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Grade 8
Unit 7 Table of Contents
Reading for High School: Applying Strategies to Challenging Texts*
Section Page NumberUnit Essential Questions 2
Unit Goals and Sub Goals (Task Analysis) 2
Unit Language 3, 4
Unit Assessments Checklist 5, 6
Unit Assessment Rubric 7
Sample Unit Calendar 8
Appendices 9, 10
*Presented as Unit 6 In the Calkin’s Text
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Grade 8Content Unit 6
Dates of Unit:
Unit Title: Reading for High School: Applying Strategies to Challenging TextsStage 1Standards:(Alpha-numeric listing of standards incorporated in the unit)
Assessed Standards:8.RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.8.RI.10: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
Essential Questions: (These questions should be aligned to Standards.)
How does tackling a complex text better prepare us for a richer life?How does tackling a complex text give us power and independence?
How does tackling a complex text change our life or better prepare us for life?Goals:(These should be aligned to the Essential Questions above.)
SWBAT successfully analyze the complexity of a text or elements of a text.
SWBAT successfully analyze the reading strategies that will support my understanding of a complex text.
SWBAT successfully read a complex text.
Learning Targets(aligned to goals)
Black = Assessed CCSS Learning Targets
Purple = Supporting Calkins Learning Targets
I can identify the type of text I encounter.
I can gather the reading strategies I’ve learned that will support my understanding of a complex text (e.g. reread, partner talk, supplemental resources, ask questions, make inferences, etc.)
I can use reading strategies to help me understand a complex text (e.g. reread, partner talk, supplemental resources, ask questions, make inferences, etc.)
I can identify the elements of a complex text that are difficult and will need support to understand.
I can evaluate which type of support(s) would best help me understand a complex text.
I can reread a text to find more information or clarify ideas.
I can closely read a complex text.I can show resilience in working through a
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complex text.Stage 2 Determine Assessment Evidence
Academic Language (What language will students need to sound like experts?)Academic Language Function(s):
Summarizing & Speculating ( #24) Drawing Conclusions
Academic Language Stems:Easy for Beginners
One similarity/difference is _____. I think/believe that _____ because _____. I learned that ____________. This text was about _____________.
Medium for Intermediate By comparing/contrasting _____ to _____, it becomes clear that_____. In my opinion, _____ based on _____. Based on_____, I believe_____. I consider_____ because_____. _____ proves that _____. According to the text, ___________________. In conclusion, ___________________.
Difficult for Advanced and Fluent _____(name of author/title of text) presents the idea that _____. A comparison of_____ to _____ reveals that_____. Upon reflection, I am confident that _____. Due to _____, one might suspect that _____. Initially, _____; however, by the end _____. Following the _____, _____ changes in that _____. Throughout _____, one can see _____.
Non-academic Vocabulary:
objective (adjective) impact style organizational tool (graphic organizer) development setting character plot sub-plot conflict/struggle structure theme central idea life-lesson elements atmosphere metaphor archetype ideal power social commentary literary device stereotype
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Academic Vocabulary:
complex strategy analyze/analysis synthesize evaluate compare/contrast cite/citation infer/inference clarify excerpt/passage evidence reread partner/group talk supplemental resource
Assessment Tools:
Goals Rubric Assessment Checklist
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Unit of Study Assessment Checklist – Assessed CCSS Learning Targets
Student Name
I can
use
read
ing
stra
tegi
es to
hel
p m
e un
ders
tand
a c
ompl
ex
text
(e.g
. rer
ead,
pa
rtne
r tal
k,
supp
lem
enta
l re
sour
ces,
ask
qu
estio
ns, m
ake
infe
renc
es, e
tc.)
I can
rere
ad a
text
to
find
mor
e in
form
ation
or
cla
rify
idea
s.
I can
clo
sely
read
a
com
plex
text
.
Notes
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Unit of Study Assessment Checklist – Supporting Calkins Learning Targets
Student Name I can
iden
tify
the
type
of
text
I en
coun
ter.
I can
iden
tify
how
di
fficu
lt a
com
plex
text
is
for m
e to
und
erst
and.
I can
iden
tify
the
elem
ents
of
a c
ompl
ex te
xt th
at a
re
diffi
cult
and
will
nee
d su
ppor
t to
unde
rsta
nd.
I can
gat
her t
he re
adin
g st
rate
gies
I’ve
lear
ned
that
will
supp
ort m
y un
ders
tand
ing
of a
co
mpl
ex te
xt.
I can
eva
luat
e w
hich
type
of
supp
ort(s
) wou
ld b
est
help
me
unde
rsta
nd a
co
mpl
ex te
xt.
I can
show
resil
ienc
e in
w
orki
ng th
roug
h a
com
plex
text
.
Notes
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Unit of Study Assessment Rubric Reading for High School: Applying Strategies for Challenging Texts
Mastery Proficient Developing Beginning
I can use reading strategies to help me understand a complex text (e.g. reread, partner talk, supplemental resources, ask questions, make inferences, etc.)
I can independently and automatically use the strategies that will best help me understand the deeper meaning of a complex text.
I can independently use reading strategies to help me understand a complex text.
With occasional support, I can use a strategy to help me understand a complex text.
With teacher support, I can identify a strategy that will help me understand a complex text.
I can reread a text to find more information or clarify ideas.
I can independently and automatically reread to help me understand the deeper meaning of a complex text or to investigate an element of the text.
I can independently reread a text to find more information or clarify ideas.
With occasional support, I can reread a text to find more information or clarify ideas.
With teacher support, I can reread a text to find more information or clarify ideas.
I can closely read a complex text.
I can independently read a complex text to understand the various layers of meaning in it.
I can independently closely read a complex text in order to understand it.
With occasional support, I can closely read a complex text in order to understand it
With teacher support, I can closely read a complex text in order to understand it
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Stage 3 Plan Learning Experiences and Instruction
UNIT 6 CALENDAR (Disclaimer – feel free to improve and modify calendar for your classroom use.)
Monday Tuesday Wednesday Thursday Friday
For the remainder of the month, there are 2 options/ideas about how you might proceed (explained to the right)…No matter which you choose, try to emphasize the resilience of reading complex/difficult texts. Hard doesn’t mean bad!
Summative Assessment
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Week 1: intro to tackling difficult texts; identify how/why texts and/or elements of a text are complex, develop close reading strategies
Option 1: week-long whole class text (with modeling of how to deal with challenging texts). This includes gathering/reviewing strategies; book clubs that tackle challenging texts, using the skills together.
Option 2: Book clubs that tackle challenging texts, using the skills together. This includes the clubs gathering/reviewing strategies; week-long whole class text (with modeling of how to deal with challenging texts).
Appendix A: Supporting Mini-lesson Correlation Chart
Teaching Point Reference to Minilessons
I can use reading strategies to help me understand a complex text (e.g. reread, partner talk, supplemental resources, ask questions, make inferences, etc.)I can reread a text to find more information or clarify ideas.
Beers, G. (2003). Constructing Meaning During-Reading Strategies. When Kids Can't Read, What Teachers Can Do: A Guide for Teachers, 6-12 (pp. 110-118, 217). Portsmouth, NH: Heinemann.
I can closely read a complex text. Allam, C. (2012, June 11). ITeach. iCoach. iBlog. Retrieved March 6, 2015, from http://iteachicoachiblog.blogspot.com/2012/06/five-simple-close-reading-strategies.html.
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Appendix B: Anchor Charts
Houser. (2013, November 19). Close Reading Anchor Chart. Retrieved March 6, 2015, from http://www.mshouser.com/teaching-tips/close-reading-anchor-chart.
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Connell, G. (2013, April 25). Investigating Nonfiction Part 2: Digging Deeper With Close Reading. Scholastic.com. Retrieved March 6, 2015.
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