Curriculum

**Performance Indicators ** || **Introduction to Metacognitive Strategies:** knowledge comprehension through questioning
 * . || = September-October = ||  October-November   || = December = ||  January   || ||
 * **Unit ** ||  **Reading Strategies and Writing Bootcamp**  ||  **Can Animals Think?**  ||  **Can Animals Think?**  ||  **Book Clubs: Literary Elements**  ||  **Unit **  ||
 * **Outcomes and **
 * re-reading
 * making connections
 * activating prior
 * visualizing
 * personal monitoring of
 * synthesizing

text-connected questions
 * Introduction to Reading Strategies:**
 * asking different levels of
 * inferring
 * dealing with vocab
 * predicting
 * summarizing
 * sequencing


 * Introduction to Non-narrative writing:**
 * Short Responses**
 * topic sentences
 * transitions
 * text details
 * elaboration
 * summation
 * voice
 * sophisticated vocabulary
 * using a rubric


 * Other:** discussion strategies


 * Grammar:**
 * capitalization
 * sentences: end punctuation
 * indenting for paragraphs


 * Word Study:** Vocabulary


 * Performance Indicator (CCLS):**
 * R 6.1**
 * W 6.1, 6.4, 6.5**
 * S.L.6.1**
 * L 6.4** || **Introduction to Metacognitive Strategies:**
 * re-reading
 * making connections
 * synthesizing

informational and anecdotal text formats opinions/themes and supporting details author’s argument descriptive language the author’s use of academic language to establish credibility view/purpose claims, counter-claims use of anecdotes in info. text information
 * Introduction to Nonfiction Reading:**
 * compare/contrast
 * identify main ideas/
 * explain development of
 * identify and explain use of
 * explain orally and in writing
 * summarize author’s point of
 * evaluate author’s ideas,
 * justify (in writing) author’s
 * relevant and irrelevant
 * note-taking
 * paraphrasing

vocabulary
 * Word Study:**
 * domain-specific
 * academic vocabulary

information Information/outlining Evidence (facts, details, quotes, definitions) and style are appropriate to a specific audience informational and anecdotal genres to the text with research- based supports evidence research to determine credibility of sources domain-specific lang. and academic vocab reader (voice, word choice) how they were achieved
 * Performance Indicator (CCLS):**
 * R (Info) 6.1, 6.3, 6.6, 6.10**
 * W 6.2**
 * L 6.1, 6.2** || **Introduction to Non-narrative writing:**
 * appropriate text structures
 * Paraphrasing
 * Relevant vs. Irrelevant
 * Developing a thesis
 * Organization of
 * Gathering appropriate
 * development, organization,
 * write combining
 * write a claim in response
 * credible sources and
 * explain process and
 * note-taking skills
 * transitions
 * use domain-specific vocab
 * evaluate author’s use of
 * use strategies to hook the
 * reflect on unit goals and


 * Grammar:**
 * commas, spelling
 * run-ons, fragments

comprehension through questioning
 * Performance Indicator (CCLS):**
 * R (Info) 6.1, 6.3, 6.6, 6.10**
 * W 6.2**
 * L 6.1, 6.2** || **Introduction to Metacognitive Strategies:**
 * re-reading
 * making connections
 * activating prior knowledge
 * visualizing
 * personal monitoring of
 * synthesizing

text-connected questions
 * Introduction to Reading Strategies:**
 * asking different levels of
 * inferring
 * dealing with vocab
 * predicting
 * summarizing
 * cause and effect

images/feelings each other (how plot influences character)
 * Introduction to Literary Elements focusing on how they influence one another:**
 * Character
 * Setting
 * Conflict
 * Theme
 * Plot/Parts of a Story
 * Figurative Language
 * Narrator
 * Use of language to create
 * How elements influence


 * Grammar:** run-ons, fragments


 * Word Study:** Roots, pre-fixes, and suffixes

**Performance Indicators ** || Formative & Summative  || Initial reading assessment Initial writing assessment TC Reading Levels Reading conferences Writing conferences Journals/Short responses Post-test || Nonfiction pre-test Reading conferences Writing conferences Journals || Reading conferences Writing conferences Journals Literary Elements Test || Assessment Strategies Formative & Summative  ||
 * Performance Indicator (CCLS):**
 * R 6.1, 6.3**
 * W 6.1, 6.4, 6.5**
 * S.L. 6.1**
 * L 6.2, 6.4, 6.5** || **Outcomes and **
 * Key Standards/Strategies  || *Unfamiliar words || *Unfamiliar words
 * Implied information
 * Fact v. Opinion
 * Signal words
 * Organizational formats || *Unfamiliar words
 * Implied information
 * Fact v. Opinion
 * Signal words
 * Organizational formats || *Signal words
 * Literary devices
 * Implied information || Key Standards/Strategies   ||
 * Assessment Strategies
 * Reading** **conferences**
 * Writing conferences**
 * Nonfiction post-test**
 * Journals** || Fiction pre-test

**//Performance Indicators //** || **Introduction to Metacognitive Strategies:**
 * || February   ||  <span style="font-family: "Copperplate Gothic Bold","sans-serif"; font-size: 15.99px;">March   ||  <span style="font-family: "Copperplate Gothic Bold","sans-serif"; font-size: 15.99px;">April   ||  <span style="font-family: "Copperplate Gothic Bold","sans-serif"; font-size: 15.99px;">May- June   ||   ||
 * //<span style="font-family: "Arial Narrow","sans-serif";">Unit // ||  **The Comparative Essay: Different Genres**  ||  **Poetry /Test Prep**  ||  **Test Prep**  ||  **Multi-Genre Unit/Using the Internet**  ||  //<span style="font-family: "Arial Narrow","sans-serif";">Unit //  ||
 * **//<span style="font-family: "Arial Narrow","sans-serif";">Outcomes and //**
 * re-reading
 * making connections
 * synthesizing


 * Introduction to Reading Strategies:**
 * inferring
 * predicting
 * summarizing
 * Comparing/contrasting


 * Introduction to Literary Devices:** Craft Elements


 * Introduction to group discussions:** Literature Circles

choice
 * Introduction to the Literary Essay: Comparative Essay (different genres)**
 * development and word
 * Citing the text
 * blending quotes
 * Purpose
 * Audience
 * Voice
 * Introductory paragraphs
 * Concluding paragraphs


 * Grammar:** apostrophe use (possessives), commas


 * Performance Indicator (CCLS):**
 * R 6.2, 6.9**
 * W 6.2, 6.4, 6.5**
 * S.L 6.1**
 * L 6.1, 6.5, 6.6** || **Introduction to Metacognitive Strategies:**
 * making connections
 * visualizing

poetry and how it is conveyed through details
 * Introduction to Poetry:**
 * types of poetry
 * poetic devices
 * reading poetry aloud
 * finding the theme in
 * writing poetry
 * of writing about poetry
 * vocabulary strategies
 * different poems treat the same theme

To be determined by teacher
 * Grammar:**


 * Performance Indicator (CCLS):**
 * R 6.1, 6.2, 6.4, 6.5**
 * W 6.1, 6.4, 6.5**
 * S .L.6.1**
 * L 6.2, 6.4, 6.5** || **Review of** **Megacognitive, Reading, and Writing Strategies**

questions standardized test responses To be determined by teacher
 * Introduction to Test-Taking Strategies:**
 * multiple choice test
 * pacing oneself on a
 * writing short and extended
 * academic language
 * active listening skills
 * note-taking
 * writing on demand
 * vocabulary strategies
 * creating test questions
 * Grammar:**


 * Performance Indicator (CCLS):**
 * R (Lit) 6.1****<span style="font-family: "Gotham-Book","sans-serif";">, 6.2, 6. 4**
 * R (Info) 6.1, 6.2, 6.4, 6.6**
 * W 6.1, 6.3, 6.5, 6.10**
 * L 6.2, 6.4, 6.6** || **Introduction to Multi-Genre Studies:**
 * Reading strategies (questioning, inferences, synthesizing across texts)
 * Using reading and writing skills related to a variety of genres(fiction and nonfiction, print and digital)
 * Introduction to vocabulary strategies

To be determined by teacher
 * Grammar:**

**//<span style="font-family: "Arial Narrow","sans-serif";">Performance Indicators //** || **//<span style="font-family: "Arial Narrow","sans-serif";">Strategies //** ||   || *Implied information || *Signal words **//<span style="font-family: "Arial Narrow","sans-serif";">Strategies //** || **//<span style="font-family: "Arial Narrow","sans-serif";">Formative & Summative //** || Reading conferences Writing conferences Literary Essay (differentiated) Post-test/On-Demand Essay Vocabulary tests Journals Acuity || Pre-test Reading conferences Writing conferences Poetic Elements Test Written poetry Poem performance Journals Post-test Poetry on the Pavement || Pre-Test Reading conferences Writing conferences ELA Exam Journals || Pre-test TC Reading Levels Reading conferences Writing conferences Post-test/On-Demand Essay Journals Presentation || **//<span style="font-family: "Arial Narrow","sans-serif";">Assessment Strategies //** **//<span style="font-family: "Arial Narrow","sans-serif";">Formative & Summative //** ||
 * Performance Indicator (CCLS):**
 * R 6.1, 6.4, 6.9**
 * W 6.1, 6.4, 6.5**
 * S.L 6.1, 6.6**
 * L 6.2, 6.4, 6.5, 6.6** || **//<span style="font-family: "Arial Narrow","sans-serif";">Outcomes and //**
 * **//<span style="font-family: "Arial Narrow","sans-serif";">Key Standards/ //**
 * Literary devices
 * Unfamiliar words
 * Implied information
 * Fact v. Opinion
 * Organizational formats ||  ||  **//<span style="font-family: "Arial Narrow","sans-serif";">Key Standards/ //**
 * **//<span style="font-family: "Arial Narrow","sans-serif";">Assessment Strategies //**