RWR883 READING/WRITING WORKSHOP GRADE 8sharepoint.pthsd.k12.nj.us/ci/Approved Curriculum... · The students will: 1. experience reading and writing as mutually complimentary skills

1 RWR508 READING/WRITING WORKSHOP GRADE 8

Parsippany-Troy Hills School District

RWR883 READING/WRITING WORKSHOP GRADE 8 A Course Outline for English Language Arts

Approved by the Board of Education February 25, 2016

Developed: August 2015 Revised:

PARSIPPANY-TROY HILLS SCHOOL DISTRICT

RWR883 READING/WRITING WORKSHOP GRADE 8 2

Table of Contents

STATEMENT OF PURPOSE ................................................................................................................................................................................................... 3

THE LIVING CURRICULUM ................................................................................................................................................................................................... 4

AFFIRMATIVE ACTION ......................................................................................................................................................................................................... 4

GENERAL GOALS ................................................................................................................................................................................................................. 5

GRADING PROCEDURES ...................................................................................................................................................................................................... 6

COURSE PROFICIENCIES ................................................................................................................................................................................................... 7-8

CURRICULUM…………………………………………………………………………………………………………………………………………………………………………………….…….………..9-22

I. READING LITERATURE AND INFORMATIONAL TEXT ..................................................................................................................................... 9-13 II. WRITING AND LANGUAGE……………………………………………………………………………………………………………………………..…………………………………….14-20 III. SPEAKING AND LISTENING…………………………………………………………………………………………………………………………………………..……………….……..21-22

BIBLIOGRAPHY ............................................................................................................................................................................................................ .23-24

APPENDIX A AUTHENTIC ASSESSMENT ..................................................................................................................................................... 25-34

APPENDIX B RUBRICS ................................................................................................................................................................................ 35-36

APPENDIX C SHOWCASE PORTFOLIO ........................................................................................................................................................... 37-38

APPENDIX D OUTLINE OF WRITING SKILLS .................................................................................................................................................... 39-44

APPENDIX E NEW JERSEY STUDENT LEARNING STANDARDS ................................................................................................................... 37-56

APPENDIX F CURRICULUM MODIFICATIONS AND ADAPTATIONS……………………………………………………………………………………….………………57-65


STATEMENT OF PURPOSE Middle school is a bridge, which provides an effective transition between the elementary and high school experience. Middle school pupils differ dramatically from students at other age levels because they show a wider range of variation in their development and are undergoing profound physiological, psychological, intellectual, and emotional changes. The workshop approach provides an accommodating environment to meet the varied needs of middle school students. Benchmark assessments for students in grades 6 through 8 are administered once per quarter. The philosophy of our middle school is to provide a wide range of educational experiences. This philosophy is reflected in the Reading/ Writing Workshop. The workshop approach allows students to individually develop skills to write for a variety purposes, to read various genres while developing skills for comprehension and understanding, and to employ self-selected reading developing habits as life-long readers and learners. Revisions also include:

a. Updated course proficiencies b. Revised to incorporate New Jersey Core Curriculum Content Standards c. Revised authentic assessments including scaffolded activities for course segments d. Updated bibliography and sources e. Updated grading procedures


THE LIVING CURRICULUM

Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.

AFFIRMATIVE ACTION

During the development of this course of study, particular attention was paid to material, which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course.

MODIFICATIONS AND ADAPTATIONS For guidelines on how to modify and adapt curricula to best meet the needs of all students, instructional staff should refer to the following link - http://njcdd.org/wp-content/uploads/2016/08/tools-teacherspart2.pdf. Instructional staff of students with Individualized Education Plans (IEPs) must adhere to the recommended modifications outlined in each individual plan.


GENERAL GOALS

The students will:

1. experience reading and writing as mutually complimentary skills and learn to read as a writer and to write as a reader.

2. develop time management skills required by the workshop approach to instruction.

3. communicate effectively through reading and writing.

4. develop a positive attitude toward their own reading and writing abilities and provide support for the developing reading and writing skills of their peers.

4. develop time management skills required by the workshop to approach to instructions.


GRADING PROCEDURES

MAJOR ASSIGNMENTS 50% (Tests/Projects/Presentations/Writing)

MINOR ASSIGNMENTS 35% Reader Response Journals Quizzes Vocabulary Reading Logs PARCC Preparation Reading Projects Article Annotations

CLASSWORK 15% Online Activities Creative Writing Pieces Class Discussions Group Work Journals Vocabulary Reading Comprehension Checks Literary Letters Discussion Questions

Shared Inquiry Timed Essay Writing Process Pieces Research Process Reading Projects Research Paper Revised Writing Technology Presentations Oral Presentations Guided Research Paper

RST Writing Metacognitive Reflections

Novel Assessments Long Term Projects

Journals Creative Writing Pieces

Final Grade

Full Year Course • Each marking period shall count as

20% of the final grade

Quarterly Exams • Quarterly exams shall count as 4% in

marking periods 1 and 3 • Quarterly exams shall count as 6% in

marking periods 2 and 4


PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS COURSE PROFICIENCIES

Course: RWR883 Title: READING/WRITING WORKSHOP GRADE 8

In accordance with district policy as mandated by the New Jersey Administrative Code and the New Jersey Student Learning Standards, the following are proficiencies required for the successful completion of the above named course. The student will: I. READING LITERATURE AND INFORMATIONAL TEXT

1. use various techniques to self-select appropriate writing topics. 2. use various techniques to demonstrate comprehension and analysis of selected reading. 3. analyze a specific reading selection to determine purpose, audience, structure, author’s style and theme. 4. identify common characteristics of various reading through the use of paired text and author study. 5. analyze text to determine varying points of view and its effect on the audience or reader. 6. develop reading skills using available multimedia programs. 7. evaluate non-fiction prose use of claims and statements to determine if reasonable and believable. 8. compare two or more texts to determine differences and identify author’s devices to create varied messages. 9. recognize use of various literary techniques such as: similes, metaphors, personification, hyperbole, and sensory details by published authors. 10. Read for a variety of purposes while using a variety of styles and formats.

II. WRITING AND LANGUAGE 11. use various techniques to self-select appropriate writing topics. 12. consciously and independently engage in the writing process. 13. determine when a piece of writing is suitable for publication and attempt publication. 14. master skills necessary for effective revision and subsequently apply these skills to all appropriate genres. 15. generate writing geared to a specific audience. 16. develop his/her own voice in writing pieces through exposure to varied techniques. 17. combine ideas into well-constructed and varied sentence patterns. 18. effectively identify and use introductory and concluding techniques.


19. utilize various literary techniques such as: simile, metaphor, personification, hyperbole, and sensory details. 20. utilize thesauruses, dictionaries, and other resources to choose precise words and phrases. 21. use read/write/confer portion of class to brainstorm, record ideas and experiment with forms. 22. apply the holistic scoring method of evaluation to assorted writing. 23. use self-assessment techniques. 24. identify, compose and support thesis statements . 25. effectively proofread text. 26. develop writing skills using available multimedia programs. 27. employ logical sequencing, including appropriate transitions. 28. write for a variety of purposes while using a variety of styles and formats.

III. SPEAKING AND LISTENING

29. recognize and actively participate in effective student/teacher conference and peer conference. 30. demonstrate appropriate peer conferencing techniques. 31. actively communicate and listen through group share and class discussion. 32. when reading aloud, demonstrate understanding of text with fluency.


I. READING LITERATURE AND INFORMATIONAL TEXT Essential Question(s): a) What do readers do when they do not understand everything in a text?

b) How do readers construct meaning from text? Enduring Understanding(s):

a) Good readers employ strategies to help them understand text. Strategic readers can develop, select and apply strategies to enhance their comprehension.

b) Good readers compare, infer, synthesize and make connections (text-to-text, text-to-word and text-to-self) to make text personally relevant and useful.

READING LITERATURE AND INFORMATIONAL TEXT

PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT

TEACHER NOTES

The student will be able to: Students will:

1. use various techniques to self-select appropriate reading selections.

RSL.8.10 RSIT.8.10

• receive a set of novels after teacher models previewing techniques.

• decide which novel they would read using at least one of the previewing techniques.

• determine factors that influence their selections of books and apply preview strategies in a book swap activity or gallery walk.

Teacher-conducted reading conferences to determine if self-selected novels are appropriate

See Media Center webpage for link to Library World Self-selected novels See youtube.com and yahoo.com for book trailers See Atwell, In the Middle, p. 113

2. use various techniques to demonstrate comprehension and analysis of selected reading.

RSL.8.1 RSL.8.3 RSL.8.7 RSIT.8.1 RSIT.8.3 RSIT.8.7 SL.8.5 8.1.8.A.2

• engage in various book projects that can include making book trailers, Facebook pages for characters, board games, rewriting beginning or ending chapters or finding songs to fit the theme.

Samples of students’ products Students’ Podcast Teacher reviews and responds to journals or literary letters

See Macbook applications for iMovie, Garageband, and Inspiration See link readwritethink.org Journal or literary letter rubrics Scholastic Scope Magazine

RWR883 READING/WRITING WORKSHOP GRADE 8 10 READING LITERATURE AND INFORMATIONAL TEXT


TEACHER NOTES


2. (continued) • develop a Podcast to review a book they read and encourage others to read it.

• demonstrate critical reading and thinking strategies by answering open-ended questions in literary letters.

• demonstrate a book talk. • analyze claims in

preparation for a class debate.

Students lead book talks Debate rubric

Newsela Debate worksheets Atwell Booktalk links: https://www.youtube.com/watch?v=0rYSfkq05Ew http://www.heinemann.com/products/E04091.aspx https://prezi.com/oxwtlnm0x5mt/book-talk-nancie-atwells-in-the-middle/

3. analyze a specific reading selection to determine purpose, audience, structure, author’s style and theme.

RSL.8.2 RSIT.8.2 RSL.8.5 RSIT.8.5 RSL.8.7

• closely read the piece, “The Trouble with Television,” to analyze point of view through word choice, and structure for the inferred main idea.

• apply close reading strategies during a “think-aloud” activity after the teacher.

• demonstrate a double-entry journal using the ELMO, HoverCam or interactive projector.

• use Newsela articles.

Students’ responses review student use of close reading strategies in journals or literary letters Newsela Quiz

See textbook Babusci, Roger and Loutish Burns, Literature (Silver Level) p. 463 Journal or literary letter rubrics Scholastic Scope Magazine

https://www.youtube.com/watch?v=0rYSfkq05Ew

https://www.youtube.com/watch?v=0rYSfkq05Ew

http://www.heinemann.com/products/E04091.aspx

http://www.heinemann.com/products/E04091.aspx

https://prezi.com/oxwtlnm0x5mt/book-talk-nancie-atwells-in-the-middle/





TEACHER NOTES


4. identify common characteristics of various reading through the use of paired text and author study.

RSL.8.5 RSIT.8.3 RSIT.8.9

• read various literature in a specific genre with a partner or teacher lead. Using different colored highlighters, focus on identifying specific common characteristics in the text.

• read PARCC style paired texts, answer questions and construct open-ended response.

Assess student responses and provide feedback Assess using the PARCC rubric

This can be used when introducing new writing genres by having students read and analyze examples of the writing

See Appendix B for PARCC Rubric Scholastic Scope Magazine

4. analyze text to determine varying points of view and its effect on the audience or reader.

RSL.8.6 RSIT.8.6

• find examples of different points of view on their own, in pairs, or groups reading and respond in their journals or literary letters following teacher-generated mini-lesson.

• use Newsela articles. • read “The House” together

as a class and predict or identify the point of view.

Collect journals or literary letters and provide feedback using a rubric

Journal or literary letter rubric See “The House” in Readwritethink.org Newsela Assessments Link for story: http://www.readwrite think.org/files/resources/lesson_images/lesson23/house.pdf Scholastic Scope Magazine

http://www.readwrite/



TEACHER NOTES


4. (continued)

• working in groups of three, assume a point of view (home owner, thief, interior designer). As they read the story with their given point of view, students focus on highlighting specific details that matter to their character. Students share their findings and discuss how point of view can change.

6. develop reading skills using available multimedia programs.

RSIT.8.7 WS.8.6 SLS.8.5 8.1.8.D.2 8.1.8.E.1 9.2

• create a PowerPoint or a movie poster about self-selected novel.

• create a multimedia presentation about their self-selected novel. Following teacher guidelines, choose a method of presenting (make a book trailer/iMovie) and address specific guidelines that focus on identifying elements of the story (characters, theme, setting, problem, resolution).

• use Newsela articles.

Students’ products oral presentations Evaluation based on teacher-generated rubric and task sheet

Microsoft Office Google Docs PowerPoint Quicktime Movie Maker www.prezi.com



TEACHER NOTES


7. evaluate non-fiction prose use of claims and statements to determine if reasonable and believable.

RSIT.8.8 RSIT.8.10 SLS.8.3 8.1.8.B.1 8.1.8.E.1 8.1.8.F.1 9.2

• identify various forms of persuasion in reading and writing.

• use everyday text (news articles, reviews) to identify the author’s claim and determine if it is fact or opinion.

• utilize advertisements in local newspapers and magazines to apply mini-lessons on persuasive language. Students will share their samples and analysis in their journals or literary letters.

• utilize teacher model.

Review student responses and provide feedback Review student responses and provide feedback

See Scholastic Magazine Teacher may utilize advertisements in local newspapers and magazines

8. compare two or more texts to determine differences and identify author’s devices to create varied messages.

RSIT.8.9 WS.8.9 8.1.8.E.1

• engage in a class discussion of tone & voice, use examples.

• in stations, read various poets using a jigsaw format and take notes on elements of tone and voice.

• share information using ELMO, HoverCam or interactive projector.

• use Scope Magazine.

Students will share notes and teacher will assess to provide feedback to ensure all necessary elements are included

ELMO/Projector/HoverCam Interactive Whiteboard using Inspiration8 Scope resources



TEACHER NOTES


9. recognize use of literary techniques such as simile, metaphor, personification, hyperbole, and sensory and sensory details by published authors.

RSL.8.4 RSIT.8.4 SLS.8.6 LS.8.5a LS.8.5b LS.8.5c

• use their self-selected novel to find examples of literary techniques.

• review the lyrics to Katy Perry’s “Firework,” as they read and listen to the song in class. Students note and highlight the various literary techniques.

Teacher will assess students’ examples and through group share, peers can give one another feedback Students’ responses

Self-selected novels See Media Center link for discoveryeducation.com

10. read for a variety of purposes while using a variety of styles and formats.

RSL.8.10 RSIT.8.10

• review various genres of reading (poetry, fiction, non-fiction, paired-text) and engage in utilizing reading strategies to gain understanding.

Teacher will review student activity and conference with students as needed Teacher will engage students in a whole class discussion to share their noted strategies

newsela.com


II. WRITING AND LANGUAGE Essential Question(s): a) How do good writers express themselves?

b) How does process shape the writers product? How do writers develop a well-written product? Enduring Understanding(s):

a) Good writers develop and refine their ideas for thinking, learning, communicating and aesthetic expression. b) Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for

different purposes, audiences and contexts.


TEACHER NOTES


11. use various techniques to self-select appropriate writing topics.

WS.8.10 • maintain, explore and continue to add to their writing territories (Atwell, Lesson 1). Territories can be kept in their notebooks, digital folders or daily work folders.

• choose a writing topic. • use the Interactive

projector, ELMO, or HoverCam, to display the topic as class delimits it.

Conferences with teacher and other students Review student selections and topics Review printouts of student’s topics

Atwell, Lessons that Change Writers, p. 3 See link Readwritethink.org Interactive whiteboard or ELMO/HoverCam

12. consciously and independently engage in the writing process.

WS.8.4 WS.8.5 WS.8.8 WS.8.9 WS.8.10 8.1.8.A.2

• revise drafts by reading for meaning, narrowing focus, elaborating, deleting, reorganizing, and creating sentence variety as needed, maintaining consistency of voice and reworking introductions, transitions,

Evaluate student progress through self-selected writing pieces and interim assessments PARCC Rubric

See SharePoint for Revision Model 8-03A Unity Google Docs



TEACHER NOTES


13. (continued)

conclusions and awkward passages.

• construct three questions and revise (add, delete, change, move) teacher writing model. Students repeat the strategy in peer conferencing.

• demonstrate the writing process in a timed situation responding to PARCC sample prompts.

Review student writing to assess growth PARCC Rubric

Teacher-generated rubrics

See Appendix B for PARCC Rubric See Revision/Editing Checklist in the Appendix

13. determine when writing is suitable for publication and attempt publication.

WS.8.1a WS.8.1b WS.8.1c WS.8.1d WS.8.1e WS.8.10 WS.8.06 8.1.8.B.1

• send persuasive letters (or an individual, small group, or class basis) to companies and share their responses to the class for evaluation.

• submit writing throughout the year for publication online or in print.

Persuasive letters Students’ letters Samples of students’ writing

See Appendix A for Authentic Assessment Task and Rubric

See website TeenInk.com TurnItIn.com Google Docs

14. master skills necessary for effective revision and subsequently apply these skills to all appropriate genres.

WS.8.5 LS.8.2a LS.8.2b LS.8.2c

• revise their own writing using revision models for designated skills.

Student drafts Revision models

See SharePoint for Revision Models Projector (Elmo, Interactive or HoverCam)

15. generate writing geared to a specific audience.

WS.8.4 WS.8.5 WS.8.7 WS.8.8 8.1.8.A.2

• compare informal and formal writing to select vocabulary, structure and topic to appeal to a specific audience.

Samples of student writing See Atwell, In the Middle, p.165 See Atwell, Lessons that Change Writers, Lesson 39



TEACHER NOTES


16. develop his/her own voice in writing pieces through exposure to varied techniques.

WS.8.9 LS.8.1a LS.8.1b LS.8.1c LS.8.1d LS.8.5a LS.8.5b LS.8.5c

• read various texts to identify author’s techniques to create voice.

• use varying writing techniques such as sentence combining, word choice, and literary devices to develop their own voice.

Samples of student writing See TeenInk.com ELMO/Projector/HoverCam See SharePoint for Student PARCC Exemplars

17. combine ideas into well-constructed and varied sentence patterns.

WS.8.4 LS.8.1a LS.8.1b LS.8.1c LS.8.1d LS.8.2a LS.8.2b LS.8.2c

• use PARCC exemplars to highlight well-constructed sentences and varied sentence patterns.

• review their own writing and identify sentences for revision.

Use PARCC rubric to assess sentence structure

See SharePoint for Student PARCC Exemplars See Appendix B for PARCC Rubric See Atwell, Lessons that Change Writers, Lesson 23

18. effectively identify and use introductory and concluding techniques.

WS.8.1a WS.8.1e WS.8.2a WS.8.2f WS.8.3a WS.8.3e

• participate in teacher-generated mini-lessons on effective introductory and concluding techniques. Using samples and assessments, identify successful introductory and closing paragraphs noting useful strategies.

• apply this to their assessments choosing to rewrite their opening or closing.

Use the PARCC rubric to score students’ assessments and check for understanding and revision

See Appendix B for PARCC Rubric See SharePoint for Exemplars See Atwell, Lessons that Change Writers, Lesson 37 Interactive Projector/ELMO/ HoverCam



TEACHER NOTES


19. utilize various literary techniques such as: simile, metaphor, personification, hyperbole, sensory details.

LS.8.5a LS.8.5b LS.8.5c

• view teacher’s draft without any literary devices and apply technique for “showing not telling.”

• apply strategy to their own draft.

Conference and review student progress on incorporating various techniques

Interactive Projector/ ELMO/HoverCam See Atwell, Lessons that Change Writers, Lessons 10 and 18

20. utilize thesauruses, dictionaries, and other resources to choose precise words and phrases.

WS.8.1d WS.8.2d WS.8.3d LS.8.3a LS.8.4a LS.8.4b LS.8.4c LS.8.4d LS.8.5

• utilize dictionaries, or thesauruses to revise teacher’s sample paragraph with weak or improper word choice.

• share their revisions with the class.

Sample of students’ revisions Atwell, Lessons that Change Writers, Lesson 20, p.80 For struggling writers, teacher should select words to be changed. ELMO/Projector/HoverCam See Sharepoint for Revision Models for Word Choice Google Docs

21. use read/write/confer portion of class to brainstorm, record ideas and experiment with forms.

WS.8.1a WS.8.1b WS.8.2a WS.8.2b WS.8.3a WS.8.3b SLS.8.1a SLS.8.1b SLS.8.1c SLS.8.1d

• in small groups, select various topics, and experiment with different forms of prewriting.

Review products from student groups and randomly select for group share

See Atwell, Lessons that Change Writers, Lesson 16 Inspiration Supply menu of various graphic organizers to suit differentiation needs.



TEACHER NOTES


22. apply the holistic scoring method of evaluation to assorted writing.

WS.8.5

• use either PARCC exemplars or their own writing assessments, with names removed, and score them using the PARCC Rubric.

• write a summary statement using specific language from the rubric.

Review the summary statements, as well as students’ notes using the PARCC rubric Students will share their responses with the class

Google Docs See Appendix B PARCC Rubrics See SharePoint for Student PARCC Samples User Friendly PARCC Rubrics

23. use self-assessment techniques.

WS.8.5

• self-assess application of skills using task sheets and rubrics.

• reflect on their writing.

Self-assessment sheet Teacher-made task sheets or rubrics

24. identify, compose and support thesis statements.

WS.8.1a WS.8.1b WS.8.1c WS.8.7

• read and use “Dial Versus Digital” from the text to examine the author’s use of supporting details.

• use a blank template to identify author’s thesis and points that support it.

• generate a thesis statement for an PARCC-style RST essay prompt.

Review or confer student work Students’ thesis statements RST essay

See Prentice Hall, Literature (Silver Level) “Dial versus Digital” p. 477

25. effectively proofread text.

WS.8.5 LS8.1a LS.8.1b LS.8.1c LS.8.1d LS.8.2a LS.8.2b LS.8.2c LS8.3a

• continue to proofread for their common errors, as well as update proofreading list.

Use rubrics and review student proofreading lists periodically throughout the year

See Atwell, Lessons that Change Writers, Lesson 57, p. 195



TEACHER NOTES


26. develop writing skills by using available multimedia programs.

RSIT.8.7 WS.8.6 WS.8.8 SLS.8.5

• revise and edit pre-typed text using Microsoft Word readability statistics.

• use MS Word track changes and apply to writing drafts.

• revise and edit pre-typed text using Microsoft Word in conjunction with student models.

• type and project their own writing on the interactive board using the stylus or a dry erase marker.

Note student growth on teacher-generated rubric assess use of revision as indicated by MS Word track changes Students’ revisions

ELMO/ Interactive Projector/HoverCam TurnItIn.com Google Docs

27. employ logical sequencing, including appropriate transitions.

WS.8.2c WS.8.3c WS.8.4 LS.8.3a

• compose a “How-To” essay on selected topics. Next, review transitions and circle the ones they are using in their writing. Share your writing and offer peer feedback to revise and include logical sentencing and appropriate transitions.

• review sample paragraphs for unity and coherence errors and make corrections sharing the improved version with the class.

Teacher will review student writing and conference as needed with any struggling students Students’ essays Teacher will provide feedback

See SharePoint for Revision Models



TEACHER NOTES

The student will be able to: Students will: 28. write for a variety of purposes

while using a variety of styles and formats.

WS.8.4 WS.8.10

• continue to expand their reading and writing territories using Atwell’s Lessons that Change Writers.

Teacher will refer to students’ writing territories and work folders

Atwell, Lessons that Change Writers, p.3


III. SPEAKING AND LISTENING Essential Question(s): How does a speaker communicate so others will listen and understand the message?

Enduring Understanding(s):

A speaker selects a form and organizational pattern based on their audience and purpose.

SPEAKING AND LISTENING


TEACHER NOTES


29. recognize and actively participate in effective student/teacher conference and peer conferences.

SLS.8.1a SLS.8.1b SLS.8.1c SLS.8.1d

• role-play an exemplary conference and apply behaviors to peer conferencing.

Assess student understanding by students’ use of peer conferencing strategies

See Atwell, In the Middle, p. 505 See YouTube.com for sample peer conferences

30. demonstrate appropriate peer conferencing techniques.

SLS.8.1a SLS.8.b SLS.8.1c SLS.8.1d

• peer conference and apply feedback from conference to their own writing. Share results for group share.

• complete a teacher-created checklist utilizing sentence stems to guide students. (For example: I have added the following transitions to my writing _________, _______ and ___________.)

Observe student conferences and conduct a group share

See Atwell, In the Middle, Chapter 7

RWR883 READING/WRITING WORKSHOP GRADE 8 23 SPEAKING AND LISTENING


TEACHER NOTES


31. actively communicate and listen through group share and class discussion.

SLS.8.1a SLS.8.1b SLS.8.1c SLS.8.1d SLS.8.2 SLS.8.3 SLS.8.4 SLS.8.6

• participate in group share providing critical and constructive feedback.

• present debate.

Teacher-generated feedback sheets Debate rubric

Scope Magazine

32. when reading aloud, demonstrate understanding of text with fluency.

SLS.8.4 SLS.8.6

• demonstrate an understanding of writing structure by reading with appropriate pauses and inflections.

• record their voices using the iPad and self-assess using a teacher- made checklist.

Note students in need of additional fluency instruction Listen and review students’ recording and collect self-assessments through teacher conferences, students are encouraged to critique themselves

See appropriate applications on Macbook


BIBLIOGRAPHY TEXTBOOKS Babusci, Roger and Loutish Burns. Literature (Silver Level). Prentice Hall, 1991. RESOURCES Adams, J., T. McGuire and S. Wilde. Revision Models for Reading/Writing Workshop. (Available on Sharepoint) Atwell, Nancie. In the Middle. 2nd Ed. Portsmouth, New Hampshire: Heinemann, 1998. Calkins, Lucy McCormick. The Art of Teaching Writing. Portsmouth, New Hampshire: Heinemann, 1994. Daniels, H., Steineke, N. Texts & Lessons for Content Area Reading. Heinemann, 2011. Dunleavy, Diane. Revision Models Reading/Writing Workshop. Revised 2008. (Available on Sharepoint) Fare, Dennis M. PARCC ELA/Literacy Assessments. Research & Education Association, 2014. Gallagher, Kelly. Readicide. Maine: Stenhouse Publishers, 2009. Graves, Donald H. Writing: Teachers and Children at Work. Portsmouth, New Hampshire: Heinemann, 1983. Lothrop, Jessica and Lisa Ramundo. Revision Models for Reading/Writing Workshop. Revised 2002. (Available on Sharepoint) Miller, Diane. Measuring Up. Peoples Education, 2009. Muschla, Gary R. Writing Workshop Survival Kit Wiley & Sons, Inc., 2005. Pippin, Jessica. Reading Warm-ups & Test Practice. Newmark Learning, 2014. Schaffrath, Susan Duffy and Lee Sternberg. Literature (Red Level). McDougal Littell, 1989. Unbelievable Truths That Are Stranger Than Fiction, Perfection Learning, 2006.

RWR883 READING/WRITING WORKSHOP GRADE 8 25 WEBSITES www.youtube.com (book trailers) www.Readwritethink.org www.prezi.com www.ereadingworksheets.com www.teenink.com www.newsela.com www.turnItIn.com www.scholastic.com www.kellygallagher.org SOFTWARE Garageband (Mac application) Googledocs iMovie (Mac application) Inspiration 8 iTunes MS Office Quicktime Epson projector Easy Interactive Tools DATABASE Discovery Education Library World SharePoint

https://mail.pthsd.k12.nj.us/owa/redir.aspx?C=7264ffcf63a24f29b2da3b3500e78375&URL=http%3a%2f%2fwww.youtube.com

http://www.teenink.com/

http://www.newsela.com/

http://www.turnitin.com/

http://www.scholastic.com/

http://www.kellygallagher.org/


APPENDIX A AUTHENTIC ASSESSMENT


AUTHENTIC ASSESSMENT TASK SHEET

In the persuasive letter project, students will write in a real world situation. The project begins by having students recognize purpose

is essential to reading and writing. Students will write to a company, school or political office on a personal or current issue. For

example, students might select a recent purchase that was not satisfactory and decide to write the company. The assignment begins

with writers answering questions, such as “What do you want from your reader?”, “Why are you credible? and “Why should they

listen to you?” The writing assignment includes lessons on introductory strategies, thesis statements, using facts as support,

organizing ideas, transitions, persuasive language, addressing the opposition, and word choice.

The authentic assessment task is completed early to allow time for companies to respond within the school year. Responses are sent

back to the school, so students may share their response letters with the class and evaluate. Receiving the response letters is often a

highlight for students giving them a voice in the world and a reason to write that extends far beyond the classroom setting.


PERSUASIVE LETTER Name: _______________________________________ Due: ___________

Genre: A persuasive letter is meant to persuade the reader to your point of view

TASK

You will select a company or political office to write to based on an identified problem or situation. Your letter will be mailed and deemed successful if your problem is addressed and/or resolved. SUBMISSION INSTRUCTIONS:

• Complete all items listed on the rubric • Final draft follows standard class format – double-spaced, times new roman, 12 pt, single sided, etc. • Prepare a second final: letter is SINGLE SPACED, Times New Roman, 12 pt, single sided. • NEATLY fold the letter in thirds and put in a STAMPED, addressed envelope as indicated below. • Put the envelop under the rubric.

WORKSHOP SKILLS

• Unity and Coherence • Thesis Statement • Audience and Purpose • Paragraph Structure

• Writing Style: word choice, sentence structure, persuasive language

• Proper Letter Structure

Lisa P. Jackson, Administrator Environmental Protection Agency Ariel Rios Building 1200 Pennsylvania Avenue, N. W. Washington, D. C. 20560

Student Name/D. Dunleavy Brooklawn Middle School 250 Beachwood Road Parsippany NJ 07054

http://www.bing.com/images/search?q=stamp&view=detail&id=0E8ED312092636EF84FBDACD685EC812A6266E10&first=1


PERSUASIVE LETTER RUBRIC

Student Reflection:

1. When reviewing my letter, I realize my strengths are …

2. The skills I feel I have mastered with this are …

3. I need more practice in developing the following skills…

Name: _______________________________ Date: _________________ Period: _________________

MASTERED DEVELOPING NEEDS IMPROVEMENT

INTRODUCTORY AND CLOSING PARAGRAPHS

Student has a strong and effective lead, gets the reader’s attention, and makes them sympathetic to the topic. Student transitions out of the lead into a clear thesis statement. Student’s closing paragraph recaps the main point, supporting ideas, and ends with a strong clincher calling the reader to action.

Student has a lead that may or may not attract the reader’s attention. Student has a limited transition and has a thesis statement that needs further development and clarity. Student’s conclusion may or may not recap the main point, supporting ideas and does not call the reader to action.

Student’s lead is ineffective or missing. Student lacks transition and a thesis statement that is logically connected or may be missing. Student’s closing paragraph lacks main idea, supporting points and/or a clincher with a call to action.

BODY

PARAGRAPHS

Student has at least three effective supporting ideas. Each is developed with examples, relevant details and/or facts as support.

Student may or may not have three supporting details. Body paragraphs may or may not be developed with relevant examples and details.

Student lacks one or more supporting details that may or may not be effectively developed. Student struggles to keep focused to their purpose.

WRITING STYLE

Student correctly uses persuasive language, varied sentence patterns, eloquent word choice and maintains one point of view throughout the letter.

Student may or may not correctly use persuasive language. Student lacks sentence variety and appropriate word choice. Student may shift points of view throughout the writing.

Student lacks persuasive language, has limited sentence variety and under developed word choice. Student misuses point of view.

LETTER FORMAT

Student’s letter is properly formatted using block or semi-block formatting. Letter has an appropriate greeting/closing and accurate addresses.

Student’s letter has errors or misuses in block or semi-block format. Student may or may not have an appropriate greeting/closing and has errors in the address(es).

Letter has numerous errors in structure and format.

MECHANICS

Student’s writing is free from errors in spelling, grammar and punctuation.

Student has some errors in spelling, grammar and punctuation that do not distract from meaning.

Student has many errors in spelling, grammar, and punctuation that distract from meaning.


PERSUASIVE CHECKLIST

SELF-ASSESS

SKILL/TRAIT

STANDARD/CHECKLIST

Unity and Coherence • Your writing piece has a clear focus (unity). Each paragraph has a purpose and one focus.

• Your writing is presented in a reasonable order (coherence) Purpose and

Audience • Your writing piece has a clear focus (unity). Each paragraph has a

purpose and one focus. • Your writing is presented in a reasonable order (coherence)

Paragraph Structure • Your writing piece has a clear focus (unity). Each paragraph has a purpose and one focus.

• Your writing is presented in a reasonable order (coherence) Clear Writing • Your writing piece has a clear focus (unity). Each paragraph has a

purpose and one focus. • Your writing is presented in a reasonable order (coherence)

Paragraph Structure Closing paragraph: • recaps the important ideas • restates my main idea • ends of a with a strong clincher calling the reader to action.

Writing Style • I use a variety of sentence patterns to make my writing smooth and interesting.

Writing • I’ve use factual sentences, such as not using opinion statements (I think, I feel, I believe)

• I’ve used precise word choices by using the strongest and best word • My writing contains one point of view (I don’t use “you” incorrectly)

Genre Structure • My letter is properly formatted following block or semi-block formats • My letter and envelope are properly addressed, including the

recipient’s name


Proofreading and Grammar

• My writing is free from sentence fragments and run-ons. • I use commas correctly • I use verbs correctly

Revision My writing shows evolution and improvement through revision (adding,

deleting, changing and moving text) Process My packet clearly shows your use of process by having and labeling:

• Three (3) well-developed leads • Brainstorming and prewriting (including MAPS sheet) • AT LEAST two sets of drafts with at least two sets of revisions (legend) • Proofreading • Final • Second final copy and correctly addressed, stamped envelop

Workshop I demonstrate ability to use workshop time appropriately

Participant I demonstrate my ability to be a willing and active participant in class

On Time I demonstrate my ability to turn the writing piece in on time and with pride


Mode: ________________________________________________________________________

Audience: _____________________________________________________________________

Purpose: ______________________________________________________________________

Subject: _______________________________________________________________________

Audience: (who are they?) Purpose: (What do I want from my reader?)

What’s in it for my audience? Why should they listen to me? What do they get out of it by giving me what I want? Why would they NOT listen to me and grant what I want?

What is my position? Why am I credible?


PERSUASIVE LESSONS

A. Identify audience and purpose: motivators; beliefs, benefits, author’s purpose, reader’s action desired

B. Don’t start with your position (thesis) C. Use a lead

1. Can use the “butter up” approach: think of audience and open on a complimentary note to gain their favor and make them sympathetic and willing to listen to you

2. Then transition to the prompt (reason for writing) 3. Transition to thesis 4. Thesis is your position and says what you want the reader to do

A strong thesis statement:

clearly and concisely states the author’s position, identifies the subject, lets the reader know what you want from him/her, MIGHT state the reasons, and

flows smoothly.

35 RWR508 READING/WRITING WORKSHOP GRADE 8 Ms. Dunleavy’s third body paragraph: It identifies that there is another point of view on the topic. Then, it spins it 180 degrees

back to your position by showing why the other position (opposing argument) is incorrect.

Some people say that labeling coal ash as a dangerous toxin or hazard material will destroy the economy. A coal lobbyist

reported to 60 Minutes that it would cost 12 to 13 billion to safely recycle coal ash and that cost would naturally be passed on

to the customer. However, this is a limited perception. It is like they are bending down to pick up the pennies when the dollars

are flying over their heads. The burden on our healthcare, an already crippled system, to deal with the generations of cancers

and illnesses from coal ash is a much greater cost in both dollars and in human suffering. According to Scientific American,

Coal ash is 100 times more radioactive than nuclear waste and is responsible for other problems such as mining accidents,

acid rain and greenhouse gas emissions. Therefore, the true cost of dealing with coal ash extends into so many areas and far

exceeds the cost of labeling it as dangerous.

33


A coal ash body paragraph:

Many believe coal ash to be toxic. It is full of lead, cadmium, mercury and other chemicals. As noted in a

recent 60 Minutes report, “Environmental scientists tell us that concentrations of mercury, arsenic, lead and other toxic metals are considerably higher in coal ash than ordinary soil.” These toxics are believed to lead to cancer and other health problems. When released in the air, I feel these toxins can be dangerous to a person’s lungs. I think we need to change how we handle coal ash so toxic chemicals stop hurting people.

The same coal ash body paragraph with the opinion statements removed (word choice trash words 2)

Many believe coal ash to be toxic. It is full of lead, cadmium, mercury and other chemicals. As noted in a recent 60 Minutes report, “Environmental scientists tell us that concentrations of mercury, arsenic, lead and other toxic metals are considerably higher in coal ash than ordinary soil.” These toxics are believed to lead to cancer and other health problems. When released in the air, I feel these toxins can be dangerous to a person’s lungs. I think we need to change how we handle coal ash so toxic chemicals stop hurting people.

34


APPENDIX B RUBRICS


GRADES 6-11 CONDENSED SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE ITEMS

(Revised July 29, 2014)*

Research Simulation Task and Literary Analysis Task

Construct Measured

Score Point 4

Score Point 3

Score Point 2

Score Point 1

Score Point 0

Reading Comprehension of Key

Ideas and Details

The student response demonstrates full comprehension of ideas stated explicitly and inferentially by providing an accurate analysis and supporting the analysis with effective and convincing textual evidence.

The student response demonstrates comprehension of ideas stated explicitly and/or inferentially by providing a mostly accurate analysis, and supporting the analysis with adequate textual evidence.

The student response demonstrates basic comprehension of ideas stated explicitly and/or inferentially by providing a generally accurate analysis and supporting the analysis with basic textual evidence.

The student response demonstrates limited comprehension of ideas stated explicitly and/or inferentially by providing a minimally accurate analysis and supporting the analysis with limited textual evidence.

The student response demonstrates no comprehension of ideas by providing inaccurate or no analysis and little to no textual evidence.

Writing Written Expression

The student response x addresses the prompt and

provides effective and comprehensive development of the claim or topic that is consistently appropriate to the task by using clear and convincing reasoning supported by relevant textual evidence;

x demonstrates purposeful coherence, clarity, and cohesion, making it easy to follow the writer’s progression of ideas;

x establishes and maintains an effective style, attending to the norms and conventions of the discipline.


provides mostly effective development of the claim or topic that is mostly appropriate to the task, by using clear reasoning supported by relevant textual evidence;

x demonstrates coherence, clarity, and cohesion, making it fairly easy to follow the writer’s progression of ideas;

x establishes and maintains a mostly effective style, while attending to the norms and conventions of the discipline.


provides some development of the claim or topic that is somewhat appropriate to the task, by using some reasoning and text-based evidence;

x demonstrates some coherence, clarity, and/or cohesion, making the writer’s progression of ideas usually discernible but not obvious;

x has a style that is

somewhat effective, generally attending to the norms and conventions of the discipline.


develops the claim or topic and provides minimal development that is limited in its appropriateness to the task by using limited reasoning and text-based evidence; or

x is a developed, text-based

response with little or no awareness of the prompt;

x demonstrates limited

coherence, clarity, and/or cohesion, making the writer’s progression of ideas somewhat unclear;

x has a style that has limited effectiveness, with limited awareness of the norms of the discipline.

The student response x is undeveloped and/or

inappropriate to the task;

x lacks coherence, clarity, and cohesion.

x has an inappropriate style, with little to no awareness of the norms of the discipline.

Writing

Knowledge of Language and Conventions

The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear.

The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear.

The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding.

The student response to the prompt demonstrates no command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede understanding.


GRADES 6-11 CONDENSED SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE ITEMS

(Revised July 29, 2014)*

Narrative Task (NT)

Construct Measured

Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Writing Written Expression

The student response x is effectively developed

with narrative elements and is consistently appropriate to the task;

x demonstrates purposeful coherence, clarity, and cohesion, making it easy to follow the writer’s progression of ideas;

x establishes and maintains an effective style, attending to the norms and conventions of the discipline.

The student response x is mostly effectively

developed with narrative elements and is mostly appropriate to the task;

x demonstrates coherence, clarity, and cohesion, making it fairly easy to follow the writer’s progression of ideas;

x establishes and maintains a mostly effective style, while attending to the norms and conventions of the discipline.

The student response x is developed with some

narrative elements and is somewhat appropriate to the task;

x demonstrates some coherence, clarity, and/or cohesion, making the writer’s progression of ideas usually discernible but not obvious;

x has a style that is

somewhat effective, generally attending to the norms and conventions of the discipline.

The student response x is minimally developed

with few narrative elements and is limited in its appropriateness to the task;

x demonstrates limited

coherence, clarity, and/or cohesion, making the writer’s progression of ideas somewhat unclear;

x has a style that has limited effectiveness, with limited awareness of the norms of the discipline.

The student response x is undeveloped and/or

inappropriate to the task;

x lacks coherence, clarity, and cohesion;

x has an inappropriate style, with little to no awareness of the norms of the discipline.

Writing Knowledge of Language and Conventions

The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear.

The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear.

The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding.

The student response to the prompt demonstrates no command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede understanding.


APPENDIX C SHOWCASE PORTFOLIO



APPENDIX D OUTLINE OF WRITING SKILLS


PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS WRITING SKILLS

GRADE 8 GRADE 9 GRADE 10 PROCESS-ORGANIZATION & STRUCTURE

Review paragraphing. Refine skills in writing introductory paragraphs, body paragraphs, concluding paragraphs. Introduction to introductory and concluding strategies

Review effective introductory paragraph, body paragraph, and concluding paragraph development. Development of introductory strategies – linking information, background information, connections

Introductory strategies and concluding techniques – quotes, anecdotes, statistics, analogy, compare/contrast, rhetorical questions, recapitulation

Introduce the differences between summary writing and analytical writing

Distinguish the different characteristics of summary writing from analytical writing

Application of analytical writing skills

Introduction to literary analysis using a primary source and literary present

Development of expository essay with primary sources and literary criticism

Elaboration and development of topic sentences within a writing piece

Topic sentences – role in an expository essay – development of the thesis statement

Application of appropriate prewriting strategies

Application of appropriate prewriting strategies

Application of appropriate prewriting strategies (charts, cause and effect quotes) to organize the analysis of literature



GRADE 8 GRADE 9 GRADE 10 PROCESS-ORGANIZATION & STRUCTURE (continued)

Development of revision skills – paragraph development, elaboration of ideas using:

a. examples b. dialogue c. description d. explanation

Development of revision skills for the expository essay with particular emphasis on the elements of the introductory paragraph

Development of revision skills for the composition of the essay:

a. development of “preview sentence” b. use of quotes to support the thesis c. effective quote integration d. use of “summary sentences” to

“close” the paragraph Development of conferencing skills – clarity of feedback, specificity of needs for conference

Continue development of peer review skills

Peer review skills – refining the process of providing substantive feedback that is evaluated

Development of editing skills – subject-verb agreement, pronoun-antecedent agreement, verb tense consistency, sentence structure, parallelism, active, passive voice, word choice

Continue development of editing skills Continue development of editing skills

Reinforce the difference between revision and editing

Demonstrate understanding of the difference between revision and editing

Introduction to delimiting a topic

a. use of questions/hypotheses b. graphic organizers

Delimit a topic Delimit a topic



GRADE 8 GRADE 9 GRADE 10 PROCESS-ORGANIZATION & STRUCTURE (continued)

Introduction to thesis statement a. identification b. practice in constructing and revising

a thesis statement

Construction of a thesis statement

Provide for the seamless integration of a thesis statement in the introduction

Self-assessment skills – identify areas for strengths and improvement



MECHANICS, USAGE & STYLE

Introduction to various techniques related to style:

a. sentence structure b. placement of topic sentence c. introductory paragraphs d. use of figurative language e. word choice

Sentence variety – to improve fluency, style, and clarity of writing

Sentence variety – to improve fluency, style, and clarity of writing

Use of transitions

a. structural device between paragraphs for coherence

b. stylistic device within paragraphs for the smooth integration of ideas

Internal coherence: a. relate support to the topic sentence b. relate topic sentence to the thesis c. review use of transition between

paragraphs d. relate topic sentence to the thesis

Internal coherence: a. relate support to the topic sentence b. relate topic sentence to the thesis c. review use of transition between

paragraphs d. relate topic sentence to the thesis



GRADE 8 GRADE 9 GRADE 10 MECHANICS, USAGE & STYLE (continued)

Use of formal and informal language – apply appropriate diction depending on audience

Use of voice – personal narrative essay versus the expository essay

Use of point of view that reflects the persona of a literary character

Review simple, compound, complex sentences, parts of speech, use of commas, colons, semi-colons, and apostrophes, run-on/fragment, capitalization. Introduce hyphens, dashes, brackets, parenthesis, ellipses

Review simple, compound, complex sentences, parts of speech, use of commas, colons, semi-colons, and apostrophes, run-on/fragment, capitalization. Apply use of hyphens, dashes, brackets, parenthesis, and ellipses with quote integration.

Review simple, compound, complex sentences, parts of speech, use of commas, colons, semi-colons, and apostrophes, run-on/fragment, capitalization. Apply use of hyphens, dashes, brackets, parenthesis, and ellipses with quote integration

Analyze a piece of text for appropriate

use of hyphens, dashes, brackets, parenthesis, and ellipses

Apply appropriate use of hyphens, dashes, brackets, parenthesis, and ellipses in student writing

Vocabulary development – appropriate word choice to convey meaning

a. multiple meanings of words b. context clues c. synonyms/antonyms

Vocabulary development – to improve fluency, style, and clarity of writing

Vocabulary development: a. to improve diction in writing b. to develop an understanding of connotation and

denotation c. to apply structural analysis (SAT)

PRODUCTS Refining various modes of writing – expository, narrative, persuasive, descriptive; develop an understanding of

Expository essay – literary analysis Refine the composition of various modes of writing – narrative, descriptive, persuasive, expository


the characteristics, purpose, and audience for each mode. Development of skills in selecting writing topics – writing territories

Writing a précis Writing a précis

Journal writing – generate ideas for writing, reflect on writing



Compose a research paper whose focus is the analysis of

literary elements, such as literary devices, symbols, explication of a literary piece, comparison of two works, study of an author’s style, or analysis of a theme



GRADE 8 GRADE 9 GRADE 10

RESEARCH Using primary sources to support interpretation – quote integration

a. essays b. literary journals c. literary analysis

Quote integration – use of MLA format a. introduction, description, lead in b. quote c. analysis, explanation

Integration of fragment quote utilizing brackets and ellipses Use of secondary sources to support thesis

Development of note taking and outlining skills

Development of note taking skills and outlining skills

Outlining skills – to organize writing for coherence and cohesion

Introduction to paraphrasing - models Paraphrasing Paraphrasing – use of literary criticism Evaluating sources for authenticity, authorship, validity, currency

Evaluating sources for authenticity, authorship, validity, currency

Evaluating sources for authenticity, authorship, validity, currency

Reinforce appropriate use of parenthetical citations

Reinforce appropriate use of parenthetical citations with primary sources

Reinforce appropriate use of parenthetical citations with primary and secondary sources

Introduction to work cited format Development of work cited format Development of works cited list and special

rules governing form as cited in research manual

Apply knowledge to avoid plagiarism for written composition



RWR508 READING/WRITING WORKSHOP GRADE 8

APPENDIX E NEW JERSEY STUDENT LEARNING STANDARDS


NEW JERSEY STUDENT LEARNING STANDARDS

3 - English Language Arts 8 - Technology 9 - 21st Century Life and Careers

http://www.state.nj.us/education/cccs/2016/ela/

http://www.state.nj.us/education/aps/cccs/tech/

http://www.state.nj.us/education/aps/cccs/career/


APPENDIX F CURRICULUM MODIFICATIONS & ADAPTATIONS



















Documents

RWR883 READING/WRITING WORKSHOP GRADE 8sharepoint.pthsd.k12.nj.us/ci/Approved Curriculum... · The students will: 1. experience reading and writing as mutually complimentary skills