11/12th Grade Reading Revised 2011-2012 - Lake · PDF file11/12th Grade Reading Revised 2011-2012 ... Denotation and connotation ... Essential Questions Essential Content & Understandings

2011/2012

11/12th Grade

Reading

Revised 2011-2012

Lake County Schools

2011/2012

Pacing Guide

High School Intensive Reading

Eleventh and Twelfth Grade To address the concern of the increasing mobility rate of students within the district, the following scope and sequence should be followed. This pacing guide is for 90 days. Student’s assessment

will provide the necessary guide for this curriculum. A student may have a reading course in both the fall and spring. The curriculum map should still be used, but the materials should be varied for

the student repeating the course. Literary, Non-literary and Poetry should be used to vary the students’ comprehension skills.

First 9 weeks

Week 1 & 2 Main Idea, Plot & Author

Purpose:

Routine and procedures

Initial assessments

Pre-Reading Strategies

Graphic Organizers

Relevant details and facts

Main Idea / Essential message

Introduce Vocabulary strategies

Introduce ACT Prep

Week 2:

Context Clues

Author’s Purpose

Author’s purpose for figurative language

Descriptive Language

Connotation/Denotation

Elements of Story: Plot and Conflict in

fiction/ Character/Setting

Poetic Elements

Week 3 Words and Phrases in Context:

Vocabulary Words in context

Methods of development/Text Structures,

Chronological order (Sequencing of

Events),

Inference and conclusions

Vocabulary Instruction

ACT Prep: Prose/Social Science/

Humanities/Natural Science

Week 4:Comparison/Contrast and Cause

and Effect

Compare/contrast

Cause and Effect

Fact and Opinion


First 9 weeks

Week 5 & 6: Reference and Research

Evaluating /analyzing

Reliability/validity

Synthesize information within text and

from Multiple sources including poetry

Using reading strategies


Practice content focus skills.

Apply reading and vocabulary

strategies


Using Resources



Week 7 Choosing appropriate reading pace

Reading Strategies

Test-taking Tips and Practice

Identify and Analyze Non-Fiction

Details and Support of Main Idea

Organize Information to show relationships

Use of Graphic Organizers to organize

thought

Week 8: FCAT Week

Inference/Conclusion

Choosing the organizer for your needs.

Applying reading strategies

Study techniques.

Week 9:

Review for midterm.



Second 9 Weeks

Week 1

Reinforcing Context clues using word parts

(prefixes, suffixes, roots)

Use reading strategies with a variety of

text



Practice skills

Week 2 -3 Fiction

Plot, conflict, theme

Development of character (fiction)

Analysis of descriptive language

Tone and mood

Week 4

Poetic Elements: Main Idea/details, Plot,

Author’s Purpose, Comparison/Contrast,

Cause/Effect, Analyze Words/Text

Denotation and connotation



Practice skills

Week 5:

Comparing and Contrasting non-fiction,

similar theme

Inference/conclusion



Week 6:

Multiple meanings of words

Denotative and connotative meanings of

words

Texts for the real-world/Using

resources



Week 7-8: Reference and Research

Identify and Analyze Non-Fiction

Details and Support of Main Idea

Synthesize

Organize Information to show

relationships

Use of Graphic Organizers to organize

thought

Week 9:

Exam Review for final exam

Independent reading every day. Ongoing vocabulary instruction. Ongoing reading strategy instruction. Teacher read aloud every day. Small Group Instruction in fluency and decoding as

determined by diagnosis (see resource manual for plans)

2011/2012

11th/12th Grade Intensive Reading

WEEK One and Two--1st Nine Weeks: Vocabulary Strategies, Pre-Reading Strategies, Main Idea, Supporting Details, Plot and Authors Purpose. Introduce ACT Prep.

Objective(s) of Learning: Students will be able to identify main idea and supporting details and essential messages in text and how the author’s use of language impacts the meaning of the text.

The student will use multiple strategies to develop grade appropriate vocabulary, how to use reading strategies and how to use context as clues to understand word meaning. Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

Why do we read?

What do I need to know to be successful in

the reading classroom?

How does understanding the vocabulary in

context assist me in comprehending what I

am reading?

How does the use of pre-reading strategies

assist me in comprehending and

understanding what I am reading?

How do the questions in reading passages

guide me to determine the MOST important

details?

How does a good reader determine the main

idea or essential message in text?

The student will predict the meaning of the

vocabulary word based on the context clues

provided.

How do I know which details in the text are

relevant?

Identify the author’s purpose (e.g. educate,

inform, entertain, persuade) in a variety of

text and media.

Why do I need to understand tone and

mood?

How does the author’s use of language

impact text meaning?

How does author’s purpose relate to the main

idea?

How does the author’s choice of words

influence the text?

The student will:

Recognize that we read to be educated, informed,

persuaded, and entertained.

Identify and apply pre-reading strategies including but not

limited to: previewing the text, setting a purpose for

reading, brainstorming topic connections, generating

questions, and making connections Use background knowledge of the subject, graphic representations,

and text features (e.g. title, graphics, table of contents, headings,

text styles, simple charts, maps, glossary) to make and confirm

predictions of content and purpose of reading selection

Read text with accuracy and adjust reading rate based on

difficulty

Use new vocabulary that is introduced and taught

directly.

Listen to, read, and discuss a variety of text.

Relate new vocabulary to familiar words.

Determine the main idea or essential message in real-

world text through guided retelling and identifying the

topic and supporting details.

Understand how the author often uses strategies to

prove their point/main idea. Use strategies to repair comprehension of real-world text,

including but not limited to rereading, checking context clues,

predicting, using graphic organizers, and requesting assistance for

clarification.

Recognize persons, objects, and actions in read-aloud

informational text.

Recognize and apply knowledge of context clues.

Apply during-reading strategies into related ideas by

chunking, paraphrasing and summarizing text.


prove their point/main idea.

Recognize an author’s purpose is to try to get the reader

to understand, identify with his or her point of view.

Understand how an author chooses certain words to use in

the text to convey mood and tone based on the purpose

for writing the text. (mood and tone are closely related) Identify context clues as words and phrases in a sentence which

help you reason out the meaning of an unfamiliar word and the

reader can figure out the meanings of new or unfamiliar

vocabulary by paying attention to the surrounding language.

LA.1112.1.5.1 The student will adjust

reading rate based on purpose, text

difficulty, form, and style.

LA.1112.1.6.1: The student will use new

vocabulary that is introduced and taught

directly.

LA.1112.1.6.2 The student will listen to,

read, and discuss familiar and conceptually

challenging text.

LA.1112.1.6.3 - use context clues to

determine meanings of unfamiliar words.

LA.1112.1.6.5: The student will relate new

vocabulary to familiar words.

LA.1112.1.7.1: The student will use background

knowledge of subject and related content areas,

pre-reading strategies (e.g., previewing, discussing,

generating questions), text features, and text

structure to make and confirm complex predictions

of content, purpose, and organization of a reading

selection.

LA.1112.1.7.2: The student will analyze

the author’s purpose and/or perspective in a

variety of text and understand how they

affect meaning.

LA.1112.1.7.3 The student will determine

the main idea or essential message in grade-

level or higher texts through inferring,

paraphrasing, summarizing, and identifying

relevant details and facts.

LA.1112.2.2.2 The student will use

information from the text to answer

questions or to state the main idea or

provide relevant details

LA.1112.1.7.6:The student will analyze and

evaluate similar themes or topics by

different authors across a variety of fiction

and nonfiction selections

Formal:

FCAT, ACT, FAIR

Teacher made tests

Informal:

Teacher observation, Teacher-

made tests, Student work samples

Main Idea and Detail, Authors

purpose, Elements of Story

Word Wall:

Start adding new vocabulary words

to your word wall. i.e.: decorum and

protocol for first week activities.

Encourage students to add new

words that they have learned with

their independent reading.

Introduce a variety of vocabulary

in context exercises daily that

incorporate prefixes, suffixes and

root words.

Teacher Note: On a formal

assessment, many times going back

to the paragraph from which a

statement with vocabulary is pulled

is most helpful in understanding

the context and the word’s

meaning.

*Teacher Note: For students in

need of fluency: correct

pronunciation of root words can

help develop correct pronunciation

of the entire word, in turn building

fluency

*Teacher Note: Sets of common

root words, prefixes, and suffixes

should be taught within the entire

semester to build a bank of

knowledge.

2011/2012


WEEK THREE-- 1st Nine Weeks: Words and Phrases in Context. Morphemes/Text Features/ Text Structure. Inference and Conclusion.

Objective(s) of Learning: Students will identify and understand the use of morphemes in determining word meaning; identify text features and explain how they impact the meaning of text;

identify different text structure/patterns of organization and explain how this impacts comprehension.

Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Why is word choice essential in text?

What is inferencing?

What can I do to make sure I am making valid

inferences?

What does descriptive and figurative language lend

to a text?

How does my understanding of vocabulary help me

in my content classes?

What should I do when I do not understand a

vocabulary word while I am reading?

How does understanding morphemes help me to

understand the meaning of a word?

How do I clarify the meaning of unknown

vocabulary?

How does understanding word parts and meanings

help to understand the meaning of a word?

How does recognizing text features help me

determine text organization and text topic?

What methods do authors use to develop text?

How does recognizing the method of development

of vocabulary help me determine important

information, main idea, or purpose?


inferences?

Explain how active Readers use the power of

inference to understand what they are reading.

How does reading strategies such as predicting and

inferences assist in analyzing text structure?

Develop valid conclusions and inferences by

supporting statements with supporting details from

reliable sources.

To understand text development, students will:

Use background knowledge of the subject, graphic

representations, and text features (e.g. title, graphics,

table of contents, headings, text styles, simple charts,

maps, glossary) to make and confirm predictions of content

and purpose of reading selection


directly.


Categorize key vocabulary.


Use phonics skills to decode unknown words.

Recognize and use common prefixes, suffixes, and root

words.

Determine the meaning of a word with multiple meanings

(e.g. homographs) in text.

Determine the meaning of unknown words using a

dictionary and digital tools.

Understand how the author often uses vocabulary to

accentuate their purpose.


Identify new vocabulary that is introduced and taught

directly.

Seek assistance to clarify the meaning of vocabulary.

Identify and understand the meaning of prefixes,

suffixes and root words, derivations, and inflections of

polysyllabic words and understand that similar parts are

frequently related to each other in origin and meaning.

Understand that by knowing a core group of morphemes

they will be able to unlock the meaning of many unfamiliar

words.

Understand that to make an inference one must pull

together a number of details in the passage by applying

inference techniques and synthesizing with information

from real life then drawing a conclusion. This is done by

reading between the lines

Use word parts to help determine meaning of unfamiliar

words. Will be preparing to pass ACT Prep: Prose/Social

Science/ Humanities/Natural Science.

LA.A. 1.4.2 The Student makes or

confirms inferences about the meanings of

words, phrases, and sentences by using

strategies including but not limited to,

context clues and word structure.



LA.1112.1.6.4: The student will categorize

key vocabulary and identify salient features.



LA.1112.1.6.6: The student will distinguish

denotative and connotative meanings of

words.

LA.1112.1.6.7: The student will identify

and understand the meaning of conceptually

advanced prefixes, suffixes, and root words.


advanced word/phrase relationships and

their meanings.

LA.1112.1.6.9: The student will determine

the correct meaning of words with multiple

meanings in context.

LA.1112.1.6.10: The student will

determine meanings of words, pronunciation,

parts of speech, etymologies, and alternate

word choices by using a dictionary,

thesaurus, and digital tools.

LA.1112.1.6.11: he student will identify

the meaning of unfamiliar terms in political

science and medicine derived from Greek and

Latin words.




affect meaning.

Formal:

Informal:

Teacher made test

Teacher observation

Sample student work

Word Wall: Continue to add new vocabulary

words to your word wall.







root words.

How the denotation and

connotation, of words influence

inference.

Inference, t-chart, two column

notes,

2011/2012


WEEK FOUR-- 1st Nine Weeks: Comparison/Contrast and Cause/Effect.

Objective(s) of Learning: Students will understand how Comparison/Contrast and Cause/Effect will assist the student in comprehending text by analyzing, synthesizing, and evaluating

information in text.

Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

Identify explicit cause/effect

relationships in stories and

informational text.

Identify explicit text structures

(e.g. lists, similarities and

differences, sequence of events,

cause/effect) in real-world text

using strategies, including graphic

organizers.

Identify stories with similar topics

or themes by different authors.

Identify similarities and

differences in characters, actions,

or settings and details in two texts.

How does rephrasing the sentence

using the word because help me to

ascertain if the question has a

cause and effect relationship?

Student will:

Respond purposefully to pictures or symbols

paired with words in school and real-world

situations.

Recognize topic and details in read-a-loud

stories and informational text used in daily

activities in school and real-world situations.

Use pictures or symbols paired with words to

achieve desired cause/effect outcomes in

school and real-world situations.

Use resources when necessary to clarify

meaning of pictures, symbols, or words in

school and real-world activities.

Determine Cause and effect relationships.

Analyze Comparison and Contrast to

extrapolate information.

Use text features to help identify the text

organization of non-fiction text including:

compare/contrast, cause/effect, chronological

order, and problem solution.

Determine cause and effect relationships Will be preparing to pass ACT Prep: Prose/Social



identify cause-and-effect

relationships in text.


analyze a variety of text structures

(e.g., comparison/contrast,

cause/effect, chronological order,

argument/support, lists) and text

features (main headings with

subheadings) and explain their

impact on meaning in text.

LA.1112.1.7.6:The student will

analyze and evaluate similar themes

or topics by different authors

across a variety of fiction and

nonfiction selections


compare and contrast elements in

multiple texts.

LA.1112.2.2.3- Organize

information to show understanding

or relationships among facts, ideas,

and events (e.g., representing key

points within text through charting,

mapping, paraphrasing, summarizing,

comparing, contrasting, outlining)

Formal:

Informal:

Teacher made test

Teacher observation

Sample student work

Comparison and Contrast

Cause and Effect

Word Wall:

Continue to add new

vocabulary words to your

word wall.

Encourage students to add

new words that they have

learned with their

independent reading.

Introduce a variety of

vocabulary in context

exercises daily that

incorporate prefixes,

suffixes and root words.

Add affixes: prefixes,


2011/2012


WEEK FIVE and SIX-- 1st Nine Weeks: Reference and research.

Objective(s) of Learning: Students will analyze, synthesize, and evaluate information in text.


How do I analyze a high order

thinking assessment question and

evaluate the answer choices?

How do I determine valid/reliable

information to answer an

assessment question?

What test taking strategies are

MOST effective for the Reading

Retake?

How will the use of familiar

pictures, symbols, or words reflect

in analyzing, synthesizing and

evaluating information in text?

Students will:

Be able to identify complexity of a test question in

order to eliminate answer choices (QAR, Bloom’s

Taxonomy)

Understand that the correct answer choices always

relate to the main idea of the text

Be able to reread, check notations, and question own

thinking to determine valid or reliable answers.

Utilize main idea, plot, purpose, words and phrases

in context, comparison and cause and effect to

answer reference and research questions.

Use their knowledge of reading categories( words

and phrase in context; main idea, plot and purpose;

comparison and cause/effect; and reference and

research) to determine WHY the given answers are

correct or incorrect

Understand the subtlety and importance of the fine

details in the answer choices. Select a topic and use

a predetermined search plan to locate information in

references or other sources.

Locate information (e.g. digital or print texts,

charts, photographs) to answer search questions and

determine whether content in informational

materials is accurate.

Write a report that includes a title, main idea and

organized details, relevant illustrations and

graphics, a closing statement, and a list of sources

used.

Follow ethical practices when using media and other

sources for information.

Will be preparing to pass ACT Prep: Prose/Social


LA1112.6.2.2 The student will organize,

synthesize, analyze and evaluate the validity

and reliability of information from multiple

sources (including primary and secondary

sources) to draw conclusions using a variety

of techniques, and correctly use

standardized citations

LA1112.2.2.3 The student will organize

the information to show understanding or

relationships among facts, ideas, and events

(i.e., representing key points within text

through charting, mapping, paraphrasing,

summarizing, comparing, contrasting or

outlining)


background knowledge of subject and

related content areas, pre-reading

strategies (e.g., previewing, discussing,

generating questions), text features, and

test structure to make and confirm complex

predictions of content, purpose, and

organization of a reading selection.

LA1112.1.7.5 The student will analyze

a variety of text structures (e.g.,

comparison/contrast, cause/effect,

chronological order, argument/support, lists)

and text features (main headings with

subheadings) and explain their impact on

meaning in text

Formal:

FCAT

Informal:

Teacher-made tests

Teacher observation

Student produced work

Synthesize, analyze,

evaluate, validity, reliability

Word Wall:


evaluate, validity, reliability Continue to add new vocabulary








root words.

2011/2012


WEEK Seven-- 1st Nine Weeks: Fluency: Choosing appropriate reading pace, Reading Strategies and synthesizing.

Objective(s) of Learning: Identify and Analyze Non-Fiction, Details and Support of Main Idea, Organize Information to show relationships, Use of Graphic Organizers to organize thought Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How does the use of pre-reading strategies





details?



provided.

What can I do to make sure I am making

valid inferences?

What does descriptive and figurative

language lend to a text?


supporting statements with supporting

details from reliable sources.

Identify explicit cause/effect relationships

in stories and informational text.

Identify explicit text structures (e.g. lists,

similarities and differences, sequence of

events, cause/effect) in real-world text


organizers.

How does rephrasing the sentence using the

word because help me to ascertain if the

question has a cause and effect relationship?

How will the use of familiar pictures,

symbols, or words reflect in analyzing,

synthesizing and evaluating information in

text?

The student will:

Identify and understand the methods of plot

development and elements of story, including setting,

time, place, and character(s), and character

development.

Synthesize information within text, including charts,

tables, and graphs Track characterization (such as appearance, speech,

thoughts, actions, and opinions of other characters ) and

character changes

Recognize main conflict vs. small conflicts:

External conflicts, such as: man vs. man, man vs.

nature, man vs. society, man vs. the supernatural,

man vs. technology

Recognize internal conflict –man vs. self

Explain how conflict and resolution reflect theme

Be able to diagram or chart and explain plot elements

which include but will not be limited to: setting, conflict,

point of view

Identify and explain author’s point of view of the topic

and main idea, including but not limited to author’s

opinion, tone or mood

Find the central plot in a scene or story will help you

understand the plot.

Be able to read a non-fiction text as a means for building

background knowledge and to inform the reading of a

fictional piece (poem or narrative)



Reading Retake NEED-TO-KNOWS:

Students have unlimited time to take the exam

Students should actively read the passages

Students should determine a one or two word topic

and write it down before they read

Students should show their active reading through

underlining and summarizing as they read.

Students should write their own main idea sentence

when finished reading a passage

Reinforce general good test taking habits


relate new vocabulary to familiar words


distinguish denotative and connotative

meanings of words


identify advanced word/phrase

relationships and their meanings

LA.1112.1.7.8: The student will use

strategies to repair comprehension of

grade-appropriate text when self-

monitoring indicates confusion, including

but not limited to rereading, checking

context clues, predicting, note making,

summarizing, using graphic and semantic

organizers, questioning, and clarifying

by checking other sources.





LA.1112.2.2.3- organize information

to show understanding or relationships

among facts, ideas, and events (e.g.,

representing key points within text

through charting, mapping,

paraphrasing, summarizing, comparing,

contrasting, outlining);

Formal:

Informal:

Teacher-made tests,

Teacher observation


Marking/coding of student

work

Word Wall:

prior/background

knowledge, process,

integration, clarify, infer,

summarize, synthesize,

question, strategy

2011/2012


WEEK EIGHT & NINE-- 1st Nine Weeks: Reference and research. Mid Term

Objective(s) of Learning: Students will analyze, synthesize, and evaluate information in text. Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

How do I determine the pace I

should use when reading?

What can I do in order to

actively read a text? How do I

check for my own comprehension?

Why is precise word choice so

important?

What can I do to make sure I am

making valid inferences?

How can I incorporate my reading

skills to my content classes?

Students will: Explain how and why they should adjust reading

pace to the purpose for reading

Connect their thoughts, and reactions to what they

are reading through note taking, marginal notes, or

the use of sticky notes.

Create questions as they read as a sign of

understanding the text.

Explain how the author’s word choice is done on

purpose and it reveals the tone and mood of the

text

Explain the difference between the denotation (a

dictionary definition) and connotation (feelings

associated with words) in the meaning of words.


together a number of details in the passage by

applying inference techniques and synthesizing with

information from real life then drawing a

conclusion. This is done by reading between the

lines

Use t-charts and two column notes in order to

formulate inferences

Use graphic organizers as tools for students to

independently write their own notes to support

their understanding of the reading passage.

Realize that if they can’t defend their important

details with an explanation of why its’ important,

the detail is probably not important!

show evidence of using a learned reading strategy

or graphic organizer using a text from a content

area class


inference to understand what they read.

Will show evidence of using a reading strategies or

graphic organizers to improve their comprehension

of the text. Will be preparing to pass ACT Prep: Prose/Social


LA.1112.1.6.5 The student will relate

new vocabulary to familiar words

LA.1112.1.6.6 The student will


meanings of words





use new vocabulary that is

introduced and taught directly.


listen to, read, and discuss familiar

and conceptually challenging text.


categorize key vocabulary and

identify salient features


organize the information to show

understanding or relationships

among facts, ideas, and events (i.e.,



paraphrasing, summarizing,

comparing, contrasting or outlining)

Formal:

FCAT Test week Eight

Midterm Week Nine

Informal:

Teacher-made tests

Teacher observation



work

Word Wall:

Synthesize, denotation,

connotation,

Inference, t-chart, two

column notes,

TEACHER Note:

Incorporate note taking

strategies by using graphic

organizers as a tools for

collecting information then

synthesizing it

2011/2012


WEEK One--2nd Nine Weeks: Reinforcing Words and Phrases in Context – Fluency

Objective(s) of Learning: Students will learn the elements of fluent reading. Students will increase mastery of grade-appropriate vocabulary and strategies for deciphering unfamiliar words. Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Which practices promote fluency?

How does comprehension impact

fluency?

What strategies does a good reader

employ to comprehend text?

How do I glean information from

real-world resources

How do I record information from

real-world texts

How can I determine the meaning of

unfamiliar words as I read?

How does knowing word parts help to

define the entire word?

Explain the idea of etymology.

Describe why a sentence or paragraph in

which a word appears is called context.

Describe why the application and knowledge

of context clues is key to understanding

words in context.

The student will: Explain that fluency is the rate, accuracy and prosody

(expression) with which one reads

Activate prior knowledge to comprehend text

Apply reading strategies such as predicting and inferences

to analyze text structure

Evaluate real-world texts for reliability and validity

Become familiar with and recognize reference materials,

manuals, informational booklets, local and regional

magazines and newsletters and online databases provided

by school.

Identify common prefixes, suffixes, and root words

Explain that root words provide clues to the modern

meaning of the word’s definition

Practice determining a word meaning through known root

words, prefixes, and suffixes

A definition contains a form of the verb to be between an

unfamiliar word and its meaning. A restatement clears up the meaning of the word, often by

using the phrase that is. An appositive is an explanatory word or phrase that is set

off by commas.

The denotation of a word is its exact meaning it is the

definition you’d find in the dictionary.

The connotation of a word is the positive or negative

feeling associated with the word.\

Try using likely answers choices in place of the vocabulary

word to see how the different word choices fit in with the

context clues in the passage.

The phrases for instance, such as, and for example

often signal example context clues.

Comparison context clues are used when the meaning of

an unfamiliar word is compared to a more familiar word

or concept.

Contrast context clues tell you what a word doesn’t

mean to guess its meaning.

Cause and effect context clues shows a relationship

between ideas in a passage can also signal the meaning

of a word.

The structure of a passage can give a clue to the

meaning of a word is called structural context clues.

LA.1112.1.5.1: The student will adjust





directly.

LA.1112.1.6.2: The student will listen to,


challenging text.


context clues to determine meanings of

unfamiliar words.







words.






their meanings.












Latin words (e.g., oligarchy, homeopathic).

Formal:

Informal:

Teacher observation

Teacher-made tests

Student work samples

Word Wall:

metacognition, glean,

prosody


suffixes and root words. *Teacher note: It is understood

that the reading process is

continually taught throughout the

school year by modeling, guided

practice, and independent

reading. 70% of what is read is

non-fiction and 30% is fiction

*Teacher Hint: For students in




of the entire word, in turn

building fluency

*Teacher Hint: Sets of common

root words, prefixes, and

suffixes should be taught within

the entire semester to build a

bank of knowledge.

2011/2012


WEEK TWO and THREE--2nd Nine Weeks: Plot, Conflict, Figurative Language, and Tone/Mood in Fiction

Objective(s) of Learning: Students will determine the main idea or essential message in a variety of texts using descriptive language, tone and mood, and other story elements. Students will

employ reading strategies to increase comprehension of text. Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How does understanding important plot

points, climax, and resolution lend to

theme?

How does an author develop

characterization and why is it

important?



What is the difference between

narrator’s tone and the mood of the

text?

How do I describe the narrator’s tone

and the mood of the text?

The student will:

Use graphic organizers to track plot, climax, and

resolution

Use their graphic organizers as references for

support for the conclusions they draw regarding

the main idea and details in the passages

Articulate the central conflict and its outcome.

Students will use graphic organizers on character

qualities and use notes to determine dynamic or

static character status

Compare and contrast characters within a story and

between stories

Understand characterization lends to the

development of the plot

Understand that figurative and descriptive

language creates mood, tone, and images for a

reader. It engages the reader.

Demonstrate in figurative comparisons the ability

to extrapolate qualities and compare or contrast to

understand the purpose of the text

Articulate that the showing of likenesses and

differences is called comparison and the showing

of differences is called Contrast

Consider how the tone and mood set the author

uses to convey their message.

Understand tone is the speaker’s attitude and

mood is the feeling that the reader gets from the

story. A mood and tone are closely related

Understand that mood and tone can be positive,

negative, or neutral Will be preparing to pass ACT Prep: Prose/Social



determine the main idea or essential

message in grade-level or higher texts

through inferring, paraphrasing,

summarizing, and identifying relevant details

and facts.







meanings of words


identify advanced word/phrase relationships

and their meanings

LA.1112.1.6.2 The student will listen

to, read, and discuss familiar and

conceptually challenging text.

Formal:

Informal:

Teacher made test

Teacher observation

Sample student work

Word Wall:

Tone, mood,

characterization

*Teacher Hint: It is more

appropriate to teach the

content through short stories,

even picture books, and then

scaffold the content through a

class novel or literature circles.

2011/2012


WEEK FOUR--2nd Nine Weeks: – Poetic Elements

Objective(s) of Learning: Students will learn the elements of poetry and explain how each element impacts understanding of the poem.


How do I read a poem?

What are poetic devices?

What is the purpose of a poetic

device?

What can I do to help comprehend

a poem?

How do poems use connotation to

create and complicate meaning and

mood?

The student will:

Identify:

Descriptive language

Speaker

Interpret Denotative/Connotative language

Imagery

Tone/Mood

Cause and Effect


Symbolism

Inference and Conclusion

Articulate author’s purpose for poetic devices

Understand poetic devices reflect and/or create

text meaning

Relate characterization in literature to

characterization of the speaker of the poem

Use the practice of visualization to help grasp

what a poem is trying to convey

Be able to connect descriptive language to the

mental pictures the reader should create in

his/her mind

Understand poets create complexity in their work

through using words that they know will convey a

feeling as well as have a complementary or

contradictory dictionary definition.




analyze the author’s purpose and/or

perspective in a variety of text and

understand how they affect meaning.


determine the main idea or

essential message in grade-level or

higher texts through inferring,

paraphrasing, summarizing, and

identifying relevant details.


identify cause-and-effect relationships in

text.







meaning in text.

LA.1112.1.7.6:The student will analyze

and evaluate similar themes or topics by




compare and contrast elements in multiple

texts.

Formal:

FCAT

Informal:

Teacher made test

Teacher observation

Sample student work

Word Wall:

Voice, diction, imagery,

metaphor, simile, tone,

symbolism



2011/2012


WEEK FIVE --2nd Nine Weeks: Comparisons and Contrast of Texts, and Inference and conclusions.

Objective(s) of Learning: Students will understand methods authors use to develop text and be able to use reference materials to comprehend informational text. Students will employ

reading strategies to increase comprehension of text. Students will decipher multiple meanings of words using a variety of resources such as: Specialty magazines, local/state/regional newspaper,

World Wide Web, microfiche, government publications, news magazine and chamber of commerce.

Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How do I compare and contrast two different

texts with the same topic?

How do I create valid conclusions from two

different texts?

What strategies do effective readers use to

support and increase comprehension of text?

How can I use resources and real-world texts to

increase my understanding of reading?

What strategies are effective in analyzing and

evaluating informational text?

How do I determine which meaning I should use

when words have multiple meanings?

Draw inferences form literary works about the

attitudes of the authors who wrote them.


inferences?


to a text?










inferences?







reliable sources.

Students will:

Compare and contrast various texts and genres that have

the same topic

Analyze several resources of information for validity,

reliability, and understanding supporting facts in the text.

Use appropriate graphic organizers/reading

strategies/learning strategies to record information

from at least two texts on the same subject

Be able to clearly delineate the differences in main ideas

from articles on the same topic

Be able to extrapolate similarities in main ideas from

articles on the same topic

Understand how non-fiction can inform the reader of

multiple perspectives on the same topic

Use non-fiction texts to develop their own ideas and

conclusions and support statements

Determine cause and effect relationships.

Demonstrate ability to read informative texts to help

clarify questions derived from some previous reading

(fiction or non-fiction)

Combine and synthesize information from multiple texts

to inform some previous reading

Recognize and apply knowledge of context clues including

but not limited to definition, restatements, and

appositives.

Determine which word meaning makes the most sense in

the context of the text



LA.1112.1.6.5 The student will relate new

vocabulary to familiar words

LA.1112.1.6.6 The student will distinguish


words

LA.1112.1.6.8 The student will identify



Latin words (e.g., oligarchy, homeopathic)



their meanings

LA.1112.1.7.2: The student will analyze the

author’s purpose and/or perspective in a


affect meaning.





relevant details.


cause-and-effect relationships in text.

LA.1112.1.7.5: The student will analyze a

variety of text structures (e.g., comparison

/contrast, cause/effect, chronological order,

argument/support, lists) and text features

(main headings with subheadings) and explain

their impact on meaning in text.





LA.1112.1.7.7:The student will compare

and contrast elements in multiple texts

Formal:

FCAT

Informal:

Teacher-made tests

Teacher observation


Word Wall:

Continue to add words and

concepts for the students.

Dedicate a section to build upon

the affixes.

2011/2012


WEEK SIX --2nd Nine Weeks: Real World applications/Resources and Vocabulary.



Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How can I use resources and real-world

texts to increase my understanding of

reading?

How do I determine which meaning I should

use when words have multiple meanings?


to a text?








vocabulary?










inferences?







reliable sources.

Students will:








appositives.





Use vocabulary that has been introduced and taught

directly and continue to relate new vocabulary to familiar

words.


Use common prefixes, suffixes, and root words to create

new words.


in text.



Google new vocabulary for real world examples of use. i.e.:

type in Google, click on news, type in new vocabulary word.

Using Cornell notes write a 5 sentence summary and ask 3

higher order thinking questions.







words.








words







their meanings




affect meaning.





relevant details.















Formal:

FCAT

Informal:

Teacher-made tests

Teacher observation


Word Wall:




the affixes.

2011/2012


WEEKS SEVEN, EIGHT, NINE--2nd Nine Weeks: Reference and Research / Mid Term exam

Objective(s) of Learning: Students will analyze, synthesize and evaluate information in text.

Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How do I synthesize all of my skills in a

real scenario that is relevant to me?

What strategies are effective in

analyzing and evaluating informational

text?

What are the variety of ways readers

use graphic organizers to collect

thoughts?

What strategies do effective readers

use to support and increase

comprehension of text?

Teacher Note: week 9 will be used to

review and administer exams. Test for

this unit should be 70% nonfiction and

30% fiction.

Students will

Apply reading skills independently in informative

texts, resources, and real-world texts

Extrapolate salient details from non-fiction

reading

Record details in appropriately organized graphic

organizer apply appropriate note-taking strategy


supporting statements with supporting details

from reliable sources

Present and defend conclusions in a relevant way

Synthesize information within text, including

charts, tables, graphs, etc.

Synthesize information from multiple sources

Analyze and evaluate information presented in

text for validity, reliability, and understanding

facts in text

Interpret cause and effect relationships

Have the ability to recognize inferences based

upon the details, ideas, supporting facts, and

examples in the text.

Teacher Note: week 9 will be used to review and

administer exams. Test for this unit should be 70%

nonfiction and 30% fiction. Will be preparing to pass ACT Prep: Prose/Social




understanding or relationships among

facts, ideas, and events (i.e.,




contrasting or outlining)


confirms inferences about the meanings

of words, phrases, and sentences by

using strategies including but not

limited to, context clues and word

structure.





generating questions), text features,

and test structure to make and confirm

complex predictions of content,

purpose, and organization of a reading

selection.

Formal:

End of course exam

Informal:

Teacher-made tests

Teacher observation



work

Word Wall:

analyze, synthesize, evaluate,

validity, reliability

Continue with a variety of

activities that are added to

the word wall. Continue to add

student’s works and words.

2011/2012


WEEK One and Two--3rd Nine Weeks: Determining Main Idea, Supporting Details and Pre-Reading Strategies. Introduce ACT Prep.

Objective(s) of Learning: Students will be able to identify main idea and supporting details and essential messages in text and how the author’s use of language impacts the meaning of the text.

The student will use multiple strategies to develop grade appropriate vocabulary, how to use reading strategies and how to use context as clues to understand word meaning. Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

Why do we read?

What do I need to know to be successful in

the reading classroom?

How does understanding the vocabulary in

context assist me in comprehending what I

am reading?

How does the use of pre-reading strategies





details?

How does a good reader determine the main

idea or essential message in text?



provided.

How do I know which details in the text are

relevant?

Identify the author’s purpose (e.g. educate,

inform, entertain, persuade) in a variety of

text and media.

Why do I need to understand tone and

mood?

How does the author’s use of language

impact text meaning?

How does author’s purpose relate to the main

idea?

How does the author’s choice of words

influence the text?

The student will:

Recognize that we read to be educated, informed,

persuaded, and entertained.

Identify and apply pre-reading strategies including but not

limited to: previewing the text, setting a purpose for

reading, brainstorming topic connections, generating

questions, and making connections Use background knowledge of the subject, graphic representations,

and text features (e.g. title, graphics, table of contents, headings,

text styles, simple charts, maps, glossary) to make and confirm

predictions of content and purpose of reading selection

Read text with accuracy and adjust reading rate based on

difficulty


directly.

Listen to, read, and discuss a variety of text.


Determine the main idea or essential message in real-

world text through guided retelling and identifying the

topic and supporting details.


prove their point/main idea. Use strategies to repair comprehension of real-world text,

including but not limited to rereading, checking context clues,

predicting, using graphic organizers, and requesting assistance for

clarification.

Recognize persons, objects, and actions in read-aloud

informational text.


Apply during-reading strategies into related ideas by chunking,

paraphrasing and summarizing text.

Understand how the author often uses strategies to prove their

point/main idea.

Recognize an author’s purpose is to try to get the reader to

understand, identify with his or her point of view.

Understand how an author chooses certain words to use in the

text to convey mood and tone based on the purpose for writing

the text. (Mood and tone are closely related.

Identify context clues as words and phrases in a sentence which

help you reason out the meaning of an unfamiliar word and the

reader can figure out the meanings of new or unfamiliar

vocabulary by paying attention to the surrounding language.



LA.1112.1.5.1 The student will adjust





directly.

LA.1112.1.6.2 The student will listen to,


challenging text.





LA.1112.1.7.1: The student will use background

knowledge of subject and related content areas,

pre-reading strategies (e.g., previewing, discussing,

generating questions), text features, and text

structure to make and confirm complex predictions

of content, purpose, and organization of a reading

selection.




affect meaning.

LA.1112.1.7.3 The student will determine




relevant details and facts.









Formal:

FCAT, ACT, FAIR

Teacher made tests

Informal:

Teacher observation, Teacher-

made tests, Student work samples

Main Idea and Detail, Authors

purpose, Elements of Story

Word Wall:

Start adding new vocabulary words

to your word wall. i.e.: decorum and

protocol for first week activities.







root words.

Teacher Note: On a formal

assessment, many times going back

to the paragraph from which a

statement with vocabulary is pulled

is most helpful in understanding

the context and the word’s

meaning.

*Teacher Note: For students in




of the entire word, in turn building

fluency

*Teacher Note: Sets of common


should be taught within the entire

semester to build a bank of

knowledge.

2011/2012


WEEK THREE--3rd Nine Weeks:Words and Phrases in Context. Morphemes/Text Features/ Text Structure. Inference and Conclusion.



Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Why is word choice essential in text?

What is inferencing?


inferences?


to a text?








vocabulary?










inferences?







reliable sources.

To understand text development, students will:

Use background knowledge of the subject, graphic

representations, and text features (e.g. title, graphics,

table of contents, headings, text styles, simple charts,

maps, glossary) to make and confirm predictions of content

and purpose of reading selection


directly.


Categorize key vocabulary.



Recognize and use common prefixes, suffixes, and root

words.


(e.g. homographs) in text.



Understand how the author often uses vocabulary to

accentuate their purpose.


Identify new vocabulary that is introduced and taught

directly.

Seek assistance to clarify the meaning of vocabulary.







words.


together a number of details in the passage by applying

inference techniques and synthesizing with information

from real life then drawing a conclusion. This is done by

reading between the lines


words


confirms inferences about the meanings of

words, phrases, and sentences by using

strategies including but not limited to,

context clues and word structure.









words.






their meanings.









LA.1112.1.6.11: he student will identify



Latin words.




affect meaning.

Formal:

Informal:

Teacher made test

Teacher observation

Sample student work

Word Wall: Continue to add new vocabulary








root words.

How the denotation and

connotation, of words influence

inference.

Inference, t-chart, two column

notes,

2011/2012


WEEK FOUR--3rd Nine Weeks: Comparison/Contrast and Cause/Effect.

Objective(s) of Learning: Students will understand how Comparison/Contrast and Cause/Effect will assist the student in comprehending text by analyzing, synthesizing, and evaluating

information in text.


Identify explicit cause/effect

relationships in stories and

informational text.

Identify explicit text structures

(e.g. lists, similarities and

differences, sequence of events,

cause/effect) in real-world text


organizers.

Identify stories with similar topics

or themes by different authors.

Identify similarities and

differences in characters, actions,

or settings and details in two texts.

How does rephrasing the sentence

using the word because help me to

ascertain if the question has a

cause and effect relationship?

Student will:

Respond purposefully to pictures or symbols

paired with words in school and real-world

situations.

Recognize topic and details in read-a-loud

stories and informational text used in daily

activities in school and real-world situations.

Use pictures or symbols paired with words to

achieve desired cause/effect outcomes in

school and real-world situations.

Use resources when necessary to clarify

meaning of pictures, symbols, or words in

school and real-world activities.

Determine Cause and effect relationships.

Analyze Comparison and Contrast to

extrapolate information.

Use text features to help identify the text

organization of non-fiction text including:

compare/contrast, cause/effect, chronological

order, and problem solution.

Determine cause and effect relationships Will be preparing to pass ACT Prep: Prose/Social



identify cause-and-effect

relationships in text.


analyze a variety of text structures

(e.g., comparison/contrast,

cause/effect, chronological order,

argument/support, lists) and text

features (main headings with

subheadings) and explain their

impact on meaning in text.

LA.1112.1.7.6:The student will

analyze and evaluate similar themes

or topics by different authors

across a variety of fiction and

nonfiction selections


compare and contrast elements in

multiple texts.

LA.1112.2.2.3- Organize

information to show understanding

or relationships among facts, ideas,

and events (e.g., representing key

points within text through charting,

mapping, paraphrasing, summarizing,

comparing, contrasting, outlining)

Formal:

Informal:

Teacher made test

Teacher observation

Sample student work


Cause and Effect

Word Wall:

Continue to add new

vocabulary words to your

word wall.

Encourage students to add

new words that they have

learned with their

independent reading.

Introduce a variety of

vocabulary in context

exercises daily that

incorporate prefixes,




2011/2012


WEEK FIVE and SIX--3rd Nine Weeks: Reference and research.

Objective(s) of Learning: Students will analyze, synthesize, and evaluate information in text.


How do I analyze a high order

thinking assessment question and

evaluate the answer choices?

How do I determine valid/reliable

information to answer an

assessment question?

What test taking strategies are

MOST effective for the Reading

Retake?

How will the use of familiar

pictures, symbols, or words reflect

in analyzing, synthesizing and

evaluating information in text?

Students will:

Be able to identify complexity of a test question in

order to eliminate answer choices (QAR, Bloom’s

Taxonomy)

Understand that the correct answer choices always

relate to the main idea of the text

Be able to reread, check notations, and question own

thinking to determine valid or reliable answers.

Utilize main idea, plot, purpose, words and phrases in

context, comparison and cause and effect to answer

reference and research questions.

Use their knowledge of reading categories( words and

phrase in context; main idea, plot and purpose;

comparison and cause/effect; and reference and

research) to determine WHY the given answers are

correct or incorrect

Understand the subtlety and importance of the fine

details in the answer choices. Select a topic and use a

predetermined search plan to locate information in

references or other sources.

Locate information (e.g. digital or print texts, charts,

photographs) to answer search questions and determine

whether content in informational materials is accurate.

Write a report that includes a title, main idea and

organized details, relevant illustrations and graphics, a

closing statement, and a list of sources used.

Follow ethical practices when using media and other

sources for information.



LA1112.6.2.2 The student will organize,

synthesize, analyze and evaluate the validity

and reliability of information from multiple

sources (including primary and secondary

sources) to draw conclusions using a variety

of techniques, and correctly use

standardized citations

LA1112.2.2.3 The student will organize

the information to show understanding or

relationships among facts, ideas, and events

(i.e., representing key points within text

through charting, mapping, paraphrasing,

summarizing, comparing, contrasting or

outlining)





generating questions), text features, and

test structure to make and confirm complex

predictions of content, purpose, and

organization of a reading selection.

LA1112.1.7.5 The student will analyze






meaning in text

Formal:

FCAT

Informal:

Teacher-made tests

Teacher observation



evaluate, validity, reliability

Word Wall:


evaluate, validity, reliability Continue to add new vocabulary








root words.

2011/2012


WEEK Seven--3rd Nine Weeks: Fluency: Choosing appropriate reading pace, Reading Strategies and synthesizing.

Objective(s) of Learning: Identify and Analyze Non-Fiction, Details and Support of Main Idea, Organize Information to show relationships, Use of Graphic Organizers to organize thought Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How does the use of pre-reading strategies





details?



provided.

What can I do to make sure I am making

valid inferences?




supporting statements with supporting

details from reliable sources.

Identify explicit cause/effect relationships

in stories and informational text.

Identify explicit text structures (e.g. lists,

similarities and differences, sequence of

events, cause/effect) in real-world text


organizers.

How does rephrasing the sentence using the

word because help me to ascertain if the

question has a cause and effect relationship?

How will the use of familiar pictures,

symbols, or words reflect in analyzing,

synthesizing and evaluating information in

text?

The student will:

Identify and understand the methods of plot

development and elements of story, including setting,

time, place, and character(s), and character

development.

Synthesize information within text, including charts,

tables, and graphs Track characterization (such as appearance, speech,

thoughts, actions, and opinions of other characters ) and

character changes

Recognize main conflict vs. small conflicts:

External conflicts, such as: man vs. man, man vs.

nature, man vs. society, man vs. the supernatural,

man vs. technology

Recognize internal conflict –man vs. self

Explain how conflict and resolution reflect theme

Be able to diagram or chart and explain plot elements

which include but will not be limited to: setting, conflict,

point of view

Identify and explain author’s point of view of the topic

and main idea, including but not limited to author’s

opinion, tone or mood

Find the central plot in a scene or story will help you

understand the plot.

Be able to read a non-fiction text as a means for building

background knowledge and to inform the reading of a

fictional piece (poem or narrative)

Reading Retake NEED-TO-KNOWS:

Students have unlimited time to take the exam

Students should actively read the passages

Students should determine a one or two word

topic and write it down before they read

Students should show their active reading

through underlining and summarizing as they

read.

Students should write their own main idea

sentence when finished reading a passage Reinforce general good test taking habits Will be preparing to pass ACT Prep: Prose/Social



relate new vocabulary to familiar words



meanings of words





strategies to repair comprehension of

grade-appropriate text when self-

monitoring indicates confusion, including

but not limited to rereading, checking

context clues, predicting, note making,

summarizing, using graphic and semantic

organizers, questioning, and clarifying

by checking other sources.





LA.1112.2.2.3- organize information

to show understanding or relationships

among facts, ideas, and events (e.g.,




contrasting, outlining);

Formal:

Informal:

Teacher-made tests,

Teacher observation



work

Word Wall:

prior/background

knowledge, process,

integration, clarify, infer,

summarize, synthesize,

question, strategy

2011/2012


WEEK EIGHT & NINE--3rd Nine Weeks: Reference and research. Mid Term

Objective(s) of Learning: Objective(s) of Learning: Students will analyze, synthesize, and evaluate information in text. Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

How do I determine the pace I

should use when reading?

What can I do in order to

actively read a text? How do I

check for my own comprehension?

Why is precise word choice so

important?

What can I do to make sure I am

making valid inferences?

How can I incorporate my reading

skills to my content classes?

Students will: Explain how and why they should adjust reading

pace to the purpose for reading

Connect their thoughts, and reactions to what they

are reading through note taking, marginal notes, or

the use of sticky notes.

Create questions as they read as a sign of

understanding the text.

Explain how the author’s word choice is done on

purpose and it reveals the tone and mood of the

text

Explain the difference between the denotation (a

dictionary definition) and connotation (feelings

associated with words) in the meaning of words.


together a number of details in the passage by

applying inference techniques and synthesizing with

information from real life then drawing a

conclusion. This is done by reading between the

lines

Use t-charts and two column notes in order to

formulate inferences

Use graphic organizers as tools for students to

independently write their own notes to support

their understanding of the reading passage.

Realize that if they can’t defend their important

details with an explanation of why its’ important,

the detail is probably not important!

show evidence of using a learned reading strategy

or graphic organizer using a text from a content

area class


inference to understand what they read.

Will show evidence of using a reading strategies or

graphic organizers to improve their comprehension

of the text. Will be preparing to pass ACT Prep: Prose/Social


LA.1112.1.6.5 The student will relate

new vocabulary to familiar words



meanings of words





use new vocabulary that is

introduced and taught directly.


listen to, read, and discuss familiar

and conceptually challenging text.


categorize key vocabulary and

identify salient features



understanding or relationships

among facts, ideas, and events (i.e.,



paraphrasing, summarizing,

comparing, contrasting or outlining)

Formal:

FCAT Test week Eight

Midterm Week Nine

Informal:

Teacher-made tests

Teacher observation



work

Word Wall:

Synthesize, denotation,

connotation,

Inference, t-chart, two

column notes,

TEACHER Note:

Incorporate note taking

strategies by using graphic

organizers as a tools for

collecting information then

synthesizing it

2011/2012


WEEK One--4th Nine Weeks: Words and Phrases in Context- Fluency

Objective(s) of Learning: Students will learn the elements of fluent reading. Students will increase mastery of grade-appropriate vocabulary and use

morphemes for deciphering unfamiliar words in context.

Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment What strategies does a good reader

employ to comprehend text?

How do I glean information from

real-world resources

How do I record information from

real-world texts

How can I determine the meaning of

unfamiliar words as I read?

How does knowing word parts help to

define the entire word?

Which practices promote fluency?

The student will:

Become familiar with reference materials,

manuals, informational booklets, local and regional

magazines and newsletters and online databases

Understand that reading is a process and

integration of many different skills allows the

student to recognize new words, read with

fluency, incorporate background knowledge to

increase their understanding of the written word,

the knowledge of comprehension strategies and

how to use them with the metacognition,

processing skills, interest and motivation.

Evaluate real-world texts for reliability and

validity

Be required to read real-world informational texts

and use the information to devise a plan of action

for a real-world scenario

Activate prior knowledge to comprehend text

Apply reading strategies such as predicting and

inferences to analyze text structure

Identify and organize text by being an active

reader

Become familiar with the ideas of etymology

Identify common prefixes, suffixes, and root

words (morphemes)

Root words provide clues to the modern meaning

of the word’s definition

Practice determining word meaning through known


Recognize the impact of fluency on comprehension

Increase fluency by timed readings.

LA.11121.6.2 - listen to, read, and

discuss familiar and conceptually

challenging text;


determine meanings of unfamiliar

words;

LA.1112.1.6.4 - categorize key

vocabulary and identify salient

features;

LA.1112.1.6.5 - relate new vocabulary

to familiar words;

LA.1112.1.6.6 - distinguish


words;

LA.1112.1.6.7 – identify and

understand the meaning of conceptually

advanced prefixes, suffixes, and root

words;

LA.1112.1.6.8 - identify advanced

word/phrase relationships and their

meanings;

LA.1112.1.6.9 - determine the

correct meaning of words with multiple

meanings in context;

LA.1112.1.6.10 - determine meanings

of words, pronunciation, parts of

speech, etymologies, and alternate word

choices by using a dictionary, thesaurus,

and digital tools; and

Formal:

FCAT

End of course exam

Informal:

Teacher observation

Teacher-made tests

Student work samples

Word Wall:

Metacognition, morpheme,

etymology

Start adding new vocabulary



words that they have learned

with their independent reading.

*Teacher note: It is understood

that the reading process is

continually taught throughout the

school year by modeling, guided

practice, and independent

reading. 70% of what is read is

non-fiction and 30% is fiction

*Teacher Hint: For students in




of the entire word, in turn

building fluency

*Teacher Hint: Sets of common

root words, prefixes, and

suffixes should be taught within

the entire semester to build a

bank of knowledge (see

resources)

2011/2012


WEEK TWO and THREE--4th Nine Weeks: Plot Development, Figurative Language and Tone/Mood

Objective(s) of Learning: Students will determine the main idea or essential message in a variety of texts using descriptive language, tone and mood, and other

story elements. Students will employ reading strategies to increase comprehension of text.

Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How does understanding important plot

points, climax, and resolution lend to

theme?

How do students increase their

knowledge and use of both familiar and

new words and phrases?

How does an author develop

characterization and why is it

important?



What is the difference between

narrator’s tone and the mood of the

text?

How do I describe the narrator’s tone

and the mood of the text?

*Teacher Hint: It is more appropriate

to teach the content through short

stories and then scaffold the content

through a class novel or literature

circles.

The student will:

Use graphic organizers to track plot development

Use graphic organizers as references for support

for the conclusions they draw regarding the main

idea and details in the passages

Articulate the central conflict and its outcome.

Consider how the tone and mood set the author

uses to convey their message.

Use gr aphic organizers on character qualities and

use notes to determine dynamic or static character

status

Compare and contrast characters within a story and

between stories

Understand characterization lends to the

development of the plot

Understand that figurative and descriptive

language creates mood, tone, and images for a

reader. It engages the reader.

In figurative comparisons students will:

demonstrate the ability to extrapolate qualities

and compare or contrast to understand the purpose

of the text

Articulate that the showing of likenesses and

differences is called comparison and the showing

of differences is called Contrast

Understand tone is the speaker’s attitude and

mood is the feeling that the reader gets from the

story. A mood and tone are closely related

Understand that mood and tone can be positive,

negative, or neutral


determine the main idea or essential

message in grade-level or higher texts

through inferring, paraphrasing,

summarizing, and identifying relevant

details and facts.







meanings of words




LA.1112.1.6.2 The student will listen

to, read, and discuss familiar and

conceptually challenging text.

Formal:

FCAT

Informal:

Teacher made test

Teacher observation

Sample student work

Word Wall:

Words most frequently missed

on MAZE

2011/2012



WEEK FOUR--4th Nine Weeks: – Poetic Elements

Objective(s) of Learning: Students will learn the elements of poetry and explain how each element impacts understanding of the poem.


How do I read a poem?

What are poetic devices?

What is the purpose of a poetic

device?

What can I do to help comprehend

a poem?

How do poems use connotation to

create and complicate meaning and

mood?

The student will:

Identify:

Descriptive language

Speaker

Interpret Denotative/Connotative language

Imagery

Tone/Mood

Cause and Effect


Symbolism

Inference and Conclusion

Articulate author’s purpose for poetic devices

Understand poetic devices reflect and/or create

text meaning

Relate characterization in literature to

characterization of the speaker of the poem

Use the practice of visualization to help grasp

what a poem is trying to convey

Be able to connect descriptive language to the

mental pictures the reader should create in

his/her mind

Understand poets create complexity in their work

through using words that they know will convey a

feeling as well as have a complementary or

contradictory dictionary definition.




analyze the author’s purpose and/or

perspective in a variety of text and

understand how they affect meaning.


determine the main idea or

essential message in grade-level or

higher texts through inferring,

paraphrasing, summarizing, and

identifying relevant details.


identify cause-and-effect relationships in

text.







meaning in text.

LA.1112.1.7.6:The student will analyze

and evaluate similar themes or topics by




compare and contrast elements in multiple

texts.

Formal:

FCAT

Informal:

Teacher made test

Teacher observation

Sample student work

Word Wall:

Voice, diction, imagery,

metaphor, simile, tone,

symbolism



2011/2012


WEEK FIVE 4th Nine Weeks: Comparisons and Contrast of Texts, and Inference and conclusions.

Objective(s) of Learning: Students will understand methods authors use to develop text and be able to use reference materials to comprehend informational text. Students will employ

reading strategies to increase comprehension of text. Students will decipher multiple meanings of words using a variety of resources such as: Specialty magazines, local/state/regional newspaper,

World Wide Web, microfiche, government publications, news magazine and chamber of commerce.

Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How do I compare and contrast two different

texts with the same topic?

How do I create valid conclusions from two

different texts?

What strategies do effective readers use to

support and increase comprehension of text?

How can I use resources and real-world texts to

increase my understanding of reading?

What strategies are effective in analyzing and

evaluating informational text?

How do I determine which meaning I should use

when words have multiple meanings?

Draw inferences form literary works about the

attitudes of the authors who wrote them.


inferences?


to a text?










inferences?







reliable sources.

Students will:

Compare and contrast various texts and genres that have

the same topic

Analyze several resources of information for validity,

reliability, and understanding supporting facts in the text.

Use appropriate graphic organizers/reading

strategies/learning strategies to record information

from at least two texts on the same subject

Be able to clearly delineate the differences in main ideas

from articles on the same topic

Be able to extrapolate similarities in main ideas from

articles on the same topic

Understand how non-fiction can inform the reader of

multiple perspectives on the same topic

Use non-fiction texts to develop their own ideas and

conclusions and support statements

Determine cause and effect relationships.








appositives.









words







their meanings




affect meaning.





relevant details.















Formal:

FCAT

Informal:

Teacher-made tests

Teacher observation


Word Wall:




the affixes.

2011/2012


WEEK SIX --4th Nine Weeks: Real World applications/Resources and Vocabulary.



Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How can I use resources and real-world

texts to increase my understanding of

reading?

How do I determine which meaning I should

use when words have multiple meanings?


to a text?








vocabulary?










inferences?







reliable sources.

Students will:








appositives.





Use vocabulary that has been introduced and taught

directly and continue to relate new vocabulary to familiar

words.


Use common prefixes, suffixes, and root words to create

new words.


in text.



Google new vocabulary for real world examples of use. i.e.:

type in Google, click on news, type in new vocabulary word.

Using Cornell notes write a 5 sentence summary and ask 3

higher order thinking questions.







words.








words







their meanings




affect meaning.





relevant details.















Formal:

FCAT

Informal:

Teacher-made tests

Teacher observation


Word Wall:




the affixes.

2011/2012


WEEKS SEVEN, EIGHT, NINE-4th Nine Weeks Reference and Research / Mid Term exam

Objective(s) of Learning: Students will analyze, synthesize and evaluate information in text.

Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How do I synthesize all of my skills in a

real scenario that is relevant to me?

What strategies are effective in

analyzing and evaluating informational

text?

What are the variety of ways readers

use graphic organizers to collect

thoughts?

What strategies do effective readers

use to support and increase

comprehension of text?

Teacher Note: week 9 will be used to

review and administer exams. Test for

this unit should be 70% nonfiction and

30% fiction.

Students will

Apply reading skills independently in informative

texts, resources, and real-world texts

Extrapolate salient details from non-fiction

reading

Record details in appropriately organized graphic

organizer apply appropriate note-taking strategy


supporting statements with supporting details

from reliable sources

Present and defend conclusions in a relevant way

Synthesize information within text, including

charts, tables, graphs, etc.

Synthesize information from multiple sources

Analyze and evaluate information presented in

text for validity, reliability, and understanding

facts in text

Interpret cause and effect relationships

Have the ability to recognize inferences based

upon the details, ideas, supporting facts, and

examples in the text.

Teacher Note: week 9 will be used to review and

administer exams. Test for this unit should be 70%

nonfiction and 30% fiction. Will be preparing to pass ACT Prep: Prose/Social




understanding or relationships among

facts, ideas, and events (i.e.,




contrasting or outlining)


confirms inferences about the meanings

of words, phrases, and sentences by

using strategies including but not

limited to, context clues and word

structure.





generating questions), text features,

and test structure to make and confirm

complex predictions of content,

purpose, and organization of a reading

selection.

Formal:

End of course exam

Informal:

Teacher-made tests

Teacher observation



work

Word Wall:

analyze, synthesize, evaluate,

validity, reliability

Continue with a variety of

activities that are added to

the word wall. Continue to add

student’s works and words.

Documents

11/12th Grade Reading Revised 2011-2012 - Lake · PDF file11/12th Grade Reading Revised 2011-2012 ... Denotation and connotation ... Essential Questions Essential Content & Understandings