1

2012-2013

The Mission: Every child who

enters our district will receive the

best possible opportunities and

resources to become proficiently

literate.

The Vision: Provide for all

students a guaranteed, viable

and relevant literacy curriculum

in which teachers implement a

balanced literacy framework

based on the principles of

constructivism.

English Language Arts 6-8 Curriculum Guide

2012-2013 ELA 6-8 2

Table of Contents

Secondary Literacy Leadership Team ........................................................................................................................................................................... 3

Questions, theories, practices and principles foundational to Secondary Literacy Instruction

Essential Questions Guiding Professional Learning Communities .................................................................................................................... 4

Balanced Literacy Workshop Instruction .......................................................................................................................................................... 5

Constructivism ............................................................................................................................................................................................... 6-7

Workshop .......................................................................................................................................................................................................... 8

Workshop as a Cyclical Structure ......................................................................................................................................................... 9

Reading Workshop ............................................................................................................................................................................. 10

Writing Workshop .............................................................................................................................................................................. 11

English Language Arts Essential Learning Outcomes for 2012-2013

Process Used for Determining Power Standards-Essential Learning Outcomes ............................................................................................ 12

Rationale for 6-8 Power Standards/Essential Learning Outcomes ................................................................................................................. 13

Power Standards/Essential Learning Outcomes ............................................................................................................................................. 14

Pacing Guide: ELA 6-8 Power Standards – Essential Learning Outcomes ....................................................................................................... 15

CCSS Strategies and Skills – Quick Guide ........................................................................................................................................................ 16

ELA 6-8 Power Standards with Suggested Related Standards with Suggested Connections ......................................................................... 17

Resources for Teachers

Books .......................................................................................................................................................................................................... 18-22

Websites ......................................................................................................................................................................................................... 23

Glossary of Key Terms ............................................................................................................................................................................................ 24-25

Works Cited ............................................................................................................................................................................................................ 26-27

2012-2013 ELA 6-8 3

Secondary Literacy Leadership Team

Anderson, Emily – North MS Popowski, Bart – East MS

Christensen, Colby – IST, high schools Randle, Darcy – Rapid City Academy

Fierro, Jeff – Stevens HS Rylance, Leslie – South MS

Fierro, Lindsay – Southwest MS Sailor, Johanna – Southwest MS

Gibson, Justin – Central HS Schwietert, Deb – IST, South MS

Hade, Susan – North MS Seeley, Gabrielle – Rapid City Academy

Hofer, Ranae – Secondary Literacy Coordinator Sheehy, Geoff – Central HS

Krueger, Connie – IST, North MS Swank, Dave – IST, East MS

Leach, Brittany – West MS Thornburg, Marinell – Stevens HS

Mettler, Lori – East MS Welch, Kristi – South MS

Miller, Fran – IST, West MS Wright, Katy – IST, Southwest MS

Mraz, Kathy – Stevens HS Wright, Lana – West MS

Mueller, Jen – Central HS

2012-2013 ELA 6-8 4

Essential Questions Guiding Professional Learning Communities

What do we want the

students to know and do?

How do we know they are

learning?

What do we do when they're not learning?

How do we respond when they've already

learned the information?

2012-2013 ELA 6-8 5

Balanced Literacy Workshop Instruction

Extensive Intensive

Individual Small Group Whole Class

Student-Directed Teacher-Directed

Student choice and interest Careful matching of text and instruction to progress *Motivation; self-directed responsibility for learning Teacher modeling/think-aloud/gradual release (ZPD) *Text-based collaborative learning (Literature Circles) Technology Component *Direct, explicit comprehension instruction *Diverse text choices *Instructional principles embedded in content Diverse writing and reading choices Diverse texts – genre and difficulty level Teacher modeling own reading and writing

Fast, quick reading and writing Careful, deep reading and writing Focus on enjoyment and quantity Focus on literary elements and skills *Motivation and self-directed learning *Direct, explicit comprehension and writing instruction *Diverse texts *Effective instructional principles embedded in content *Text-based collaborative reading/writing/learning (Biancarosa and Snow, 2006)

Low teacher support/independent reading and writing levels High teacher support/guided groups Average teacher support High teacher support/individual conferences Low teacher support/literature circles Mini-lessons, think-aloud, read-aloud *Strategic tutoring *Text-based collaborative learning *Effective instructional principles embedded in content *Intensive reading and writing *Effective instructional principles embedded in content *Direct explicit comprehension instruction *Diverse texts *Ongoing formative assessments *Ongoing formative assessments *Ongoing formative assessments

2012-2013 ELA 6-8 6

Constructivism

Constructivism is a theory of learning based on the principle that learners construct meaning from what they experience; thus, learning is an

active, meaning-making process (Glatthorn & Jailall, 2009).

The Nature of Learning — In considering the nature of learning, constructivism involves nine basic principles (Brooks & Brooks, 1999; Gray,

1997; Cornelius-White, 2007; Marzano, Pickering, Arredondo, & Paynter, 1997, and McCombs, 2003):

1. Learning is not a passive, receptive process but is instead an active, meaning-making process. It involves performing complex tasks that

require active use and application of knowledge in solving meaningful problems.

2. Learning at its best involves conceptual change—modifying one’s previous understanding of concepts so that they are more complex and

more valid. Typically the learner begins with a basic or inaccurate concept, and the learning process develops a deeper or truer

understanding of the concept.

3. Learning is subjective and personal. Learning involves internalizing what is being learned, representing it through learner-generated

symbols, metaphors, images, graphics, language, and models.

4. Learning is situated or contextualized. Learners carry out tasks and solve meaningful, real-world problems. Rather than doing “exercises”

out of context, learners learn to solve contextualized problems.

5. Learning is social. Learning at its best develops from interaction with others as perceptions are shared, information is exchanged, and

problems are solved collaboratively.

6. Learning is affective. Learning is influenced by the following affective elements: self awareness and beliefs about one’s abilities, clarity and

strength of learning goals, personal expectations, general state of mind, and motivation to learn.

7. The nature of the learning task is crucial. The best learning tasks are characterized by these features: optimal difficulty in relation to the

learner’s development, relevancy to the learner’s needs, authenticity with respect to the real world, and challenge and novelty for the

learner.

8. Learning is influenced by the learner’s development. Learners move through identifiable stages of physical, intellectual, emotional, and

social growth that affect what can be learned and in what depth of understanding. Learners do best when the learning is at their proximal

stage of development, challenging enough to require them to stretch, but attainable with effort.

9. Learning at its best involves metacognition. The learner reflects about learning throughout the entire learning process.

2012-2013 ELA 6-8 7

Constructivism (cont.)

The Role of the Teacher — Constructivism also requires a change in the teacher’s role. In the constructivist approach, the teacher carries out six

essential functions (DeVries, 2002; Educational Broadcasting Corporation, 2004; and Gray, 1997):

1. Modeling: The teacher performs the task so that the learners can observe and build a conceptual model of the processes.

2. Coaching: The teacher observes the learners as they carry out a task and offers hints, feedback, and modeling.

3. Scaffolding and fading: The term scaffolding is a metaphor for cognitive structure. In the initial stages of the learning process, the learner

functions best with structure and teacher support. As the learner progresses, less scaffolding is needed. The goal is to fade gradually to turn

over the process to the learner, so that he or she becomes self-regulating.

4. Articulation: The teacher helps the learners articulate their knowledge and their reasoning processes to make the cognitive processes

visible.

5. Reflection: The teacher helps the learners reflect about their processes and compare them with those of an expert or another learner.

6. Exploration: The teacher pushes learners to do problem solving on their own—to frame questions and to find answers.

2012-2013 ELA 6-8 8

Workshop

Workshop is a predictable structure, routine, ritual, and system that allows the unpredictable work of deep reading, brilliant writing, mind-changing conversations, inspirational epiphanies, and connections of new to the known—that is, learning—to happen. Workshop is the key to listening to teach for many reasons, but not for any one reason. It is a complex system of intertwining events that lead to students doing the work of learning and demonstrating their understanding of essential content and skills. In a workshop, as students are busy doing the work of learning, it frees teachers to do their work as learners. As students read, write, think, and talk, teachers do the work of learning about their students: what students know, what they can do, and what they need to be successful adults (Bennett, 2007). Fletcher and Portalupi, authors of Writing Workshop: The Essential Guide, explain workshop with the following:

For some people, the term “workshop” has a laid-back, 1960s, New Age feel that conjures up images of beanbag chairs and a kind of permissive, anything-goes atmosphere. Nothing could be further from the truth. In fact, workshop is a rigorous learning environment that has its roots in the traditional system in which apprentices learned the skills of their trade by working at the sides of master craftsmen and women. The writing workshop puts kids on the spot and makes them responsible for their learning (Fletcher and Portalupi, 2001).

According to Nancie Atwell, author of In the Middle, the ultimate goal of the literacy program is to enable students to learn how satisfying reading and writing are and to establish lifelong reading and writing habits. Teachers who themselves engage in reading and writing, and who examine their habits and attitudes as readers and writers, can best help students experience the power of their own literacy (Atwell, 1998).

In workshop, students:

Learn how to work together

Set goals and evaluate their own accomplishments

Engage in meaningful communication about what they have read

Take responsibility for their own learning and support the learning of each other

Work at their own pace to accomplish a series of tasks

Make choices and carry out assignments

2012-2013 ELA 6-8 9

Workshop as a Cyclical Structure

Samantha Bennett, author of That Workshop Book,

incorporates what she calls “catch and release.”

When there is need, the teacher calls the class

together for further instruction or clarification then

“releases” them again to read, write, or work as

appropriate. This cycle is continuous. Students may

cycle through the components of a workshop several

times during one teaching period.

2012-2013 ELA 6-8 10

Reading Workshop

Why should I use the reading workshop approach in my classroom?

What does it look like when students are doing the work of thinking? The work of learning? The work of achieving? The work of becoming

better human beings? Literally and metaphorically, it looks like a workshop, a place where works—concrete demonstrations of understanding—

are created. (Bennett, 2007)

The advantages of reading workshop are many, some of which are listed below. (Fountas and Pinnell, 2001)

Reading Workshop:

Builds an effective reading process Increases the amount students read Increases ownership of the commitment to reading Broadens readers’ literary experiences Develops responsibility for reading Encourages personal connections Teaches collaboration

2012-2013 ELA 6-8 11

Writing Workshop

Why should I use the writing workshop approach in my classroom?

A writing workshop is the structure that allows students to learn to write by writing. A workshop is a long, regularly scheduled, recurrent chunk of time during which the main activity is to do a subject (Zemelman, Daniels, & Hyde, 2005). A workshop is characterized by three main components: a mini-lesson, a work time, and a debrief. Choice in writing is a critical element of the workshop.

Writing Workshop:

Helps students develop and refine skills in writing (through practice) Promotes improvement of students’ writing by expanding their ideas Enhances content area learning by using writing activities to explore new information Develops students’ abilities to think about the ideas they wish to convey Develops students’ abilities to order/design their ideas Attunes students’ ears to the sounds of language and the power of words to convey ideas and forge a

connection to the reader Helps students see how to use mentor texts as models for their own writing Develops students’ presentation skills (punctuation, spelling, mechanics) necessary to allow their writing to

speak clearly to their audience Acquaints students to a variety of writing

2012-2013 ELA 6-8 12

Process Used for Determining Power Standards/Essential Learning Outcomes

Essential Learning Outcomes must meet the following three criteria:

ENDURANCE: defines something a student will need to know over a period of years.

LEVERAGE: standard is taught and used in more than one curricular area.

READINESS: prerequisite skills for next level of learning.

DESCRIPTION OF ACTIVITY PRODUCT

The team discussed the terms endurance, leverage, and readiness to make sure team members had a common understanding of the criteria and what they were looking for.

Shared understanding

Each team member worked independently to apply the three criteria to his or her list of state standards. It was important not to take too much time during this step or we

could overthink the process and want to mark most of the standards.

Each teacher highlighted approximately one-third of his or her standards, indicating the ones he or she

believed met the criteria.

During the next step, the team built consensus about which standards belonged on the draft list. Team members spent time discussing what the standards meant.

Teams developed a first draft of their team list of essential learning outcomes.

Teams next reviewed how their draft list of essential learning outcomes fit into the standards chosen by the grade level or course before theirs and the grade level or

course taught after theirs. They looked for gaps and redundancies.

Each team walked away with a final list of essential learning outcomes for its team that is vertically aligned

with other teams in the district.

The team then discussed the pacing of its essential learning outcomes and created a pacing guide.

Each team has a document that lays out which essential learning outcomes are being taught during

the semester.

(Adapted from Bailey and Jakicic, 2012)

2012-2013 ELA 6-8 13

Rationale for 6-8 Power Standards/Essential Learning Outcomes

Reading Standard for Literature RL.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. The process revealed #2 to be essential because studying theme has endurance: students learn to think critically about experiences and problems that all humans have, no matter when or where they live. Students will apply that learning to their own lives. Summarizing is essential so students can quickly pull out the big idea plus key supporting details in any document. Reading Standard for Informational Text RI.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. The process revealed #1 to be essential because students will need to be able to evaluate the challenges posed not only by texts, but also by life. The habits of mind that close reading builds develop critical thinkers. People must support their conclusions with logic and evidence throughout their lives. Writing Standard W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. The process revealed #4 to be essential because in order to be effective communicators, students must write clearly and coherently in any life situation. Language Standard L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing word parts, and consulting general and specialized reference materials, as appropriate. The process revealed #4 to be pivotal at the middle school level because it highlights a range of strategies for understanding words and phrases

and for building vocabulary in preparation for more complex text.

2012-2013 ELA 6-8 14

Power Standards/Essential Learning Outcomes

Anchor Reading Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Anchor Reading Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Anchor Writing Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3. Please find on page 43 of the CCSS.)

Anchor Language Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful work parts, and consulting general and specialized reference materials, as appropriate.

L.6.4./L.7.4/L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

2012-2013 ELA 6-8 15

2012-2013 ELA 6-8 16

CCSS Strategies and Skills – Quick Guide

R.1 Read closely and cite evidence SL.1 Discuss effectively R.2 Determine central ideas or themes; summarize SL.2 Evaluate information R.3 Analyze text development SL.3 Evaluate speakers R.4 Interpret and analyze words and phrases SL.4 Present information clearly R.5 Analyze text structure SL.5 Integrate digital media R.6 Assess point of view SL.6 Demonstrate command of formal English R.7 Integrate/evaluate content in diverse formats R.8 Evaluate arguments R.9 Analyze multiple texts R.10 Read proficiently

L.1 Demonstrate command of grammar and usage L.2 Demonstrate command of writing mechanics L.3 Apply knowledge of language L.4 Determine word meanings W.1 Write supported arguments L.5 Apply knowledge of nuances in language W.2 Write informative text clearly L.6 Acquire domain-specific vocabulary independently W.3 Write effective narratives W.4 Write clearly and coherently W.5 Use the writing process W.6 Use 21st Century skills in writing W.7 Conduct research projects W.8 Integrate sources accurately W.9 Collect strong evidence W.10 Write routinely

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2012-2013 ELA 6-8 18

Resources for Teachers: Books

District Initiative for Balanced Literacy

Allen, J. (2007). Inside words: Tools for teaching

academic vocabulary, grades 4-12. Portland, ME: Stenhouse.

Practical lessons in the areas of building background

knowledge, teaching words critical for comprehension, and developing a conceptual framework for assessing the understanding of words and concepts

Atwell, A. (1998). In the middle: New understandings about writing,

reading, and learning. Portsmouth, NH: Heinemann.

A classic work valued for helping teachers bridge the gap

between how they teach and how students learn.

A place to start for teachers new to middle school or new to the workshop approach

Bennett, S. (2007). That workshop book: New systems and structures

for classrooms that read, write, and think. Portsmouth, NH: Heinemann.

Glimpse into the philosophy of workshop

Emphasis on rituals and routines essential for deep thinking

Buckner, A. (2005) Notebook knowhow: Strategies for the writers’

notebook, Portland, ME: Stenhouse.

Good minilessons and exercises for practice.

Chapter 3: “Kneading Notebooks: Expanding Topics and Building Collections of Ideas”

Chapter 6: “Writing Wrongs: Editing Spelling and Punctuation”

2012-2013 ELA 6-8 19

Buckner, A. (2009). Notebook connections: Strategies for the readers’

notebook. Portland, ME: Stenhouse.

How to incorporate daily reflection into reading workshop.

Specific strategies for deep thinking about text.

Chapter 3: “From comprehension strategies to notebooks”

Chapter 5: “Beneath the story: Discovering hidden layers”

Daniels, H. & Steineke (2004). Minilessons for literature circles.

Portsmouth, NH: Heinemann.

Introductory guide for minilessons for all subjects

Deeper comprehension strategies

Assessment and accountability

Fountas, I.C. & Pinnell, G.S. (2001). Guiding readers and writers, Grades

3-6: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann.

Foundational piece with lesson plans for the first 20 days of

reading workshop

Charts include many great learning targets

A great resource for teaching routines, rituals, and writing learning targets

A valuable resource for all levels, 6-12

Fountas, I.C. & Pinnell, G.S.(2006). Teaching for comprehending and

fluency: Thinking, talking, and writing about reading, k-8. Portsmouth, NH: Heinemann.

Comprehensive resource

In-depth strategies for higher level text and critical thinking

Accompanying DVD of classroom vignettes: book clubs, mini-lessons, shared reading, conferencing, modeling, along with 100 forms, graphic organizers and other resources

Harvey, S. & Daniels, H. (2009). Comprehension and collaboration:

Inquiry circles in action. Portsmouth, NH: Heinemann.

A great resource for collaborative lessons

Guides nonfiction research and exploration

Inquiry circles (Literature circles for nonfiction text)

2012-2013 ELA 6-8 20

Harvey, S. & Goudvis, A. (2010). The comprehension toolkit, grades 3-6.

Portsmouth, NH: Heinemann.

Specific lessons paired with appropriate text as well as scripted lessons

Adaptable to any text and all grade levels

Tovani, C. (2011). So what do they really know? Assessment that

informs teaching and learning. Portland, ME: Stenhouse.

Practical ideas for reaching all levels of readers

Authentic formative assessment to modify teaching and learning activities

Weaver, C. (1996).Teaching grammar in context. Portsmouth, NH:

Heinemann.

Historical context of grammar

Constructivist view of errors

Minimum of grammar for maximum benefits

Looking at the Power Standards/Essential Learning Outcomes

RI.1 Harvey, S. & Goudvis, A. (2010). The comprehension toolkit, grades 3-6.

Portsmouth, NH: Heinemann.

Lesson 18, Target key information: Code the text to hold

thinking

Lesson 19, Determine what to remember: Separate interesting details from important ideas

Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching

comprehension to enhance understanding. Portland, ME: Stenhouse.

p. 166—Finding important information rather than just one

main idea

p. 167—Important to whom?

p. 171—Using Facts/Questions/Response (FQR) think sheets to understand information

p. 173—Reasoning through a piece of historical fiction to determine importance

2012-2013 ELA 6-8 21

RL.2 Harvey, S. & Goudvis, A. (2010). The comprehension toolkit, grades 3-6.

Portsmouth, NH: Heinemann.

Lessons 15, Wrap your mind around the big ideas: Use text

evidence to infer themes

Lesson 18, Target key information: code the text to hold your thinking

Lesson 21, Construct main ideas from supporting details: Create a topic/detail/response chart

Lesson 22, Paraphrase and respond to information

Lesson 24, Read to get the gist: Synthesize your thinking

Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching

comprehension to enhance understanding. Portland, ME: Stenhouse.

p. 142—Recognizing plot and inferring themes

p. 167—Sifting the topic from the details

p. 181—Retelling to summarize information

p. 185—Summarizing content and adding personal response

p. 187—Reading for the gist

p. 188—Write a short summary

Ziers, J. & Crawford, M. (2011). Academic Conversations: Classroom

talk that fosters critical thinking and content understanding. Portland, Me: Stenhouse.

pp. 27-44—Getting started with academic conversations

pp. 91-108—Developing academic grammar and vocabulary

pp. 185-208—Academic conversation assessment

W.4 Anderson, J. (2005). Mechanically inclined: Building grammar, usage,

and style into writer’s workshop. Portland, ME: Stenhouse.

pp. 15-26—Moving from correct-alls to mentor texts

pp. 27-50—Weaving grammar mechanics into workshop

pp. 83-101—Pause and effect: crafting sentences with commas

pp. 117-129—The Verb: Are we all in agreement?

2012-2013 ELA 6-8 22

Fletcher, R. & Portalupi, J. (2001). Writing workshop: The essential

guide. Portsmouth, NH: Heinemann.

pp. 21-33—Short term goals

pp. 35- 45—Launching the workshop

pp. 47-60—Conferring with writers

Daniels, H. Zemelman, & S., Steineke, N. (2007). Content-Area writing:

Every teacher’s guide. Portsmouth, NH: Heinemann.

pp. 30-60—Quick writes: Easy Writing-to-learn strategies

pp. 141-186—Shorter public writing projects

pp. 204-252—More ambitious writing projects

Weaver, C. (1996).Teaching grammar in context. Portsmouth, NH:

Heinemann.

pp. 7-28—Teaching grammar: reasons for, evidence against

pp. 58-73—Toward a perspective on error

pp. 102-122—Reconceptualizing the teaching of grammar

pp. 142-3—A minimum of grammar for maximum benefits

L.4

Allen, J. (1999) Words, words, words: Teaching vocabulary in grades 4-

12. York, ME: Stenhouse.

pp. 33-66—Alternatives to, Look it up in the dictionary

pp. 95-110—How do we know it’s working?

Whitaker, S. (2008). Word play: Building vocabulary across texts and

disciplines, grades 6—12. Portsmouth, NH: Heinemann.

pp. 47-60—Etymological clues

pp. 131-144—Why and how to teach academic vocabulary

2012-2013 ELA 6-8 23

Resources for Teachers: Websites

District Initiative for Balanced Literacy

Federal Resources for Educational Excellence. (2012). Retrieved from http://free.ed.gov

Resources for a variety of curricula areas

Photos, videos, primary documents, and animations

Folger Shakespeare Library. (2012). Retrieved from http://www.folger.edu/index.cfm

Lesson ideas for a variety of Shakespeare plays

Primary source documents, pictures, and maps from the era

Library of Congress. (2012). Retrieved from http://www.loc.gov/about/

Digital primary sources including photos, documents, narratives, newspapers, films, and maps

Site is speech enabled

National Council of Teachers of English. (2012). Retrieved from http://www.ncte.org/

Lesson plans for all grade levels

South Dakota State Library. (2012). Retrieved from http://library.sd.gov/

Databases including newspapers, books, and primary sources

Practice tests (ACTand others)

Thinkfinity. (2010). Retrieved from http://thinkfinity.org/

Lesson plans and online tools (interactives, videos, webinars)

Partner sites include Read-Write- Think (NCTE), Smithsonian’s History Explorer, National Geographic Education, Illuminations (NCTM), Econedlink (CEE), ScienceNetLinks (AAAS), Edsitement (NEH), The Kennedy Center ArtsEdge and Wonderopolis (NCFL)

2012-2013 ELA 6-8 24

Glossary of Key Terms

For Teachers: Key Terminology for Professional Learning Communities

Endurance: knowledge, skills, and dispositions of value over time and

beyond a single text date

Guaranteed Curriculum: a curriculum that gives students access to the

same essential learning regardless of who is teaching the class

Leverage: knowledge and skills of value in multiple disciplines

Power Standard: the critical skills, knowledge, and dispositions each

student must acquire as a result of each course, grade level, and unit of

instruction; may also be referred to as Essential Learning Outcome or a

Guaranteed and Viable Curriculum

Readiness: knowledge and skills necessary for success in the next grade

level or next level of instruction

Viable Curriculum: a curriculum that can be taught in the time allotted

For Students: CCSS Common Language for Instruction

Academic: relating to school or study

Acquire: to get; to collect; to obtain; to attain

Adapt: to adjust for a specific situation

Analyze: examine critically the parts to determine the nature of the whole

Audience: people for whom a work is intended

Central ideas: main concepts within a text

Coherent: logically consistent or connected

Collaboration(s): working together for a common purpose or goal

Communicative Tasks: class or group discussions; speeches; writing;

texting; performances

Connotative: the feelings and ideas associated with a word or thing

Context: the situation or setting in which a word is used

Development: the act or process of growing or progressing

Diverse: widely varying; many; different

Diverse Formats: a variety, including film, digital, audio, video, or print

2012-2013 ELA 6-8 25

Glossary of Key Terms (cont.)

Domain-specific words: words associated with a particular field

Editing: reviewing sentences to make corrections

Effectively: having an intended or expected result

Evaluate: to judge based on selected criteria

Evidence: pieces of text that support a claim

Explicit: clearly stated

Figurative: communicates ideas beyond the ordinary or literal meaning of

the words

Formal English: communication that strictly adheres to rules, conventions,

and ceremony

Implicit: not clearly stated, yet understood

Inferences: conclusions drawn by merging text clues and background

knowledge

Integrate: to bring together or incorporate parts into a whole

Medium (singular)/Media (plural): various categories by which information

is communicated, such as film, digital, audio, video, or print, etc.

Organization: the arrangement of information in a desired structure

Persuasively: intended to convince an audience

Purpose: intended or desired result

Quantitative: capable of being measured

Reasoning: using logic and/or evidence to form conclusions

Revising: to change a piece of writing to improve its style or content

Style: a particular, distinctive, or characteristic way of communicating, as

established through word choice, sentence length, tone, figurative

language, dialog, etc.

Summarize: to restate or express in a concise form

Task: a definite piece of work

Technical: relating to language used for a particular subject, craft, or

occupation

Theme: a central, unifying idea developed throughout a work

Tone: an expression of attitude and/or feelings in a work

Vocabulary: words used by, understood by, or at the command of a person

Voice: the distinctive style or manner of expression

Writing Process: a recursive process of prewriting, drafting, revising,

editing, and publishing

26 2012-2013

Works Cited

The American Heritage® Dictionary of the English Language. (2003). Retrieved from http://www.thefreedictionary.com

Atwell, N. (1998). In the middle: New understanding about writing, reading, and learning with adolescents. Portsmouth, NH: Heinemann.

Bailey, K., & Jakicic, C. (2012). Common formative assessment: A toolkit for professional learning communities at work. Bloomington, IN: Solution Tree

Press.

Bennett, S. (2007). That workshop book: New systems and structures for classrooms that read, write, and think. Portsmouth, NH: Heinemann.

Biancarosa, C., & Snow, C. E. (2006). Reading next: A vision for action and research in middle and high school literacy. Retrieved from

http://www.all4ed.org/adolescent%5Fliteracy/

Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. Alexandria, Virginia: Association for Supervision

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