Core Literacy Curriculum:

Grade 11
 Core Literacy Curriculum: Grade 11
Universal Expectations for the MPS Grade 11 Classroom Environment
• Organized for whole and small group instruction and independent work
• Classroom arrangement emphasizes student interactions, in addition to teacher-directed interactions
• Teacher encourages productive, accountable talk by having areas and times available for students to work together
• Smooth efficient transitions between activities
• All students have access to district-adopted resources
• Classroom library is well-stocked with age-appropriate fiction and nonfiction materials written on a variety of reading levels
• Books are arranged by themes, types of writing, or other common organizational structure. Resources are labeled to allow
students easy access to maintain and use library independently. Books are arranged attractively and invitingly
• Display of recent student work/projects with accompanying written explanation
• Display of signs, labels for each item and quotations
• Posted directions for activities or use of equipment
• Materials/tools for recording language, including pencils, pens, markers, paper, charts, logs, writers’ notebooks, books,
computers, etc.
• Work stations or space for reading, writing, researching, and listening activities
• Reference materials related to literature or content area units/topics
• Audiovisual/technology equipment and materials available for student use
Grade 11: RtI Tier 1 (Core)
 Grade 11: RtI Tier 1 (Core)
District Literacy Programs and Assessments

Grade 11 Literacy Programs and Resources Grade 11 Literacy Assessments

English Language Arts Formative:

• Progress monitoring (See following pages)
Board-approved District Adoption: • Classroom Assessments Based on Standards (CABS)
• McDougal Littell: Language of Literature
Benchmark:
• Universal Screener _______________________

Summative:
• End of unit tests
• ACT
• Evidence in language arts portfolio per Common Course
Plan – English 11
• Assessing Comprehension and Communication in English
State to State (ACCESS) for English Language Learners

Home/Community Literacy Connections

see Appendix B
English Language Arts Instructional Block - Grade 11
Foci:
Reading, Writing, Speaking, Listening, and Using Assessment
Language
Aligned
Evidence Resources

Common Core Standards for English Language Arts

The standards listed here focus on what is essential but do not describe all that can or should be taught.
Reading Standards Common Course Evidence • District-adopted
By the end of grade 11 students will: By the end of Grade 11 (two resources (including
semesters) students will create a McDougal-Littell)
Reading Standards for Literature portfolio of proficient work, • Selected variety of novels
Key Ideas and Details including: (see English 11 Common
1. Cite strong and thorough textual evidence to support analysis of what the text says Course Plan for details)
explicitly as well as inferences drawn from the text, including determining where the text  Cover Letter • Models of writing from a
leaves matters uncertain.  Resume variety of topics, authors,
2. Determine two or more themes or central ideas of a text and analyze their development  Research Project and genres, including
over the course of the text, including how they interact and build on one another to  Evidence of Collaboration fiction and nonfiction
produce a complex account; provide an objective summary of the text. / Small Group Discussion (mentor texts)
3. Analyze the impact of the author’s choices regarding how to develop and relate  Media Product • Writing tools (including
elements of a story or drama (e.g., where a story is set, how the action is ordered, how  Oral Presentations with digital tools)
the characters are introduced and developed). media as appropriate • Writing process
Craft and Structure  Comparison Paper • Writing strategies based
4. Determine the meaning of words and phrases as they are used in the text, including  Creative Product (writing on best practices in
figurative and connotative meanings; analyze the impact of specific word choices on or other media) writing
meaning and tone, including words with multiple meanings or language that is  College Entrance or Goals • Elements of curriculum
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) Essay alignment
5. Analyze how an author’s choices concerning how to structure specific parts of a text  Narrative Writing • Writing supplies
(e.g., the choice of where to begin or end a story, the choice to provide a comedic or  Persuasive Writing • Writing resources such as
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic  Descriptive Writing dictionaries and
impact.  Expository Writing thesauruses
6. Analyze a case in which grasping point of view requires distinguishing what is directly  Persuasive Writing • District-adopted rubrics
stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).  On-Demand Writing • Visuals and other media
Integration of Knowledge and Ideas  Reflective Writing • Discovery Education
7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live Streaming
productions of a play or recorded novel or poetry), evaluating how each version * Students will employ technology to • Anchor papers and
interprets the source text. (Include at least one play by Shakespeare and one play by an access, organize, create, revise, and writing exemplars
American dramatist.) publish works • MPS Writing Guides
8. (Not applicable to literature) • MPS Portal Resources
9. Demonstrate knowledge of eighteenth-, nineteenth-, and early twentieth-century • MY Access!
foundational works of American literature, including how two or more texts from the Reading Strategies/Approaches:
same period treat similar themes or topics. Question-Answer-Relationships
Range of Reading and Level of Text Complexity (QAR) (Raphael & McKinney,
10. By the end of grade 11, read and comprehend literature, including stories, dramas, Criteria for Evidence of Effective 1983; Raphael & Wonnacott, 1985;
and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as Reading Abilities Raphael, Highfield & Au, 2006)
needed at the high end of the range. (Adapted from Burke, 1999) Student generated questions
• Demonstrates ability to fluently (Duke & Pearson, 2002; Harvey &
Reading Standards for Informational Text navigate all aspects of the text Goudvis, 2007)
Key Ideas and Details • Shows a confident Double-Entry Journals
1. Cite strong and thorough evidence to support analysis of what the text says explicitly understanding of authorial intent (Berthoff, 1981; Tovani, 2000)
as well as inferences drawn from the text, including determining where the text leaves • Accurately and simultaneously “I wonder” questions (Tovani,
matters uncertain. processes multiple layers and 2000)
2. Determine two or more central ideas of a text and analyze their development over the different meanings of text Three-Minute Pause (Buehl,
course of the text, including how they interact and build on one another to provide a • Pays extra attention that allows 2001)
complex analysis; provide an objective summary of the text. attention to finer distinctions or Text factors including narrative
3. Analyze a complete set of ideas or sequence of events and explain how specific larger context of the work (e.g., genres, text structure and text
individuals, ideas, or events interact and develop over the course of the text. relation of this text to other features (Harvey & Goudvis, 2007)
Craft and Structure writers or different eras) Story Plans (also called story
4. Determine the meaning of words and phrases as they are used in a text, including • Monitors progress of grammars/maps) (Templeton,
figurative, connotative, and technical meanings; analyze how an author uses and refines understanding and employs 1997; Trebasso, 2002)
the meaning of key term or terms over the course of a text (e.g., how Madison defines effective strategies to fill in gaps Story Weave Map (CORE,
faction in Federalist No. 10). • Self-assesses and possesses the 2000)
5. Analyze and evaluate the effectiveness of the structure an author uses in his or her ability to accurately articulate a Character Map (Project CRISS,
exposition or argument, including whether the structure makes points clear, convincing, picture of current performance as 2007)
and engaging. a reader Figuring Out New Words From
6. Determine an author’s point of view or purpose in a text in which the rhetoric is • Knows what to do to improve Context chart (Project CRISS,
particularly effective, analyzing how style and content contribute to the power, 2007)
persuasiveness, or beauty of the text. Other Reading Evidence: Context clues (Putting Reading
Integration of Knowledge and Ideas • Independent reading First, 2006)
7. Integrate and evaluate multiple sources of information presented in different media or record/ log Word parts/affixes (Putting
formats (e.g., visually, quantitatively) as well as words in order to address a question or • Rubric (see criteria above) Reading First, 2006)
solve a problem. • Checklist Dictionaries and other reference
8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of • Teacher observation with aids (Putting Reading First, 2006)
constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority anecdotal notes Concept of Definition Map
opinions and dissents) and the premises, purposes, and arguments in works of public • Cloze passages (Schwartz & Raphael, 1985, 1988)
advocacy (e.g., The Federalist, presidential addresses). • CABS Vocabulary Map (Project
9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. • Story map CRISS, 2007)
documents of historical and literary significance (including The Declaration of • Response to reading Vocabulary Flash Cards (Project
Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second • Graphic organizer CRISS, 2007)
Inaugural Address) for their themes, purposes, and rhetorical features. • Independent reading log Frayer Model (Frayer, Fredrecik
Range of Reading and Level of Text Complexity • Learning log & Kausmeither, 1969; Buehl,
10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11- • Short-cycle assessments 2001)
CCR text complexity band proficiently, with scaffolding as needed at the high end of the • Multi-Source Research Semantic Feature Analysis
range. Guide (Anders & Bos, 1986)
• Inquiry Chart (I-Chart) Text factors including narrative
• Conclusion-Support Notes genres, text structure and text
 features (Harvey & Goudvis, 2007)
Writing Standards
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using Writing Approaches and
valid reasoning and relevant and sufficient evidence. Strategies (Graham and Perin,
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), 2007)
distinguish the claim(s) from alternate or opposing claims, and create an organization • Writing Strategies
that logically sequences claim(s), counterclaims, reasons, and evidence. • Summarization
b. Develop claim(s) and counterclaim(s), establish the significance of the claim(s), • Collaborative Writing
distinguish the claim(s) from alternate or opposing claims, and create an organization Writing: • Specific Product Goals
that logically sequences claim(s), counterclaims, reasons, and evidence. Common assessment tools: • Word Processing
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of • MPS Writing Rubrics • Sentence Combining
the text, create cohesion, and clarify the relationships between claim(s) and reasons, • MPS Research Rubrics • Prewriting
between reasons and evidence, and between claim(s) and counterclaims. • Inquiry Activities
d. Establish and maintain a formal style and objective tone while attending to the norms • Process Writing
and conventions of the discipline in which they are writing. Approach
e. Provide a concluding statement or section that follows from and supports the • Study of Models
argument presented. • Writing for Content
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, Areas
and information clearly and accurately through the effective selection, organization, and •
analysis of content. Six Traits of Effective Writing MY Access! www.myaccess.com
a. Introduce a topic; organize complex ideas, concepts, and information so that each new (Spandel, 2009)
element builds on that which precedes it to create a unified whole; include formatting • Ideas Students in grade nine will
(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding • Organization review and enhance the following
comprehension. • Voice skills that writers use (Tomkins,
b. Develop the topic thoroughly by selecting the most significant and relevant facts, • Word Choice 2010)
extended definitions, concrete details, quotations, or other information and examples • Sentence Fluency and Structuring Skills
appropriate to the audience’s knowledge of the topic. Variety Mechanical Skills
c. Use appropriate and varied transitions and syntax to link the major sections of the • Conventions Language Skills
text, create cohesion, and clarify the relationships among complex ideas and concepts. Reference Skills
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, Computer Skills
simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms Focus on Effective Sentence
and conventions of the discipline in which they are writing. Construction and Revision
f. Provide a concluding statement or section that follows from and supports the Students will pay particular
information or explanation presented (e.g., articulating implications or the significance of attention to the purposeful revision
the topic). of sentences. Teachers will employ
3. Write narratives to develop real or imagined experiences or events using effective Killgallon’s (1998) Four Types of
technique, well-chosen details, and well-structured event sequences. Sentence Composing to help
a. Engage and orient the reader by setting out a problem, situation, or observation and its student create increasingly
significance, establishing one or multiple point(s) of view, and introducing a narrator sophisticated and fluent sentences.
and/or characters; create a smooth progression of experiences or events. The four types are:
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and Sentence Unscrambling
multiple plot lines, to develop experiences, events, and/or characters. Sentence Imitating
c. Use a variety of techniques to sequence events so that they build on one another to Sentence Combining
create a coherent whole and build toward a particular tone and outcome (e.g., a sense of Sentence Expanding
mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed,
or resolved over the course of the narrative. Categories of Strategies
Production and Distribution of Writing (Tompkins, 2010)
4. Produce clear and coherent writing in which the development, organization, and style • Generating
are appropriate to the task, purpose, and audience. (Grade-specific expectations for • Organizing
writing types are defined in standards 1-3 above.) Other assessment evidence: • Visualizing
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or • Student questions • Monitoring
trying a new approach, focusing on addressing what is most significant for a specific • Student comments • Playing with Language
purpose and audience. (Editing for conventions should demonstrate command of • Illustrations and other • Revising
Language standards 1-3 up to and including grades 11-12.) visuals • Proofreading
6. Use technology, including the Internet, to produce, publish, and update individual or • Observations during • Evaluating
shared writing products in response to ongoing feedback, including new arguments or whole group, small group,
information. and conferences
Research to Build and Present Knowledge • Short-cycle assessments • iseek
7. Conduct short as well as sustained research projects to answer a question (including a • On-demand writing www.myaccess.com
self-generated question) or solve a problem; narrow or broaden the inquiry when • Peer feedback (written and
appropriate; synthesize multiple sources on the subject, demonstrating understanding of oral)
the subject under investigation. • Presentations Four Types of Revision
8. Gather relevant information from multiple authoritative print and digital sources, using • Multimedia evidence (Tompkins, 2008)
advanced searches effectively; assess the strengths and limitations of each source in • Traditional and online • Additions
terms of the task, purpose, and audience; integrate information into the text selectively to publishing in various • Substitutions
maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and forms • Deletions
following a standard format for citation. • Content in Writers’ • Moves
9. Draw evidence from literary or informational texts to support analysis, reflection, and Notebooks
research. • Contents of Portfolios
a. Apply grades 11-12 Reading standards to literature (e.g., “Demonstrate knowledge of (both process and
eighteenth-, nineteenth-, and early-twentieth-century foundational works of American showcase)
literature, including how two or more texts from the same period treat similar themes or • Progress logs
topics”). • Student self-assessment
b. Apply grades 11-12 Reading standards to literary nonfiction (e.g., “Delineate and • Student self-reflection
evaluate the reasoning in seminal U.S. texts, including the application of constitutional • Student goals
principles and use of legal reasoning [e.g., in U.S. Supreme Course Case majority
opinions and dissents) and the premises, purposes, and arguments in works of public
advocacy (e.g., The Federalist, presidential addresses]”).
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.

Speaking and Listening Standards

Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared; having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making; set
clear goals and deadlines, and establish individual roles as needed. Speaking, Listening, and Media
c. Propel conversations by posing and responding to questions that probe reasoning and Strategies/Approaches
evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, • Literature Circles (Daniels,
or challenge ideas and conclusions; and promote divergent and creative perspectives. Speaking, Listening, and Media 2002)
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and • Informative, Persuasive, • Socratic Seminar (Metzger,
evidence made on all sides of an issue; resolve contradictions when possible; and and Demonstrative Oral & 1998; Tredway, 1995)
determine what additional information or research is required to deepen the investigation Impromptu Presentations • Writing Circles (Vopat, 2009)
or complete the task. • Debates • Inquiry Circles (Harvey and
2. Integrate multiple sources of information presented in diverse formats and media (e.g., • Listening Assessments Daniels, 2009)
visually, quantitatively, orally) in order to make informed decisions and solve problems, • Discussion Assessments • Authentic Forms (Zemelman,
evaluating the credibility and accuracy of each source and noting any discrepancies • Design and Creation of Daniels, and Hyde, 2005)
among the data. Media Product • Fishbowl (Baloche, Mauger,
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, (Presentation or Tangible Willis, Filinuk, and Michalsky,
assessing the stance, premises, links among ideas, word choice, points of emphasis, and Artifacts) 1993)
tone used. • Oral Rubrics • Social Interaction (Spiegel,
Presentation of Knowledge and Ideas • Listening Rubrics 2005)
4. Present information, findings, and supporting evidence, conveying a clear and distinct • Discussion Rubrics • Tapping Students’
perspective, such that listeners can follow the line of reasoning, alternative or opposing • Media Rubrics Understanding (Langer, 1992,
perspectives are addressed, and the organization, development, substance, and style are • Technology Rubrics Spiegel, 2005)
appropriate to purpose, audience, and a range of formal and informal tasks. • Research Conventions
5. Make strategic use of digital media (e.g., textual, graphic, audio, visual, and Rubrics
interactive elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.
6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal
English when indicated or appropriate. (See grades 11-12 Language standards for
specific expectation.)

Language Standards
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time,
and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-
Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
Knowledge of Language Language
3. Apply knowledge of language to understand how language functions in different Strategies/Approaches:
contexts, to make effective choices for meaning and style, and to comprehend more fully Think, Pair, Share (Lyman,
when reading or listening. 1981)
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for Think, Ink, Pair, Share
guidance as needed; apply an understanding of syntax to the study of complex texts (Billmeyer, 2003)
when reading. Looping (Elbow, 1998))
Vocabulary Acquisition and Use Language: Collaborative Learning (Johnson
4. Determine or clarify the meaning of unknown and multiple-meaning words and and Johnson, 1999)
phrases based on grades 11-12 reading and content, choosing flexibly from a range of Reciprocal Teaching (Palincsar,
strategies. 1994)
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s Accurate use of conventions in Discussion Webs (Alvermann,
position or function in a sentence) as a clue to the meaning of a word or phrase. writing and speaking 1991)
b. Indentify and correctly use patterns of word changes that indicate different meanings Reflection Journal (Zemelman,
or parts of speech (e.g., conceive, conception, conceivable). Daniels, and Hyde; 1993)
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, • MPS Writing Rubrics – MPS Vocabulary List for Grade
thesauruses), both print and digital, to find the pronunciation of a word or determine or Conventions Eleven – English language arts
clarify its precise meaning, its part of speech, its etymology, or its standard usage. Marzano - Six Step Process
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by (2004)
checking the inferred meaning in context or in a dictionary). Language: Frayer Model (Frayer, Frederick,
5. Demonstrate understanding of figurative language, word relationships, and nuances in Appropriate use of on-level and Kausmeither, 1969; Buehl,
word meanings. vocabulary 2001)
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role Talk Aloud (Baumann and
in the text. • MPS Language Rubrics Schmitt, 1986)
b. Analyze nuances in the meaning of words with similar denotations. Explicit Modeling (Roehler and
6. Acquire and use accurately general academic and domain-specific words and phrases, Duffy, 1991)
sufficient for reading, writing, speaking, and listening at the college and career level; Implicit Modeling (Roehler and
demonstrate independence in gathering vocabulary knowledge when considering a word Duffy, 1991)
or phrase important to comprehension or expression. Read Aloud (Allen, 2000)
Think Aloud (Clark, 1984;
Meichenbaum, 1985)
Word Learning Strategies
(Graves, 2006):
• Use Context Clues
• Analyze Word Parts
• Check a Dictionary
Word Consciousness (Scott and
Nagy, 2004)
Word Study (Allen, 2007):
• Word Posters
• Word Maps
• Possible Sentences
• Dramatizing Words
• Word Sorts
• Word Chains
• Semantic Feature
Analysis
 Block Structure and Instructional Methods
Instructional Groupings:
Whole Group: Strategic, Explicit Instruction
Small Group: Teacher-Guided Instruction, Literacy Work Stations,
Universal Approaches, Skills, and Strategies
and Integrated Literacy Work Stations – Application and Practice
Whole Group: Sharing and Wrap Up
Elements of Effective Adolescent Literacy Program (Biancarosa and Snow,
Introduction (5 minutes) 2004)
Goal = Connect • Direct, explicit comprehension instruction
• Effective instructional principles embedded in content
• Motivation and self-directed learning
The teacher will:
• Text-based collaborative learning
• Strategic tutoring
• Articulate learning intention and discuss purpose (what we are doing and why).
• Diverse texts
• Ask students to demonstrate their understanding of the learning intention in
• Intensive writing
written, visual, and/or oral form.
• A technology component
• Ongoing formative instruction
Whole Group (10 minutes)
• Extended time for literacy
Goal = Build • Professional development
• Ongoing summative assessment of students and programs
The teacher will: • Teacher teams

• Introduce the lesson.
• Explain the goal of the lesson; communicate strategies or skills through direct
instruction, active engagement, and shared reading.
• Co-create, with students, anchor charts with visuals to use as resources during
independent work and as artifacts of learning. Topics include: close reading,
Socratic Seminar, quick writes, dialectical journals, marking texts, self-editing and
peer editing, jigsaw, and role playing; reading and writing genre features;
comprehension strategies; vocabulary, fluency, and word studies; grammar studies
through mentor texts and student work to illustrate teaching points; grammar and
language usage practice linked to authentic student writing.
• Ask students to record learning in learning logs.
• Provide additional information and/or clarification to enhance understanding and
support transfer by asking students to engage in accountable talk during lessons
through Think-Pair-Share, Think-Write-Pair-Share, Turn and Talk, and other
cooperative learning activities.
• Ask students to reflect on their learning and discuss how they will apply the
content of the lesson.
Strategies for Assessment For Learning (Stiggins, Arter, Chappuis and
Chappuis, 2004)
• Provide a clear and understandable vision of the learning target
• Use examples of strong and weak work
• Offer regular descriptive feedback
• Teach students to self-assess and set goals
• Design lessons to focus on one aspect of quality at a time
• Teach students focused revision
• Engage students in self-reflection, and let them keep track of and
share their learning
Design Units to Focus on Understanding (Wiggins and McTighe, 2004)
• Communicate intended enduring understandings
• Articulate big ideas
• Design engaging and relevant essential questions
• Adopt, adapt, or create authentic performance tasks; strategically
employ other balanced assessment evidence
• Construct engaging and effective aligned learning experiences
Whole Group Shared Reading (5-10 minutes) Characteristics of Successful Teaching and Learning (Applebee, 2002)
Goal = Build • Engage students in higher-order talk and writing about the
disciplines of English
• Shared reading is used not only as reading for enjoyment, but to teach effective • Ensure cohesiveness of curriculum and instruction
reading habits. Teacher routinely and explicitly will: • Use diverse perspectives to deepen discussion and enhance learning
• Think aloud. • Align curriculum with assessment
• Question for listening comprehension. • Scaffold skills and strategies needed for new and difficult tasks
• Support vocabulary and work attack strategies. • Provide special help to struggling readers and writers
• Model comprehension strategies.
Key Classroom-Based Practices (Adler and Rougle, 2005)
Explicit Small Group and Independent Reading Work Period (15-25minutes; may • Dialogic instruction (Nystrand, 1997)
alternate with writing or occur daily in [double] blocked class) • Envisionment building (Langer, 1995)
Goals = Reach and Practice • Curriculum as conversation (Applebee, 1996)

The teacher will: Differentiated Instruction During Small Group Instruction (Hall,
Strangman, and Meyer; 2003); Differentiation (Tomlinson, 1999)
• Confer with students or guide small collaborative groups of students. • Content
• In conferences, assist students as they reflect on their learning and set goals and • Process
monitor progress. • Product
• In collaborative groups, meet with students who are working together. Support
may be offered in short, guided lessons (5-10 minutes) and should be clearly Comprehension Strategies (Burke, 1999)
focused and scaffolded for students. • Self-monitoring
• Use reciprocal teaching instructional strategies. • Rereading
• Use a variety of purposeful grouping formats for students who need more support • Questioning texts
(e.g., literature groups, Turn and Talk). Students participate in both • Setting reading purpose
homogeneous and heterogeneous groupings to meet different purposes. • Activating background knowledge
• Offer frequent, multiple opportunities to interact with one another and use oral
language purposefully during whole and small group and independent time. Reading Strategies
• Strategically monitor time to ensure students are able to engage in both small Retelling (Morrow, 1985)
group and independent work time each class period. Book Talks (Raphael, et. al., 1997, CORE, 2000)
• Integrate speaking, listening, discussing, media, technology, and research. Comparison graphic organizers such as the story map, Venn diagram or
• During independent work time, monitor and assist as students independently semantic feature analysis (Templeton, 1997; Trebasso, 2002; Venn, 1880;
read, practicing whole and small group lesson strategies or skills. They may also Anders & Bos, 1986)
partner read, use literature circles, and increase the volume of their reading. Perspective Entries (Project CRISS, 2007)
• Help students carefully select independent reading materials, based on reading Point of View (Lukens, 2006)
and language levels, concept knowledge, cultural backgrounds, interests, and Picture Walk/Text Walk (Clay, 1985; Goldenberg, 1991; DeFord, Lyons &
support books offer, and consider these characteristics for small group reading Pinnell, 1991; Hiebert & Taylor, 1994)
materials. Text factors including narrative genres, text structure and text features
• Monitor as students independently read “just-right” books and write responses to (Harvey & Goudvis, 2007)
reading and literature in their learning logs. Comparison graphic organizers such as the story map, Venn diagram or
• Make certain access to materials, including novels, short texts, chart paper, semantic feature analysis (Templeton, 1997; Trebasso, 2002; Venn, 1880;
graphic organizers, learning logs, and sticky notes. Anders & Bos, 1986)
Repeated readings (Samuels, 1979)
Independent reading
(Allington, 2000 & Krashen, 2004)
 Explicit Small Group and Independent Writing Work Period (15-25 minutes; may
alternate with reading or occur daily in [double] blocked class) Elements of the Mini-lesson (Tompkins, 2008)
Goals = Reach and Practice • Introduce the topic
• Share examples [use mentor text]
The teacher will: • Provide information
• Guide practice
• Guide students as they engage in a writing process—independently, in writing • Assess learning
circles with writing partners, or with the teacher.
• Assist and connect students to consult appropriate mentor texts aligned to the focus
of their writing.
• Confer with individual students, asking questions to help them think through how
to improve their writing. During frequent writing conferences the teacher will:
• Read some student writing and ask questions to encourage students to talk about Best Practices in Writing (Zemelman, Daniels, and Hyde, 2005; Graham,
their writing processes and language use. MacArthur, and Fitzgerald (eds.), 2007; MPS and Milwaukee Writing Project,
• Based on students’ questions, evidenced-based needs, and interests, decide what to 2008)
teach students or what to reinforce from recent focus lessons. • Writers’ Workshop
• Help students reflect on their writing by talking with them about their writing • Writing Process
processes and set goals for next steps. • Writing Strategies
• Clearly reinforce strategy or concept by: supporting students in using information • Six Traits of Effective Writing
from other focus lessons, connecting students to writing mentors, and/or providing • Authentic Forms
guided practice to allow students to practice writing strategies with teacher • Writing-Reading Connection
assistance. • Effective Feedback
• Integrate speaking, listening, discussing, media, technology, and research. • Teacher as Writer

Whole Group – Sharing and Reflection (5-10 minutes) Writing Process (Graves, 1994)
Goals = Reconnect and Wrap Up • Prewriting
• Drafting
The teacher will: • Revising
• Editing
• Reconvene whole group to include all members of the class. • Publishing / sharing with an audience (Elbow, 2002)
• Briefly revisit the learning intention of the original lesson. Class will share written • Self assessment, goal setting, and use of portfolios (Stires, 1991)
pieces and articulate learning in written and oral forms (via formal and information
and presentations).
• Integrate listening, speaking, presentation, media, and technology skills into the Features of Effective [Literacy] Instruction (Langer, Close, Angelis, and
sharing session. Preller, 2000)
• Provide appropriate feedback. • Students learn skills and knowledge in multiple lesson types
• Preview next step in learning. • Teachers integrate test preparation into instruction
• Teachers make connections across instruction, curriculum, and life
• Students learn strategies for doing the work
• Students are expected to be generative thinkers
• Classrooms foster cognitive collaboration
 Available Accommodations and Modifications to Provide Access to the Core Curriculum (*)
English Language Learners: Students with Disabilities (per IEP)*

Content Objective(s) Assistive technology (writing)

Language Objective(s) • Adapted writing utensils
Key Vocabulary • Adapted paper
Supplementary Materials • Positioning devices
• Hand held dictionary/spell check
Preparation Scaffolding Grouping Options • Recorders
Adaptation of Content Modeling Whole class • Portable word processors
Links to Background Guided practice Small groups • Digital graphic organizers
Links to Past Learning Independent practice Partners • Digital note takers
Strategies incorporated Comprehensible input Independent • Adapted/alternative computer hardware
• Alternative software
Integration of Processes Application Assessment • Talking/graphic word processors
Reading Hands-on Individual • Word prediction
Writing Meaningful Group • Advanced reading/writing supports
Speaking Linked to objectives Written • Voice recognition
Listening Promotes engagement Oral • Sound amplification systems

**NOT an exhaustive list