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Kari McGann, rd, and Nicole

tendent Dr. B

pproval Date

of the Board

vid Livingstoryl Filler, Vi Barbara

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WilliaVi

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89

Elise Zuegnere Maraventano

Barbara Sargen

: August 2014

of Education

on, Presidenice-Presiden

a DobozynskWayne Doran

Ray Egberam Goodwinncent PanicoLaura Simon

Eric Zwerling

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PURPOSE A

The Readdes study of oach. By the s on reading tee band level ases; narratives, raphies, memoon, and graphias film. Poetryents will read ia sources on a

In writerse study of vocersation and rthe means (c

gned to be respreading and

vals to informers, speakers, lngaging with wpline.

COMPONE

components o Reading W Writing W Word Stud

ding Workshoreading works-lesson, indep

nership, or boo

-Lesson- The 15). Students

hing point for king with thempportunity to pegy independeher.

ent Independehers divide theents meet to tated just-right

her moves arobe leading a st

Workshop Teculty students kshop teaching

AND OVER

dington Schooauthentic an

time our studexts in the 6-8s “stretch” tex dramas, poetroirs, historicalc novels. Stuy in for form oexpositive as

a range of topis workshop stucabulary studereading and byontext, word ponsive to thewriting exper

m their instruclisteners, and words of qual

ENTS OF B

f a successful Workshop Workshop

dy/Vocabular

op: (Approximshop is one copendent readiok club discuss

mini lesson ta should be gat that lesson.

m as the teachpractice the skently, as neede

ent Reading Te work time bealk with their rbooks that m

ound the classtrategy small g

eaching Point- are having og point can be

RVIEW

ol District midd rich literatudents are in e

8 grade band lexts (30 percentry, and informl fiction, mystdents will be eof narrative powell as argum

ics. udents focus oents focus bothy being taugh analysis, ande developmenriences appropctional decisiolanguage userlity and substa

BALANCED

balanced liter

ry Instruction

mately 40 minuomponent of aing time withsions.

akes place at ththered at a ce The teacher er demonstratkill or strategyed. Finally, th

Time with Coetween privatereading partne

match the specroom, conferr

group reading

- Many times aor that most se used either to

Li

ddle school liure, and expeeighth grade thevel (70 percet), which will

mational text. teries, folktaleexposed to draoems, lyrical p

ment in the fo

on specific texh on understant them directl

d so on) so thntal stages. Opriate to theirons. Instructiors. Students wance. They w

D LITERA

racy program i

utes daily) a balanced literh conferring,

he beginning oentral locationthen models tes exactly why during the mhe students ar

onferring and e time, when sers (5-10 min.

cified unit of sring with indi lessons during

as teachers arstudents seem o clarify confu

iteracyC

iteracy prograerience and phey are able t

ent) independe require scaffo At this grade

es, legends, fabamas at this lepoems, free verm of essays,

xt types: narranding words ay. Students w

hat they can seOur differentiatr point in devon focuses onwill build a bawill respond to

ACY

in the middle

racy program. a mid-work

of the reading n for the mini-

the skill or sthat they want mini-lesson, wh

e given a chan

Small Group students read q) or book clubstudy being stividuals, or mg this time.

e conferring w to grasp the usion, or to ex

Curricul

am provides apractice in effto handle indently as well aolding by teache level studentsables, tall talesevel that incluerse, odes, bal opinion piece

ative, informaand their nuanwill grow to uelect words bted workshop

velopment, ann assisting stuase of knowledo the varying

school setting

. The readingkshop teachin

g workshop an-lesson. Durintrategy they a students to lehile receiving

ance to practic

Work- In mquietly to thembs (5-10 min.)tudied. Stude

meeting with p

with students, concept and xpand upon a

lum8th

a balanced inffective writingdependently dias sustained prhers. Students will read subs, myths, fantaude one-act anllads, and epices as well as o

ative and explnces and on acunderstand thebased on the sp approach allnd our teacherudents to buildge across a wdemands of a

g include the fo

g workshop is ng point, and

nd should last ang this time, tare teaching aearn to do as r support. Latece the skill or

ost forty-five mselves, (20 m. After the ments read privpartnerships o

they notice th are ready to strategy to pu

Grade

nstructional apg traits withiifficult texts. ractice with tets will read a wbgenres of advasy, science fi

nd multi-act plcs will be readother docume

anatory text, acquiring new we proper meansituation. Ourlows students rs assess studeld independenwide range of audience, task

ollowing:

comprised of d finally a te

about 10 minuthe teacher cleand involves treaders. Studer, readers wi strategy while

minute readinmin.) and partn

ini-lesson studvately and quior clubs. The

hat there is eit move on. Tush students t

2

pproach whichn a workshop Students wilexts in the 9-10wide variety oventure storiesiction, realistilays bot as tex. At this level

ents and digita

and argumentwords through

nings of wordsr curriculum i to be engagedents at regula

nce as readers subject matte

k, purpose, and

f four parts; theaching share

utes (no longeearly states ththe students in

dents then havll draw on thie still gathered

ng workshopsner time, whendents read selfietly while th teacher migh

her a commonThus, the mido go further in

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their relevaworktake narea. Teachwrapworkworkher repartn Smalstudeteach It’s imand i This Bookanothin thereadeaboulevel. demoof lesproma groread manystrate time,what bookconn A sug

ReaAc20 Ind(ab

reading. It cance, to instru

kshop teachingno more than

hing Share/Pa up the day’s

k from that dak and to share eading work.

nerships or boo

ll Group Instrents read, teachers have a sep

mportant that instruction. O

Book Clubstructure allo

k clubs generaher, usually abeir texts, studeers to read mot the issue tha. The group p

Interactive

onstrate a readssons or work.

mpt for good reoup or in a par

aloud texts, ty mini-lessonsegies; thinking

Close Rea but rather wh a text is sayin

k, article, etc. ect the work w

ggested scheduMonday

ad-Aloud and countable Talk minutes)

dependent Readbout 25 minutes

can also allowuct students ag point is mos few minutes,

artnerships/Bwork with a t

ays’ workshop their new insi The share shok clubs to dis

ruction- Smalchers confer wparate time blo

small group wOne format for

bs- Book clubsws a teacher

ally meet abobout 15-20 minents assign theore. Usually tat is at the foreprofits if the gr

e Read Aloudding strategy. . Short texts oeading and intrtnership. Theacher aim tos within a ung about the tex

ading- Anothehen the teacheng to them asthat is central

with the larger

ule for an 80 b

(about

ding )

Mi10 IndReamin ShaPar5 m

w us to correcabout their upt often decide during which

ook Clubs- Ateaching share. It’s used to ights or discovould last no mscuss the readi

ll group readiwith a coupleocked for addi

work not subs small group i

s in the middlto teach readiut two times nutes at a tim

emselves severthere is an expefront of the croup members

d- Read aloud Teachers scheoften work weterpretation. Dhese partnersho include a rannit of study. xt, questioning

er method of rer wants them

s a reader. In l to the themer work of study

block of literacTuesday

ni-lesson (aboumin)

dependent ading (about 30nutes)

are and/or rtner Talk (abou

min)

Li

ct misconceptipcoming partned during the w students gene

t the end of a e. Many time share ways inveries. The temore than a feing work they

ing instruction of readers anitional work w

titute for readnstruction in t

e school settining skills whil a week, som

me. Since the cral chapters a npectation that conversation. reflect diversi

d in 8th grade edule an “anc

ell for these reaDuring this timips may be innge of levels, The interact

g, content, text

read aloud is tom to closely ex 8th grade close of a unit. ying the autho

cy; 40 minutes

ut

0

ut

WednRead-AlouAccountab(about 20 m

IndependeReading (amin)

iteracyC

ions, to reminner work, or tworkshop anderally stay in t

workshop, afs the point a tn which studeeacher sometimew minutes. have been do

n fits into thend them meet

with small grou

ding workshopthe middle sch

ng involve foule small group

metimes more,conversation rnight. Book c club member Members of aity of gender a

consists of mhor experiencad alouds, or eme, students dnformal (“turn

genres, tonestive read-alout type, purpos

o do a close rexamine the spse readings are Teachers pro

or’s craft.

s in Readers Wesday

ud and ble Talk min)

nt about 25

Minmin Ind(ab ShaTal

Curricul

nd students ofto rally reade

d comes as a rtheir reading s

fter reading timteacher makesents have income retells a coThis is also th

oing (anywhere

e reading wort with a smalups of readers

p, but instead, hool grades is

ur or five readeps of students, to discuss arelies heavily oclubs provide trs will prepareany one club nand ethnicity.

mentor texts thce” that is an inexcerpts that a

discuss their thn to your neigh, and authors

ud lessons prose, and genre c

eading sessionpecific strategiee often done aompt students

Workshop is asThursday

ni-lesson (aboun)

dependent Readbout 30 min)

are and/or Partlk (about 5 min)

lum8th

f a previous ders to work haresult of teachspots rather tha

me, the teaches in the share

orporated that onference or ahe time wheree from 5-15 m

rkshop curricull group. In

s.

offer addition in the form of

ers who talk as read, talk, ana text they areon students hateachers with e for conversatneed to be fai

hat are selectenteractive reaare self-contaihoughts and idhbor”) or long. Often the r

ovide instructicharacteristics

n. Students does of a writer as a class on as to look close

s follows:

ut 10

ding

tner )

Indepenmin; 10minute Small-G(about

Grade

day’s lesson tharder or longeer observationan reconvene

er takes a coucomes from s day’s mini-le

asks a student e students can

minutes).

ulum framewosome classroo

nal opportunitf book clubs.

across a wholend write aboue reading in aving read to tanother opportions by doingirly well-match

d by the teachd aloud to intrined enough todeas about theger-lasting. Wread aloud texion for stude are just a few

o not do close or to mull ova poem, primely at one spe

Friday ndent Reading 0 minute mini lees reading)

Group Work 10 minutes)

3

hat has speciaer. The midn. This should in the meeting

uple minutes tospecific studenesson into thei to share his on meet in thei

ork. Often aoms, however

ties for reading

e line of booksut shared textssync with onthe same poinrtunity to pushg some writinghed by reading

her in order toroduce a serieo illustrate ande text, either a

When choosingxt is integral tonts in reading

w.

reading all thver and rethinkary documentecific text, and

(about 45 esson and 35

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WritWritiTo unworkbeginwritesuppoby thpoint Minithan stratetext ithe skage ogradeanchopract Indepstratework Mid-Wdifficworktheir obser Sharesharesharework Interatool. text t A sug

Read-Accou(abou Writin(abou

ing Workshoping for differenderstand wha

kshop will affons with a minie about self-selort. At times

he teacher, wht, and a teachi

-Lesson- The 15). During

egy they are tein order to fockill or strategyof the student e teachers are or charts are tice the skill or

pendent Writiegy that has bk they are doin

Workshop Teculty students kshop teaching writing. Thervation. This

e/Partnershipe. Many timee should last nk they are doin

active Read-A Interactive retype, purpose,

ggested schedu

Monday -Aloud and untable Talk

ut 20 minutes)

ng About Readut 25 minutes)

p: (Approximnt purposes inat it means to

ord students boi-lesson and islected topics a the teacher mhich often seting share.

mini lesson ta this time, theeaching throucus on a singly together. M and 30% of t modeling theoften created

r strategy in th

ing Time/Conbeen taught inng as writers. T

eaching Point- are having, og point can bee mid-workshoshould take no

s - At the endes the point a no more than ng as writers.

Alouds – Unitead-aloud less and genre cha

ule for an 80 b

ing

Mini-le (about

IndepenWritingminutesmini lesminutes Share aTalk (ab

mately 40 minn different form write well stuoth of these ths followed by as the teacher

meets with indits up partners

akes place at the teachers cle

ugh his/her owe skill or strat

Modeled writinthe time usingeir own writin as a tool to

heir own indep

nferring- At tn that days’ mThis is also tim

- Many times aor that most se used either toop teaching poo more than 5

d of a worksho teacher make 5 minutes. T

ts of study somsons provide waracteristics.

block of literac

Tuesday esson 10 min)

ndent g (about 30 s total; 10 minusson and 20 s of writing)

and/or Partner bout 5 min)

Li

nutes daily) ms for differe

udents need timhings. Just like

independent w conferences oividual studenhip sharing. T

he beginning oarly state the

wn writing. Oftegy. Teachersng should be wg a topic/scenng with topics further mode

pendent writin

his time, studmini-lesson. D

me for small g

as teachers arstudents seemo clarify confuoint is most o

5 minutes.

op, the teachees in the shareThis is also th

metimes beginwriters with m

cy; 40 minutes

W

ute

Read-AloAccounta20 min)

Writing A(about 25

iteracyC

nt audiences ime to study the reading workwriting withinor pulls togeth

nts. At the endThe teacher o

of the writing teaching poinften times a ms will model twritten 70% ofnario that is res that are relevel the teachin

ng.

dents are worDuring this timgroup strategy

e conferring wm to grasp theusion, or to exoften decided

er takes a coupe comes from

he time where

n with immermodels of fluen

s in Writers W

Wednesday oud and able Talk (about

About Reading 5 min)

Curricul

is something ehe art of writinkshop, the wr

n a specific geher small groud of the writin

often stops co

workshop annt for that da

mini-lesson withe skill or strf the time usinelevant to the vant, and in t

ng point. Fin

rking independme, the teacher

lessons.

with students, e concept andxpand upon a during the wo

ple minutes tom specific stude students can

rsion using picnt reading, thi

Workshop is as

Thu

t

Mini-lessonmin) Independen(about 30 m10 minute mand 20 minwriting) Share and/Talk (about

lum8th

eighth gradersng and the timriting workshonre of writingups of writers ng workshop, onferencing tim

d should last aay. The teachill include a clrategy and guing a topic/sce age of the tethe moment fnally, the stud

dently, most r is conferenc

they notice thd are ready to strategy to puorkshop and c

o wrap up the ent work from

n meet in their

cture books oinking about a

s follows:

ursday n (about 10

nt Writing minutes total; mini lesson

nutes of

/or Partner t 5 min)

Grade

s need to be pme to write. Haop is compriseg. During this who need the there is a teacme, mid-work

about 10 minuher then modlose reading uide students aenario that is acher. For efor 8th gradersdents are give

often practicicing with stud

hat there is eito move on. Tush students tcomes as a re

day’s work wm that days’ wr partnerships

or text excerpta text, questio

FridIndependent (about 30 miminutes totalmini lesson aminutes of w Small-Group(about 10 mi

4

prepared to doaving a writingd of 4 parts. Is time studente same type oching share ledkshop teaching

utes (no longeels the skill ousing a mentoas they practicrelevant to thexample, in 8t

s. In additionen a chance to

ng the skill odents about th

her a commonThus, the mido go further in

esult of teache

with a teachingworkshop. Th to discuss th

ts as a strategyoning, content

day Writing n; about 30 l; 10 minute and 20

writing)

p Work nutes)

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VocaVocalanguinstruinstru20 munknthe cabilitmakeinclufocusthat ainto swordDurinWord

Word

abulary/Wordabulary instrucuage arts curriuction to helpuction is a com

minutes. In 8nown and mulontent of the ties to interpree distinction ading informal

s on “Tier 2” ware specific anstudents’ inde

d study as theyng grade 8 tead Meaning Figurative

Recognize Idioms

Recognize(raining cat

Word OriUnderstan

Words WUnderstangrad, hab, jvid, voc

Words wiUnderstanology, mete

d Structure Syllables

Recognizesyllables wV-V patter

Plurals Understan–es ( whenman/men, singular anand o (radi

Verb EndiRecognize

Endings foRecognizeRecognizewords; -ab

Nouns Recognizewords that

Adverbs Recognize

Suffixes

d Study: ction is part oiculum in 8th gp students leamponent for ea

th grade studeltiple-meaningparagraph in

et a variety ofamong wordsl talk, discussiword and phra

nd important tependent ready read or writeaching and ins

e Language e and use word

e and use mets and dogs) igins nd many Engli

With Latin Roond many Engl ject, lit, loc, ma

ith Greek Roond many Engler, micro, phon,

e and use syllawith vowel comrn (ri-ot), syllab

nd the conceptn words end in mouse/mice, nd plural formios, rodeos, kangings e and form varfor Adjectives e and use endie and use endbel for whole w

e and use nout end in silent

e and use adve

of a balancedgrade encouraarn essential ach grade andents continue g words. The which the wo

f figurative lan based on coion, and respoases (those thao particular d

ding and writine on their owntruction focus

ds as metapho

taphors that h

ish words are ots lish words havan,mem, miss,

ots ish words hav photo, phs, pol

ables: open symbinations (pobles with doub

t of plurals ann d, ch, sh, s, ss,woman/women

m (deer, lamb, shgaroos, zeroes, h

rious tenses by ings for adjectidings for adjecwords) and som

uns that are fo e or y

erbs that end in

Li

literacy progages the appre

academic vod every level o to make use repertoire incord appears annguage found onnotation. Sonding to textat most commisciplines). It ng. To do th.

ses on word m

ors and similes

have become

derived from

ve Latin roots mob, mimr, pe

ve Greek rootsl, scope, sphere,

yllable (ho-tel),oi-son, cray-on)ble consonants

nd plural form, tch, zz); chann); adding anheep, mouse) adheroes, potatoes

y adding endin

ives that add mctives that addme exceptions

ormed by addi

n e (keep or dr

iteracyC

gram where vciation and cucabulary term

of reader and we of a range ocludes considend the overarc in what they

Students will at as well as be

monly appear i is important f

his, teacher co

meaning, word

s to make com

traditional sa

new invention

s- ab, and, bened, pens, port, p

s- aer, arch, ast tel

closed syllabl), syllables wits (lad-der), syll

s: adding –s (nging –y to –I n unusual suffdd either –s ors, volcanoes)

ngs (-es, -e, -ing

meaning or chd meaning or

ing –tion, -ion,

rop the e: truly

Curricul

vocabulary is furiosity for woms used throuwriter. In gradof strategies tering the wordching structur read, verify tacquire new eing taught woin spoken langfor word study

oach students

structure, and

mparisons

ayings and in

ns, technology

ne, cap, ce, cide,pos, prim,uet, sc

ter, bio, centr, c

le (lem-on), sylth a vowel andlables with con

(dogs, cats, appland adding –efix (ox/oxen, cr -es in words

g, -d, -ful) to ve

hange the adjer change the a

, -sion, -ment, -

y, merely, ), tha

lum8th

focused on anords and theirughout the ude 8, this instrto determine d’s use in a brre of the text. their inferencewords througords directly. guage), “Tier 3y and vocabul to draw on w

d word-solving

n which the co

y, or current ev

, cor, cred, dic, scub, sep, sist, sp

chron, eye, dem

llables with a d r (corn-er, cir-nsonant and le

les, cans, desks,es; changing schild/students),s that end in a

erbs

ective to an adadjective to a

-ant, -ity, -ence

at end in –ic (t

Grade

nd specificallyr meanings, as

units of studyruction can beand clarify throader contex Students wiles with word mgh interactive This include3” words and lary developmwhat they’ve l

g actions.

omparisons a

vents

duce, equa, facpec, train, tract

m, derm, geo, gr

vowel and silr-cus), syllablese (ta-ble).

, faces, trees, mospelling (foot/f, keep the sam vowel and o o

dverb (-ly, -ally) noun (-tion, -

e, -ance, -ure, -t

tragically, franti

5

y taught. Ths well as direc

y. Vocabularye limited to 15he meaning oxt that includel develop theimeanings, and language usees a continuing phrases (thos

ment to transfelearned during

are not eviden

c, fer, form, gract, val, ven, vens

ram, graph, dyd

lent e (hope-ful)s in words with

onkeys); addingfeet, goose/geeseme spelling inor a consonan

) -ible for partia

ture, including

ically)

5 

e ct y

5-of es ir d e, g e

er g

nt

c, s,

d,

), h

g e, n

nt

al

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An avocab

30 miExtenwith WDiscu 30 miReadi 15 miabout 5-10 mVocabExplo III. Read

Key ICCSSCite tfrom

Recognizer, -ing, -ily,

ContractiRecognize

PossessiveRecognizegirl/girl’s, an s (studen

Prefixes Recognizesuper-, maldec-, mon-, Recognize(address, ap(distinguish

AbbreviatRecognize

Word SolvUse the coConnect wUse the diDistinguisRecognizeforeign lanUnderstanUse knowUse know

alternative reabulary/word s

Monday inutes nded Read AlouWhole Class ussion

inutes Independing

inutes Writing t Reading

minutes bulary/Word oration

GOALS (L

ding Standard

Ideas and DetaiS.ELA-LITERthe textual evi the text.

e and use suffi-able, -ible, -ar,ons e and understaes e and use pos boy/boy’s), thants/children’s; m

e and use coml-, ex-, per-, circ multi-, con-, pee and use assipproach, aggresh, difference), extions e and use abbrving Actions

ontext of the sewords that are ictionary; an esh between mue and use the nguage, thesaund the concept

wledge of Greekwledge of prefix

aders/writers study instructi

ud

dent

10 minu 30 MinuReading 35 minu (10 mlesson awriting) 5-10 miVocabuExplora

Linked to C

s for Reading

ils: RACY.RL.8.1idence that mo

ixes that chang -less, -ness, -ou

and multiple c

ssessives that at its does not men/men’s)

mmon prefixes cum-, in-, ad-, oent-, poly-, quadimilated prefixssive), ob- (obst

x-(expand, expos

reviation (state entence, parag related to eac

electronic or a ultiple meanindifferent type

urus, electronit of analogy ank and Latin roxes, root word

workshop scion is as follow

Tuesday ute mini-lesson

utes Independeg

utes Writing minute mini and 25 minutes )

inutes ulary/Word ation

Core Curricu

g Literature:

1 ost strongly su

Li

ge verbs and nut, -coius, -tious)

contractions w

add an aposuse an apostro

(re-, un-, im-, iob-, sujb-, com-,d-, semi-) xes that changtruct, opportunse, eccentric, effi

e names; weig

graph, or whoch other becau hard copy to

ngs of words wes of dictionaric)

nd its use in disoots in derivinds, and suffixe

chedule for aws:

W

nt

of

30 minuteExtended with WhoDiscussio 25 minuteReading 20 minuteReading 5-10 minuVocabularExploratio

ulum Conte

upports an ana

iteracyC

nouns for diffe)

with not and ha

strophe and aophe, and that

in-, il-, dis-0, no dis-, ex-) as w

ge form to maity), sub-(subtra

ficient)

ghts; Sr., Jr., Ph

ole text to helpuse they have t

discover wordwhen reading tries: general,

scovering relang the meanings to derive the

an 80-85 min

ednesday es Read Aloud

ole Class n

es Independent

es Writing abou

utes ry/Word on

ent Standar

alysis of what

Curricul

erent function

ave (shouldn’t’ve

an s to a sinat a plural poss

on-, mis-, trans-well as prefixes

atch the root wract, suppose, su

h.D.)

p determine ththe same base d history texts specialized (s

ationships betwg of words whe meaning of w

nutes block o

Th

ut

10 minute 25 MinuteReading 40 minute (10 minand 25 miwriting) 10 minuteVocabularExploratio

rds)

the text says e

lum8th

ns, such as adje

e)

ngular noun sessive like wo

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it 1 Pers

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it 2

it 3 Hist

it 4 Arg

it 5 Writ

it 6 S

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Sept

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on: Weaving

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ARCC Test

bruary (2-3 w

on, Dystopi

Narrative

weeks March

Analysis thr

April (4-6 we

erful Speeche

une (4 weeks

Li

kshop

werful Life S

ence and Sug

ections

weeks)

Journalism

November)

g Together F

erary Essay

/December)

ng (Position P

weeks)

r the PARCC

Prep)

weeks)

an, and Fan

s

h/April

rough Essays

eeks)

es, This I Be

May/June)

iteracyC

Stories-

ggest

~

Fact and

Paper)

C Exam

tasy

s

elieve

Curricul

Non-Fi

Narrative

(6 w

(4 w

Reading T

Ex

Science Fic

Changing t

Speeche

lum8th

Reader’s W

Mem

(September

ction Readin

Non-Fiction

weeks Octob

Historica

eeks Novem

Shared R

January (3

Test Prepara

xam (PARC

February (2

ction, Dystop

Stor

March (3-

Children

(April/May

the World w

es and Their

(4 weeks M

Grade

Workshop

moir

3-4 weeks)

ng (Exposito

n & Journal

ber/Novemb

al Fiction

mber/Decemb

Reading

3-4 weeks)

ation for the

CC Test Prep

2-3 weeks)

pian, Fantas

ries

-4 weeks)

n of War

4-6 weeks)

with Words:

Effects on H

May/June)

14

ory and

Articles)

ber)

ber)

PARCC

p)

sy & Short

Powerful

History

4 

 

 

GoalStudereadiunit wlong coursgenrebook their systemcan kReadand sto storead.monidiffictheorread.of strwhenstudythat tsusta

Paralworkwill ctopictopicwriteconcremplpart ostudetheir Theywritinstructthereessayand nwill aalreadnarrabetwe

Outc E T

Underls: ents will immeing of fiction mwill be approxand includes ase as well as lee. Students mk clubs in readi reading usingms and creatin

keep going witders will choosstill pay attentiory elements in They will leaitor for comprcult texts; enviries, and think Readers will

rategies for men the book getsy their own prathey can conti

ainable reading

llel to this unitkshop, in writecreate a series s or themes ofs of this unit w

ers develop andrete and approoy proper conof the unit wilents to write w writing noteb

y will collect enng. Students wture of memoi are different f

y-like structurenarrative with ask students tody know abou

ative writing toeen the two.

comes: Elaboration Transitioning

Rea

rstandings

erse themselvememoir readinximately 3-4 wan introductioessons on the M

move right into ing, keeping tr

g sustainable ang a reading lith their whole se books they cion to charactn the stories th

arn to continuerehension, evesion, predict,

k across books l rely on a repeethods to draws hard. Studeactices as readinue to developg practices.

t of study in reers workshop s of vignettes arf their lives. Kwill include wad organize ideopriate detailsnventions. Thll be on helpin

with volume—books and in esntries and ideawill research tir and notice tforms of meme, list-like struc reflection. Th

o transfer whaut opinion ando form a bridg

aders Works

es in the ng. The weeks on to the Memoir memoir rack of dult ife they lives. can read ters and hey e to n in develop they ertoire

w upon ents will ders so p more

eaders students round Key ays eas, use , and e first

ng both in ssays. a-based the that

moir; cture, his unit t they

d ge

Be

Pr

Be

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Li

8th GRshop: Unit

First MTeac

(Possibleend 1: Develo

ractices from

Using aimprove

Systems Building

book cluend 2: Writin

Writingdecidinglong or

Using atrack of

Noticinbetweensuggest characte

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Jotting apartwaythought

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Comparand film

Using streading

Selecting booappropriate freader. Pay attentionstory elemenEnvision Predict Develop theo

iteracyC

RADE REA 1 Memoir (

Marking Perching Points e Mini-Lesson

oping Lifelong

Essential Stru

artifacts to reflee our reading ls for record keg relationshipsubs.

ng About Read

g about books g upon wheth write short annotation toof thinking whilng the text’s men the lines; wh or imply abouers. ng, mapping, to engage closwe are readingas we read, wry through abouts as readers ng and analyziClubs around

up excitemenwe’ve read andships with oth

notebooks to onking for bookring audio, wr

m versions of btatistics to refl. oks to read thafor the studen

n to characternts in stories re

ories

Curricul

ADING (3-4 weeks riod

ns) g Reading

uctures

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s within

ding

and her to write

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essage hat details ut

using sely with g

writing ut our

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at are nt as a

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M

A

U

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MentoMentor Texts

Aloud):

House on Growing Big Russ Excerpt fr

Wright Chicken S

by Canfie Walking

Change b Crow Cal Writing D

the WriteGoldberg

How ReaAnna Qu

The SameNye

145th StreWalter D

Unit Texts (T

in book clubs

Chinese Ci(Lexile LText

Marley & (Lexile 10

Tuesdays U Lexile

Knots in MLevel: U

Memoir EDreams: W

Great EssaDidion, MBarbara K

Starting wYouth Coan adoles

The StruggCommunadolescen

The CircuMigrant CJimenez (

Grade

)

or Texts/Resos (Instruction

n Mango Stree Up by Russel and Me by Tifrom Black Bo

Soup for the Weld, Hansen, aon the Bound

by Sara Holbroll by Lois Low

Down the Boner Within by Ng ading Changeduindlen e Sky by Naom

eet: Short StorDean Myers Texts for stude

s):

Cinderella (GR Level: 960) Ho

Me (GR Leve050) With Morrie (G Level: 1050) My Yo-Yo String

U Lexile Level Excerpts: MarsWhen I was a kiayists’ writings bMalcolm GladKingsolver with I publishommunicationscent) gle to Be Strong

nications (essant) it: Stories From

Child by Franci(Level Z)

15

ources nal Read

et ll Baker im Russet y by Richard

Writer’s Soul and Gardner daries of ook wry nes Freeing Natalie

d My Life by

mi Shihab

ries by

ents to read

Level Z+) onors Only

l: Z)

GR Level:

ng (GR 980) rshfield id, etc. by Joan dwell,

hed by ns (essay by

g by Youth ay by an

m the Life of a isco

5 

 

 

I W

P S N W H H H

u W

i W

Incorporating Writing with RPurpose Synthesis of evNotice the quaWays to collecHow to chooseHow to craft leHow to find a universal themWays to revisedeas

Ways to edit fo

narrative elemReflection and

vents and momalities of Memct and develope a writing strueads and conc writing territo

me e for organizat

or convention

ments d

ments moir p ideas ucture

clusions ory or

tion of

ns

Li

Think acrossMonitor for Strategies forwhen the boSocial book Reading partLiterary conKeeping tracsustainable aCreating a reAnalyzing a Keeping tracand various Synthesizingto retell a stoInvestigate thbooks

iteracyC

s texts comprehensior easy-to-solveok gets hard. clubs tnerships versations

ck of reading uadult systems eading life story ck of complex characters

g narrative lineory to a partnehemes that ari

Curricul

on e methods

using

story lines

es in order er ise in

b

N

A

Ab

lum8th

The followin

books are ava

Literacy Inter

Double D(Level O)

The Grea The Robo The Grea

Teacher ResoWriting a Life50 Tools for WCrafting AuthRomano Boy Writers bWrite Like ThShaping TextsNarrative to MElectronic VeUnits of StudyVisible and DAdult Readin Common AssTeachers CollAssessment fobenchmark fro7th grade. Teachers Col

(Reading

Grade

ng Memoir sty

ailable in the L

rvention Gold

Double Troubl) at Debate (Levopoet 2000 (Lat Tug of War

ources: e by KatherineWriters by Royhentic Voice b

by Ralph Fletchis by Kelly Gs From Essay Memoir by Luersion of Grady; Making Ou

Developing Susng Habits

sessment: lege Running or any studentom the end of

llege Running

g Benchmark:

16

yle fiction

Leveled

d Kit:

le Trouble

vel Q) evel S) (Level M)

e Bomer y Peter Clark y Tom

cher Gallagher

and ucy Calkins

de 8 Reading ur Reading stainable

Record t not on f the year in

g Records

Level Z)

6 

 

 

GoalThe u S

dantue

Sfanrssac

SctinwomTimasain

Outc C

swa

Dat

Acbecc

I

Non

Underls: unit consists oStudents will discern small and shape nenew conciselyhe lookout for

underneath thevents. Students will cfiction texts iarticles, periodnarrative nonreports, and onstir readers to study how joand multiple pcomplicated stStudents will conduct in-depo support anvestigative j

will research thof underlyingmultiple textsThey will mplications, c

and expert qustories and reaand print and nformation fo

comes: Cite textual strongly suppwhat the text sas inferences dDetermine a cand analyze ihe course of a

Analyze howconnections ambetween indevents. Stcomparisons, categories. Introduce a c

n-Fiction Re

rstandings

of three bends:learn that jodramas aroun

ewscasts to by. Students wir story lines th

he obvious st

continue to rein the form dicals, expositn-fiction textsn-line reports action. Stud

ournalists use perspectives ttories. learn how jo

pth research na complex pournalism. he context ang issues by s on a singl

trace collect facts, suotes to suppad interviews, digital texts t

or their writing

evidence thaports an anasays explicitly

drawn from thcentral idea oits developme

a text. w a text mong and dist

dividuals, idetudents will

analogies

claim(s), ackn

eading (Exp F

urnalists nd them

bring the ill be on hat occur tream of

ead non-of news tory and s, blogs, that will ents will tension to reveal

urnalists necessary piece of Students

nd causes reading

le issue. possible

statistics, ort their surveys, to gather g.

at most alysis of y, as well e text. or a text ent over

makes tinctions eas, or l make

and/or

nowledge

Serea

Re

Li

Readers Wpository an (6 weeks OFirst/Secon

Teac(Possibl

e individual uading.

eaders Worksh

Part 1: ReaPart 2: Reahow mentordialogue, secompelling tPart 3: Resediscover undimplicationsstatistics, an

iteracyC

Workshop Ud Narrative

October/Nond Marking

ching Points e Mini-Lesso

unit plans for n

hop

ading like a jouading deeply tor authors deve

etting and detatrue story earching a topderlying issuess, discover facnd quotes

Curricul

Unit 2 e Non-Fictivember)

g Period

ons) non-fiction

urnalist o study elop action, ails to tell a

pic to s,

cts, find

lum8th

ion & Journ

MentoMentor TextsAloud): Gulp! By When Pla

Death, SmCross Gibcontent)

Gone A WSea and tWhale byText in L

IndependAnderson

Lincoln’s& J. Zimm

Geeks: Hthe Intern

Guts: ThHatchet a

LeBron’sFriends M

Unit Texts (Tin book clubs

(Reading The Omn

930) (Lev Animal, V

(Unlevele We are th

Z) Going Bl

Saving O Fast Food Chew on

The followinavailable in tIntervention Super Silk The Egg:

(Level P) Glow-in-

M) Kangaroo

Grade

nal Articles

or Texts/Resos (Instruction

y Mary Roachague Strikes: mall Pox, AIDblin (Caution;

Whaling: Thethe Hunt for thy Jim Murphy

Library) dent Dames byn s Last Days bymerman

How Two Losnet Out of Idahe True Story and the Brian s Dream TeamMake History

Texts for studs): Benchmark: nivore’s Dilemvel Z) Vegetable, Mied) he Weatherma

lue: A Teen GOur Oceans (L

d Nation (Levn This (Level Y

ng non-fictionthe Leveled L Gold Kit: k (Level P) Nature’s Per

) the-Dark Anim

os in Trees (L

17

)

ources nal Read

h The Black DS by James ; sexual

e Lure of the he Great

y (Electronic

y Laurie H.

y Bill O’Reilly

st Boys Rode aho Behind Books

m: How Five

dents to read

Level Z+) mma (Lexile

iracle

akers (Level

Guide to Level Y) vel Z) Y/Z)

n books are iteracy

rfect Package

mals (Level

evel M) 7 

y

 

 

aaolo

Utrce

and distinguisalternate or oorganize reaogically.

Use words or o create cohe

relationships counterclaims,evidence.

sh the claim(opposing claimasons and e

phrases, andesion and cla

among c, reasons,

(s) from ms, and evidence

d clauses arify the claim(s), and

LiiteracyCCurricullum8th

The Thor The Ama The Rock A Young

The Story Mission: Stranded

Mystery ( Animal W The Myst Alone in The Pecu Octopus:

(Level Q) Sapporo:

(Level Q) Snowmob

Invention Ice Climb

Challeng Basketbal

(Level Q) The Story

(Level Q) Rescuing The Hero

System The Secre

R) Geysers ( Shadow M

Shadow P Amazing Accident Joining H

R) Strange R The Mim

Disguise Crabs on Hero Rat Messages

Cape Do Jon Broo

T) Teacher Resohttp://readinCore Curriculhttp://www.cstandards/engstandards Visit the webscore anchor p

Grade

rny Dragon (leazing Gecko (Lk Garden (Leg Hero with a By of Ana Dobs Dog Rescue ! A Marine M(Level P)

Warnings (Levtery of Anting the Jungle (Luliar Platypus  Escape Artist) A Snow Scu) biles: A Life Sn (Level Q) bing: The Froe (Level Q) ll: Changing t) y of Naismith)

g Orangutans (oes of Pea Isla

et World of C

(Level R) Magic: The APuppetry (Lev

g Brick Artists al Inventions

Hands with a V

Rain (Level R)mic Octopus: A (Level S) the Run (Levts (Level S) s to the Worldrset (Level T)

oks: Art from N

ources: ngandwritingplum Content Scorestandardsglish-language

site above for papers in writin

18

evel M) Level N)

evel P) Big Heart: son (level P (Level P)

Mammal

vel P) g (Level P) evel Q) (Level Q) t of the Sea

ulpture City

Saving

ozen

the Game

’s Game

(Level R) and (Level R)

Caves (Level

Ancient Art of vel R) (Level R) (Level R) Village (Level

) A Master of

vel S)

d: Art from Nature (Level

roject.com Standards s.org/the-e-arts-

common ng.

8 

 

 

Goalallowarounthe ReadcharahistoroppocompStudecollecto eadurinmultithe fifocussynthwell levelsindepof thinterppayinpoint

Undersls: The study

ws students nd a time and

reader hasders becomacters whose rical events.

ortunities for plicated textsents will be lective interpretach other, carng book club diple texts (mofirst part of ths on “deep hesis of complas launching bs of pendence. Duhis unit studpretation, espng attention t of view an

standings

y of Historical to read text

d place in histo never inh

me entanglelives are affe The unit istudents to

s with their earning how ttations, listen rry ideas acrodiscussions andre than two).

his unit studecomprehensio

lex story elembook clubs wiengagement

uring the secodents will fopecially focus

to perspectivd on carryin

Readers

(6

Fiction ts built ory that habited. ed in ected by includes tackle peers. to build closely

oss time d across During

ents will on and

ments, as ith high

and ond part ocus on sing on ve and

ng ideas

Seefict

Li

Workshop

6 weeks No

Second MTeach

(Possiblee individual union reading.

Deep comprof complex sInterpretatioreader perspeview Moving acroreaders’ themand potentiabuilding on cHonors levelwith the benon reading aabout writer’Authors of hpast to reveapresent. Universal trunature are foThe historicaliterary elem

iteracyC

Unit 3 ~ H

ovember/De

Marking Pehing Points Mini-Lesson

nit plans for H

ehension and story elementsn of text throuective and poi

oss texts to devmatic understaal as social acticross-textual al students will ds of the unit s a writer and’s craft.

historical fictioal lessons of th

uths about humound in literatual fiction write

ments to illumin

Curricul

Historical Fi

ecember)

eriod

ns) Historical

synthesis s ugh int of

velop anding ivists analysis continue to focus

d thinking

on use the he

man ure. ers use nate

M

A

U

in

lum8th

Assessment: Record Asseson benchmark

(Reading

iction

MentorMentor Texts

Aloud):

The Other Pink and SFire in the MaGoon From SlavEleanor RoPromises tA Wreath The DrumThe MidniJohn, Paul

Unit Texts (Te

n book clubs):

The BombOnly Johnny Tr(Honors OWarriors D

Grade

Teachers Colssment for anyk in Septembe

g Benchmark:

r Texts/Resou (Instructional

Side by J. WoSay by Patrici Streets by Ke

ve Ship to Freeoosevelt, Quieo Keep for Emmett T

mmer Boy of Shight Ride of Pl, George and

exts for studen

:

b (GR Level Z)

emain (GR LeOnly) Don’t Cry (GR

19

llege Runningy student not er. Level Z)

urces l Read

oodson a Polacco

ekla

edom Road et No More

Till hiloh aul Revere, Ben

nts to read

) Honors

evel Z)

R Level Z)

9 

g

 

 

acrosCore studethemhow particauthonarra(ComDurinabouand wthougStudestructfind themand e Outc E

k E

c B C

cdq

Dtp

Cadt

Cswa

Dodttpt

Dkut

Dp

ss a text—supp State Standa

ents will be ames or central

they are cocular details aor develops thator or spemmon Core ng this unit stut their readinways to colleghts as a reents will ture, craft leaa writing te

me, revise for oedit for conven

comes: Emerge from tknowledgeableExtended confcomplicated litBuild collectivClosely listen tclubs and engadiscussions, poquestions withDemonstrate mhrough reflect

paraphrasing Carry ideas acacross days of discussions abext.

Cite textual evstrongly suppowhat the text sas inferences dDetermine a thof a text and adevelopment oext, includinghe characters,

provide an objhe text.

Develop compkeeping track ounfamiliar chaime and place

Discussion of mproblems

porting the Cards expectatioable to 1) del ideas of tex

onveyed throuand 2) explain he point of vieweaker in a State Staudents will beng developin

ect and develoeader and a choose a ads and concerritory or uorganization ontions.

the unit as moe readers. fidence in tackterature

ve interpretatioto peers in booage in collegiaose and responh elaboration multiple persption and

ross time—bo their book cluout more than

vidence that morts an analysisays explicitly drawn from thheme or centranalyze its

over the courseg its relationsh, setting, and pective summa

prehension by of plotlines, aracters, and she main characte

ommon ons that etermine xts and ugh the how an w of the text.” andards) writing

ng ideas op their

writer. writing

clusions, niversal

of ideas,

ore

kling

ons ok

al nd to

ectives

oth ub and n one

most s of as well e text. al idea

e of the ip to plot; ary of

hifts in

er’s

Li

history. Analyze histliterary elemCite textual eExplain the hstory Determine hcharacter devCompare anhistorical facelements in apiece Summarize iInterpreting and forming Compose anstatement Group relatelogical orderclosing senteProvide opensections Reference diintegrate appUse transitio

iteracyC

torical fiction tments

evidence historical cont

how time, placvelop a persped contrast the

cts versus the fa historical fic

informational an essential qu a position

n articulate the

ed informationr using topic anence structure ning and closi

rect quotes anpropriately onal phrases an

Curricul

texts for

tent of a

ce and ective fictional ction

text uestion

esis

n in a nd ing

nd

nd words

T

A

lum8th

Honors OnTo Kill a MZ) HonorsFever 1793The WitchInvasion by(GR LevelRoll of Thu(GR LevelThe WitchLevel W) The Legen(GR UnlevThe Watso(GR LevelChains (GRForge (GRMississipp(GR LevelThe Lions Levine (GRI SurvivedBound for Pedro’s JouThe CabinR) Sarah: Plai

Watson’s GLevel T) Sound Ballad Lilly’s Letters

S) Bud, N Sadako

Paper Jar of

Teacher Resou Variou

movie Writin

Bomer 50 Too

Peter C Craftin

Tom R Boy W Write

GallagAssessment: Teachers C

Grade

nly Mockingbird (s Only 3 (GR Level Zh Child (GR Ly Walter Deanl Z) under Hear Ml W) h of Blackbird nd of Buddy Buveled) ons go to Birml U) R Level Z)

R Level Z) i Trial, 1955 l Z+) of Little RockR Level X) Le… (GR Level Oregon (Leveurnal (GR Lev

n Faced West (

in and tall (GRGo to Birming

der (GR Level d (GR Level Ts Crossing (GRs from Rifka (

Not Buddy (Go and the Tho (GR Level R)Dreams (GR

urces: us historical im clips, social s

ng a Life by Kar ols for WritersClark ng Authentic VRomano

Writers by Ralp Like This by Kgher

College Runn

20

GR Level

Z) Level Z) n Meyers

My Cry

Pond (GR

ush

mingham

k by Kristin exile: 630 N) el P) vel Q) (GR Level

R Level R) gham (GR

T) )

R Level S) GR Level

GR Level T) ousand ) Level R)

mages, studies text atherine

s by Roy

Voice by

ph Fletcher Kelly

ning Record

0 

 

 

GoalThe gstudeundegradealongbecaupartly- readthe swhileThrowill areadisectiosimplwritetheir of wrcreate

Undersls: goal of this unents to thrstanding as ters balk at thg the way wuse it feels likey because studding to find ostory and ne in the middughout this u

annotate their ing. Studentson in their elele post-it note

e in their read thinking whiriting about the busy work,

standings

nit of study is hink about they read. Mhe idea of s

while reading,e an interruptdents are plot jout what hapever slowingdle of a greatunit of study s thinking duris might use thectronic readee to stop andders notebookile reading. Their reading is but rather to

Readers W

to push their

Many 8th topping , partly ion and junkies-

ppens in g down t scene. students ng their he note ers or a d jot or k about he goal s not to lift the

Li

Workshop U3-4 w

Third M

Teach(Possible

Keeping tracthinking in othinking. Keeping notreaders or byrecord thinkAnnotating reading. Investigatingtheir readingDeterminingthat really mto write aboThemes in aof writing abHow one’s othat of charaWays in whfoolishly and

iteracyC

Unit 4 Shaweeks Janua

Marking Per

hing Points Mini-Lessonck of stories anorder to develo

tes on electrony using post-it

king about a te one’s thinking

g what is interg. g the parts of a

merit time and ut.

a text that are wbout. own life intersacters’ lives.

hich charactersd why.

Curricul

ared Readinary

riod

ns) nd op new

nic t notes to ext. g while

resting in

a text d energy

worthy

sects with

s act

M

A

U

inA(HFa(HARstD

lum8th

Assessmenbenchmar

(Reading B

Reader’s N

ng

Mentor Mentor Texts (

Aloud):

Honeybee There is no

by Naomi

Unit Texts (Te

n book clubs):A Separate PeaceHonors Only)

Fahrenheit by Honors Only)

Assessment: TRunning Recortudent not on

December.

Reader’s N

Grade

nt for any studrk in October.

Benchmark: L

Notebook Res

Texts/Resou(Instructional

e by Naomi Sho Long Distan Shihab Nye

exts for studen

: e by Jonathan

Teachers Collerd Assessmen benchmark in

Notebook Res

2

dent not on

Level Z)

sponses

urces l Read

hihab Nye

nce Now

nts to read

n Knowles

ege nt for any n

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shop Unit 6

f study f study ill once unit of analyze readers writers. how to m and minor

arrative stories writers. fts they

ntastical objects lism to tations, fantasy e most s write

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Literacy

Fiction, DyApril (3-4 wMarking Per

essons ing Ideas for F

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erate possible n students’ pa

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to clarify dialoing or mood, ae with narrativ

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Teacher Writing FAmbitionWriting MWriting F AssessmSay to yoabout fanknow whwriting ffantasy Severythinstrong naknow ab CommonWriting College

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Narratives

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ies by Laura K

ories: Wings; Dragond West by Janet’s Another Story

of Unicorns by

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Fiction: Big Drns Magic by Gail Fiction by Calk

ment: our students, “ntasy writing. hat you know fantasy storiesSmall Momenng you know aarratives and e

bout fantasy.”

n Assessment Scored with Narrative Ru

38

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Krauss Melmed

n Tales from e Yolen ry by Sandy

Bruce Coville

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Carson Levinkins and Cruz

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ubric

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ome more indeing skills that hss elementary es while learnraging strategied the expectamunities. Eigs on deep undunit texts and cle, web source long and stroible themes th

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hop Unit 7 April

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aching Points

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h the Argume

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ers reflect on t what is imporers use promptas ers know and nrsonal beliefs ers organize thers add audieners choose woo convey meaners make a per

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A River RCherry

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eve

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d-speaker-ight-

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