developmental reading course of · pdf filedevelopmental reading table of contents 1. findlay...

DEVELOPMENTAL

READING

COURSE OF STUDY

FINDLAY CITY SCHOOLS 2007

DEVELOPMENTAL READING

TABLE OF CONTENTS

1. Findlay City Schools Mission Statement and Beliefs 2. Developmental Reading Curriculum Map 3. Development Reading Indicators 4. Graphic Organizers and Exams 5. Appendix

Developmental Reading Course of Study WRITING TEAM

Kimberly Hord Sandy White

Mission Statement

The mission of the Findlay City Schools, a community partnership committed to educational excellence, is to instill in each student the knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society. This is accomplished through a passion for knowledge, discovery and vision shared by students, families, staff and community.

Beliefs Our beliefs form the ethical foundation of the Findlay City Schools. We believe….

• every person has worth • every individual can learn • family is the most important influence on the

development of personal values. • attitude is a choice and always affects performance • motivation and effort are necessary to achieve full

potential • honesty and integrity are essential for building trust. • people are responsible for the choices they make. • performance is directly related to expectations. • educated citizens are essential for the survival of the

democratic process. • personal fulfillment requires the nurturing of mind,

body and spirit. • every individual has a moral and ethical obligation to

contribute to the well-being of society. • education is a responsibility shared by students,

family, staff and community. • the entire community benefits by investing its time,

resources and effort in educational excellence. • a consistent practice of shared morals and ethics is

essential for our community to thrive..

GRAMMAR/CONVENTION STANDARD(S) H. Writing Conventions

COMPOSITION STANDARD(S)

F. Writing Processes G. Writing Applications

DEVELOPMENTAL READING REQUIRED SKILLS: (1ST ) 9 WEEKS

CORE READING (CR): Excerpts from the following novels: 1. Island of the Blue Dolphins, Scott O’Dell 2. Roll of Thunder Hear My Cry, Mildred Taylor 3. The Friendship, Mildred Taylor 4. Sarah, Plain and Tall, Patricia MacLachlan 5. Fudge-a-Mania, Judy Blume 6. Joey Pigza Swallowed the Key, Jack Gantos 7. The War with Grandpa, Robert Kimmel Smith 8. Sing Down the Moon, Scott O’Dell 9. Call It Courage, Armstrong Sperry 10. Timed Readings in Math, Science, and Social Studies NOVEL(S) AND/OR PLAY(S) Pay It Forward, Catherine Ryan Hyde

SUPPLEMENTAL READINGS: TEXT: Reading and Understanding Nonfiction by Jamestown Publishers. Excerpts from the following non-fiction texts: 1. “Adventures of a Young Printer,” Benjamin Franklin 2. “Growing Up in Stamps Arkansas,” Maya Angelou 3. “Cast Away,” Wolf Mankowitz

TIME FRAME KEY Pay It Forward: 4 to 5 weeks Core Reading: 4 weeks Graphic Organizers: 2 weeks

WRITING/GRAPHIC ORGANIZERS 1. Connections, Points, and Questions 2. Thinking About My Text 3. Episodic Summary of..l 4. Reciprocal Teaching-S. Q. C. P. 5. Story Building Blocks 6. Character Sketch 7. Character Perspectives, Events, and Support 8. Setting, Events, and Character Actions 9. Capturing Context Clues

READING STANDARD(S)

B. Acquisition of Vocabulary C. Reading Process: Concepts of Print,

Comprehension Strategies, and Self-Monitoring Strategies

D. Reading Applications: Informational, Technical, and Persuasive Text

E. Reading Applications: Literary Text

Indicators

Description of Indicators

Location

B.9.1 Define unknown words through context clues and the author’s use of comparison, contrast and cause and effect.

Timed Readings in Math, Science, & Social Studies “Adventures of a Young Printer,” Franklin

B.9.2 Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships.

Timed Readings in Math, Science, & Social Studies

B.9.3 Infer the literal and figurative meaning of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships.


B.9.4 Examine and discuss ways historical events have influenced the English language.

“Adventures of a Young Printer,” Franklin “Growing Up in Stamps, Arkansas,” Angelou

B.9.5 Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).


B.9.6 Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.


C.9.1 Apply reading comprehension strategies, including making, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

Pay It Forward Ryan-Hyde “Adventures of a Young Printer,” Franklin “Growing Up in Stamps, Arkansas,” Angelou

C.9.2 Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.


C.9.3 Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, and note taking or summarizing what has been read so far in text.


C.9.4 Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

C.9.5 Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

Pay It Forward Ryan-Hyde

D.9.1 Identify and understand organizational patterns (e.g., cause-effect, problem-solution) and techniques, including repetition of ideas, syntax and word choice, that authors use to accomplish their purpose and reach their intended audience.

Pay It Forward Ryan-Hyde The War with Grandpa, Smith

D.9.2 Critique the treatment, scope and organization of ideas form multiple sources on the same topic.

D.9.3 Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.

9th DEVELOPMENTAL READING INDICATORS 1ST QUARTER

D.9.4 Assess the adequacy, accuracy and appropriateness of an author’s details, identifying persuasive techniques (e.g., bandwagon, testimonial, transfer, glittering, generalities, emotional word repetition, bait and switch) and examples of propaganda, bias and stereotyping.

D.9.5 Analyze an author’s implicit and explicit argument, perspective or viewpoint in text.

“Growing Up in Stamps, Arkansas,” Angelou “Cast Away” Mankowitz

D.9.6 Analyze the author’s development of key points to support argument or point of view.

“Growing Up in Stamps, Arkansas,” Angelou “Cast Away” Mankowitz

D.9.7 Compare and contrast the effectiveness of the features (e.g., format, sequence, headers) used in various consumer documents (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials).

D.9.8 Identify the features of rhetorical devices used in common types of public documents, including newspaper editorials and speeches.

E.9.1 Identify and explain an author’s use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies.

Pay It Forward, Ryan-Hyde Call It Courage, Sperry

E.9.2 Analyze the influence of setting in relation to other literary elements.

Pay It Forward, Ryan-Hyde The Friendship, Taylor

E.9.3 Identify ways in which authors use conflicts, parallel plots and subplots in literary texts.

Pay It Forward, Ryan-Hyde

E.9.4 Evaluate the point of view used in a literary text. Pay It Forward, Ryan-Hyde

E.9.5 Interpret universal themes across different works by the same author and different authors.

Roll of Thunder, Hear My Cry, Taylor The Friendship, Taylor

E.9.6 Analyze how an author’s choice of genre affects the expression of a theme or topic.

Sing Down the Moon, O’Dell

E.9.7 Explain how foreshadowing and flashback are used to shape plot in a literary text.


E.9.8 Define and identify types of irony, including verbal, situational and dramatic, used in literary texts.


E.9.9 Analyze ways in which the author conveys mood and tone through word choice, figurative language and syntax.

E.9.10 Explain how authors use symbols to create broader meanings. “Growing Up in Stamps, Arkansas,” Angelou

E.9.11 Identify sound devices, including alliteration, assonance, consonance and onomatopoeia, used in literary texts.

F.9.1 Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.

“Growing Up in Stamps, Arkansas,” Angelou

F.9.2 Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys).

F.9.3 Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing.

F.9.4 Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure and point of view) to address purpose and audience.

F.9.5 Use organizational strategies (e.g., notes and outlines to plan writing.

F.9.6 Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion, and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing.

F.9.7 Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure.

F.9.8 Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.

F.9.9 Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose and use techniques to convey a personal style and voice.

F.9.10 Use available technology to compose text. F.9.11 Reread and analyze clarity of writing, consistency of point of view

and effectiveness of organizational structure.

F.9.12 Add and delete information and details to better elaborate on stated central idea and more effectively accomplish purpose.

F.9.13 Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and maintain consistent style, tone and voice.

F.9.14 Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice.

F.9.15 Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language.

F.9.16 Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

F.9.17 Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.

G.9.1 Write narratives that: (a) sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense); (b) use a range of strategies and literary devices including figurative language and specific narration; and, (c) include an organized, well developed structure.

G.9.2 Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.

G.9.3 Write business letters, letters to the editor and job applications that: (a) address audience needs, stated purpose and context in a clear and efficient manner; (b) follow the conventional style appropriate to the text using proper technical terms; (c) include appropriate facts and details; (d) exclude extraneous details and inconsistencies; and (e) provide a sense of closure to the writing.

G.9.4 Write informational essays or reports, including research that: (a) pose relevant and tightly drawn questions that engage the reader; (b) provide a clear and accurate perspective on the subject; (c) create an organizing structure appropriate to the purpose, audience and context; (d) support the main ideas with facts, details, examples and explanations from sources; and (e) document sources and include biographies.

G.9.5 Write persuasive compositions that: (a) establish and develop a controlling idea; (b) support arguments with detailed evidence; (c) exclude irrelevant information; and (d) cite sources of information.

G.9.6 Produce informal writings (e.g., journals, notes and poems) for various purposes.

H.9.1 Use correct spelling conventions. H.9.2 Use correct capitalization and punctuation. H.9.3 Use clauses (e.g., main, subordinate) and phrases (e.g., gerund,

infinitive, participial).

H.9.4 Use parallel structure to present items in a series and items juxtaposed for emphasis.

H.9.5 Use proper placement of modifiers. H.9.6 Maintain the use of appropriate verb tenses. I.9.1 Compose open-ended questions for research, assigned or

personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.

I.9.2 Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

I.9.3 Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).

I.9.4

Compile and organize important information and select appropriate sources to support central ideas, concepts, and themes.

I.9.5 Integrate quotations and citations into written text to maintain a flow of ideas.

I.9.6 Use style guides to produce oral and written reports that give proper credit for sources and include an acceptable format for source acknowledgement.

I.9.7 Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas.

GRAMMAR/CONVENTION STANDARD(S) H. Writing Conventions COMPOSITION STANDARD(S)


DEVELOPMENTAL READING REQUIRED SKILLS: (2nd ) 9 WEEKS

CORE READING (CR): Excerpts from the following novels: 1. Journey of the Sparrows, Fran Leeper Bass 2. Pink and Say, Patricia Polacco 3. The Music of the Dolphins?, Karen Hesse 4. Lyddie, Katherine Paterson 5. The Giver, Lois Lowry 6. The Princess Bride, William Goldman 7. Timeline, Michael Crichton TEXTS: READING MATH, READING SCIENCE, and READING SOCIAL STUDIES by Jamestown Education 1. “Athletes Pay: Men Versus Women” 2. “DeShawn’s Paycheck” 3. “The Money Behind the Movies” 4. “The Electoral College” 5. “The Success of Vietnamese Americans” 6. “The History of Space Travel” 7. “What is a Botanist?” 8. “Lakes and Rivers” 9. “How Flight is Possible” 10. “Earth’s Layers” 11. “Birthday’s Around the World” 12. “Life in New England Colonies” 13. “Iron and Steel in Architecture” 14. “Peary and Henson: Artic Explorers” 15. “What Do Newspaper Journalists Do?”

SUPPLEMENTAL READINGS: TEXT: Real-Life Reading Activities for Grades 6-12 by James F. Silver 1. Protecting Soil I and II 2. Understanding Windbreaks 3. The Main Idea 4. Detail Study Method I and II 5. Practice in the Main Idea 6. Recognizing Cause and Effect Relationships I and II 7. Using a form to record a demonstration 8. Science Demonstration Observation Form 9. Comparing Accounts of the Same Event

WRITING/GRAPHIC ORGANIZERS 1. H. E. L. P. S. 2. Deciphering Details 3. Which point of view? 4. Going beyond cause and effect 5. Compare Chart 6. Alike, Yet Different 7. Analogies In

TIME FRAME KEY Core Reading: 3 weeks Text: 4 weeks Graphic Organizers: 3 weeks

READING STANDARD(S)





Indicators


Location


“Comparing Accounts of the Same Event,” Recognizing Cause and Effect Relationships I and II.” The Giver, Lowry Going Beyond Cause and Effect


Glencoe Math, Science, and Social Studies Content Area Readings


Analogies In







Timeline, Crichton Glencoe Math, Science, and Social Studies Content Area Readings




The Princess Bride, Goldman




“Shooting an Elephant,” Orwell

D.9.2 Critique the treatment, scope and organization of ideas from multiple sources on the same topic.

Deciphering Details

9th DEVELOPMENTAL READING INDICATORS – 2ND QUARTER


“Protecting Soil I and II,” “Understanding Windbreaks,” “Science Demonstration Form.” Glencoe Math, Science, and Social Studies Content Area Readings





The Princess Bride, Goldman




Glencoe Social Studies Content Area Readings


Timeline, Crichton


Timeline, Crichton


Timeline, Crichton The Princess Bride, Goldman

E.9.4 Evaluate the point of view used in a literary text. Timeline, Crichton


The Music of the Dolphins? and Out of the Dust, Hesse


Lyddie, Paterson


Timeline, Crichton


Timeline, Crichton


Pink and Say, Polacco

E.9.10 Explain how authors use symbols to create broader meanings. The Princess Bride, Goldman


Pink and Say, Polacco



Which point of view?


Journey of the Sparrows, Bass


Which point of view?
















Timeline, Crichton The Princess Bride, Goldman












I.9.4








DEVELOPMENTAL READING REQUIRED SKILLS: (3rd) 9 WEEKS

CORE READING (CR): Excerpts from the following novels: 1. Where the Sidewalk Ends, Shel Silverstein 2. Gods and Generals, Jeff Shaara 3. Encounter, Jane Yolen 4. Netttie’s Trip South, Ann Turner TEXTS: GLENCOE READING MATH, READING SCIENCE, and READING SOCIAL STUDIES by Jamestown Education 1. Counting in Native American Beadwork 2. Adding and Multiplying are Related 3. Worldwide Time Zones 4. Statistics 5. Newspaper Circulation and Revenue 6. The Nobel Prizes 7. The Organs of the Body 8. Technology: Overcoming Handicaps 9. Vitamins and Minerals: Diet Basics 10. Gymnastics: A Sport of Balance 11. How to Read a Map 12. Life Inside a Medieval Castle 13. Abraham Lincoln’s Famous Address 14. The People of Hawaii 15. The Han Dynasty in Ancient China NOVEL(S) AND/OR PLAY(S) Monster, Walter Dean Myers

SUPPLEMENTAL READINGS: TEXT: Real-Life Reading Activities for Grades 6-12 by James F. Silver 1. Determining Paragraph Topics 2. Determining Main Ideas 3. Practice in Figurative Language 4. Creating Similes and Metaphors 5. Jamestown, 1607: Pictorial Facts 6. A Colonial Home: Pictorial Facts 7. An Abandoned Farm: Pictorial Facts and Inferences 8. Sources of Air Pollution: Pictures 9. Four Pictures, Each with a Meaning 10. A Frontier Home and Store 11. A Picture Story of Magellan’s Voyage 12. A Picture Comparison of Two Indian Tribes

WRITING/GRAPHIC ORGANIZERS 1. Compare the Two 2. Bubble Chart to Identify Characteristics 3. Alphabet Soup 4. Chain Reaction 5. Another Kind of Outline 6. Comparison Matrix Chart 7. Order It! 8. Pie or Circle Graph

TIME FRAME KEY Monster: 4 to 5 weeks Core Reading: 4 weeks Graphic Organizers: 2 weeks

READING STANDARD(S)





Indicators


Location


Real-Life Reading Activities for Grades 6-12




Where the Sidewalk Ends, Silverstein Encounter, Yolen















Monster, Myers


Real-Life Reading Activities for Grades 6-12 Gods and Generals, Shaara

D.9.2 Critique the treatment, scope and organization of ideas from Gods and

9th DEVELOPMENTAL INDICATORS – 3RD QUARTER

multiple sources on the same topic. Generals, Shaara Real-Life Reading Activities for Grades 6-12




Real-Life Reading Activities for Grades 6-12 Gods and Generals, Shaara










Monster, Myers


Monster, Myers


Monster, Myers

E.9.4 Evaluate the point of view used in a literary text. Monster, Myers E.9.5 Interpret universal themes across different works by the same

author and different authors.



Monster, Myers


Monster, Myers


Monster, Myers Nettie’s Trip South, Turner Gods and Generals, Shaara

E.9.10 Explain how authors use symbols to create broader meanings. Monster, Myers

Gods and Generals, Shaara


Where the Sidewalk Ends, Silverstein


Monster, Myers Graphic Organizers





Graphic Organizers













G.9.1 Write narratives that: (a) sustain reader interest by pacing action

and developing an engaging plot (e.g., tension and suspense); (b) use a range of strategies and literary devices including figurative language and specific narration; and, (c) include an organized, well developed structure.


Graphic Organizers



Graphic Organizers


Graphic Organizers


Graphic Organizers






Graphic Organizers



I.9.4





Graphic Organizers




DEVELOPMENTAL READING REQUIRED SKILLS: (4TH ) 9 WEEKS

CORE READING (CR): Excerpts from the following novels: 1. The Pigman, Paul Zindel 2. The Devil’s Arithmetic, Jane Yolen 3. Nothing But The Truth, Avi 4. Out of the Dust, Karen Hesse TEXTS: GLENCOE READING MATH, READING SCIENCE, and READING SOCIAL STUDIES by Jamestown Education 1. The Japanese Tatami Measurement 2. Discounts and Markups Make a Profit 3. Pitching Baseball’s Numbers 4. How to Count Music in 4/4 Time 5. Time to Paint the House 6. Venus: Earth’s Sister Planet 7. What is a Reptile? 8. The Parts of a Flowering Plant 9. Gravity and Air Resistance 10. Some Spiders of North America 11. The Human Dream of Flying 12. How American Public Libraries Began 13. The Maya 14. The History of the White House 15. National Women’s History Month 16. Glencoe Timed Readings in Math, Science and Social Studies

SUPPLEMENTAL READINGS: TEXT: Real-Life Reading Activities for Grades 6-12 by James F. Silver 1. Recognizing Propaganda 2. Air Pollution Situations in Cartoons 3. Interpreting and Creating Cartoons 4. Recognizing Author’s Purpose I and II 5. A Water Pollution Cartoon 6. A Cartoon that Delivers a Message 7. Cardinal and Immediate Directions I and II 8. Routes of Travel 9. Pattern Maps I and II 10. Measuring Altitude 11. Elevations Shown by Numerals and Color 12. Reading a Topographical Map

TIME FRAME KEY Core Reading: 4 weeks Graphic Organizers: 4 weeks Supplemental Reading: 2 Weeks

WRITING/GRAPHIC ORGANIZERS 1. The Real Problem Is… 2. What’s Your Take? 3. Through the Years 4. Stop and Think 5. From the Way I See It 6. Half Full or Half Empty 7. Note Taking Using Both Sides of the Brain 8. Pass the Paper

READING STANDARD(S)





Indicators


Location


Real-Life Reading Activities for Grades 6-12 Timed Readings in Math, Science, and Social Studies


Nothing But The Truth, Avi Glencoe Math, Science, and Social Studies Content Area Readings


Out of the Dust, Hesse Glencoe Math, Science, and Social Studies Content Area Readings


Glencoe Math, Science, and Social Studies Content Area Readings Real-Life Reading Activities for Grades 6-12


Timed Readings in Math, Science, and Social Studies





9th DEVELOPMENTAL INDICATORS – 4th QUARTER

Nothing But The Truth, Avi




Nothing But The Truth, Avi Glencoe Math, Science, and Social Studies Content Area Readings Timed readings in Math, Science and Social Studies





D.9.2 Critique the treatment, scope and organization of ideas from multiple sources on the same topic.















Out of the Dust, Hesse





E.9.4 Evaluate the point of view used in a literary text. Out of the Dust, Hesse



Nothing But The Truth, Hesse


The Devil’s Arithmetic, Yolen





E.9.10 Explain how authors use symbols to create broader meanings. Nothing But The Truth, Avi


Out of the Dust, Avi




















The Pigman, Zindel Nothing But The Truth, Avi





The Pigman, Zindel Nothing But The Truth, Avi

H.9.1 Use correct spelling conventions. The Pigman, Zindel Nothing But The Truth, Avi

H.9.2 Use correct capitalization and punctuation. The Pigman, Zindel Nothing But The Truth, Avi

H.9.3 Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial).






I.9.4





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