts, and tables forspecific information, a novelor a non-fiction book onfavorite topic for enjoyment.I explicitly teach, model, andplan opportunities forstudents to identify and usekey comprehensionstrategies before, during,and after reading tounderstand increasinglycomplex text. Activate priorknowledge throughdialogue anddiscussion. Ask questionsTo monitor yourunderstanding of thetext. Use visualization toclarify details of acharacter, scene, orconcept in a text. Summarize sectionsof text duringreading, andStudents willbe able toactivatetheir priorknowledgeof text,summarizeimportantideas andcitingsupportingdetails,generatequestionsregardingtext, andretell a storyincludingthe setting,maincharacters,and theme.DistrictLevelClassroomLevelDistrictLevelClassroomLevelRead AloudSharedReadingGuidedReadingIndependentReadingLiteracyCentersSharedReadingGuidedReadingIndependentReadingLiteracyCentersTexts fromClassroom LibrarySchool LibraryHome LibraryPublic LibraryGuided Reading LibraryBasal AnthologyComputerSee Appendix for informationBrainstormingKWLRetellingConcept MapsReciprocal TeachingSee Appendix for information

Comprehension(Meaning)Across Content1.B. Applyreadingstrategies toimproveunderstandingand fluency.1.C.Comprehenda broad rangeof readingmaterials.2.B. Read andinterpret avariety ofliterary works. Synthesize ideas tobroaden youunderstanding andknowledge.I explicitly teach, model, andprovide opportunities forstudents to develop andexplain interpretations ofincreasingly complex textusing stated and impliedideas from the texts tosupport theirinterpretations.How does theinformation inthe graphicinfluence yourinterpretationof the text?What do youthink theauthor wantsyou to realizeabout thecharacter’sdecision in thissection? Howis thisinformationcommunicated?DistrictLevelClassroomLevelSharedReadingGuidedReadingIndependentReadingLiteracyCentersDRTAQARsQuestion GameSee Appendix for informationComprehension(Meaning)Across Content1.B. Applyreadingstrategies toimproveunderstandingand fluency.1.C.Comprehenda broad rangeof readingmaterials.2.B. Read andinterpret avariety ofliterary works.I explicitly teach, model, andprovide opportunities forstudents to read a widevariety of informational textto: Identify the mainidea, supportingdetails, andopinions, Make an outline ofthe text, Conclude whetherportions of thepassage are fact oropinion, Apply surveystrategies (boldprint, key words,Why did theauthor writethis text? Howis theinformation inthis text relatedto informationyou alreadyknow? Do youknow otherreasonsthat/why . . .are importbeside thereasons given inthe text? Doyou know ofother ways toDistrictLevelClassroomLevelSharedReadingGuidedReadingIndependentReadingLiteracyCentersDRTAQARsRetellingStory FramesRead/Recall/Check/SummarizeReciprocal TeachingTwo Column NotesOpinion/ProofVenn DiagramsSee Appendix for information

Comprehension(Form andStyle)Across Content1.B. Applyreadingstrategies toimproveunderstandingand fluency.1.C.Comprehendgraphics, andorganization ofcontent) to help inunderstanding thetext, Identify structures(description,compare andcontrast,cause/effect,sequence), andinterpretinformation fromtables, maps, visuals,and charts, Identify a variety oftext features andexplain how theyhelp communicatemeaning e. g.hyperlinks, marginnotes, “WorksCited” or“References”, and Connect theimportant ideas inthe text to theirknowledge andexperience, othertexts, and the worldaround them.I explicitly teach, model, andprovide opportunities forstudents to analyzeincreasingly complex textsto identify organizationalpatterns used in them andexplain how the patternshelp with understandinge.g. question-answer formatsolve theproblem?How will thisinformationhelp you in thefuture (solveproblems in thefuture)? Howdid you knowwhat was factand opinion?How does theorganizationalpattern make iteasy for you tofind theinformationyou need?DistrictLevelClassroomLevelSharedReadingGuidedReadingIndependentReadingLiteracyCentersDRTASee Appendix for information

a broad rangeof readingmaterials.in a report or article, groupsand subgroups in a table orweb page.2.A.Understandhow literaryelements andtechniquesare used toconveymeaning.Comprehension(Meaning)2.B. Read andinterpret avariety ofliterary works.1.C.Comprehenda broad rangeof readingmaterials.2.A.Understandhow literaryelements andtechniquesare used toconveymeaning.2.B. Read andinterpret avariety ofliterary works.I explicitly teach, model, andprovide plannedopportunities for student toread a wide range offictional text to: Identify literaryelements andtechniques inliterary genres(fables, biography,historical fiction)and tell how theyaffect the story, Compare thecontent andorganization(theme, topic, textstructure, storyelements) of variousslections, Predict how thestory might bedifferent if theDistrictLevelClassroomLevelSharedReadingGuidedReadingIndependentReadingLiteracyCentersStory MapVenn DiagramQARsReciprocal TeachingOne sentence summaryRetellingSee Appendix for information

conveymeaning.2.B. Read andinterpret avariety ofliterary works.Comprehension(Meaning)1.C.Comprehenda broad rangeof readingmaterials.2.A.Understandhow literaryelements andtechniquesare used toconveymeaning.2.B. Read andinterpret avariety ofliterary works.I explicitly teach, model, andprovide opportunities forstudent to give evidence ofany biases the text maycontain; and suggest otherpossible perspective e. g.determine whether anauthor’s choice of voices toinclude sees justifies andsuggest how the meaningwould change if differentvoices were chosen?Who would bemost likely toshare this pointof view? Whowould not?How would yourevise the textto appeal to adifferent orwideraudience? Whydo you thinkstereotypes areused in certaintexts?DistrictLevelClassroomLevelSharedReadingGuidedReadingIndependentReadingLiteracyCentersDRTASee Appendix for informationComprehension(Form andStyle)1.B. Applyreadingstrategies toimproveunderstandingand fluency.1.C.Comprehenda broad rangeof readingI explicitly teach, model, andprovide opportunities forstudents to identify variouselements of style includingforeshadowing, metaphorand symbolism and explainhow they communicatemeaning and enhance theeffectiveness of text.Students willuse theseelements intheirwriting.DistrictLevelClassroomLevelRead AloudSharedReadingGuidedReadingIndependentReadingLiteracyCentersDRTASee Appendix for information

materials.2.A.Understandhow literaryelements andtechniquesare used toconveymeaning.2.B. Read andinterpret avariety ofliterary works.