Implementation Resources for ELA

Implementation Resources for ELA/Literacy:

Module and Unit Planning Text Complexity Considerations Additional Internet Resources

Mike Fisher www.digigogy.com

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• ELA Standards • Reading, WriKng, • Speaking, Listening, • and Language

Short Texts • 3-­‐5 Short Texts • InformaKonal Companion Texts • 2-­‐4 Weeks

Standards

• 1 Extended Text • Novel, Play, or Longer Literary Non-­‐FicKon or InformaKonal Text • 2-­‐4 Weeks

Extended Text

Research • 1 Short Research project • 1-­‐2 Weeks

• Develop and Convey Understanding • Draw Evidence from Text • Opinion or Argument • Inform or Explain • NarraKve, CreaKve

WriKng

During and

End-­‐of-­‐Unit

Performance Tasks

ELA Modules -­‐ Quarter Planning Considera6ons Grade _____ Quarter _____ For each secKon, idenKfy a theme or topic for each module, the standards addressed, the associated texts, wriKng, research project, and performance tasks. During each module also study and apply grammar and vocabulary and conduct discussions.

2012 Elizabeth Fisher

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More Specific Template Considerations by grade level for grades 3-­‐5

Study and Apply Vocabulary: L.3.4-­‐6

Phonics and Word Recognition: RF.3.3

•

Grade 3 ELA 1st Trimester Reading Complex Texts: RL/RI.3.10 • • •

3 – 5 Myths/Fables 2 – 4 Informational: 1 – 2 Science, 1 – 2 Social Studies or Arts 1 Extended or “Anchor” Literature Text

Writing about Texts: W.3.1-­‐2, 4-­‐6, 10 • •

Routine writing to develop and convey understanding 2 Analyses, focus on opinions

Research Project: W.3.7 -­‐9,RL/RI.3.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.3-­‐5, 6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • • •

Cite evidence: RL/RI.3.1 Analyze content: RL/RI.3.2-­‐9, SL.3.2-­‐3 Conduct discussions: SL.3.1 Report findings: SL.3.4-­‐6

Study and Apply Grammar: L.3.1-­‐3, SL.3.6 •

•

Fluency: RF.3.4 •

Grade 3 ELA 2nd Trimester Reading Complex Texts: RL/RI.3.10 • • •

3 – 5 Literature 4 – 6 Informational: 2 – 3 Science, 2 – 3 Social Studies or Arts 1 Extended or “Anchor” Informational Text

Writing about Texts: W.3.1-­‐2, 4-­‐6, 10 • •

Routine writing to develop and convey understanding 2 Analyses, focus on inform & explain

Research Project: W.3.7 -­‐9,RL/RI.3.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.3-­‐5, 6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module:

• • • •

Cite evidence: RL/RI.3.1 Analyze content: RL/RI.3.2-­‐9, SL.3.2-­‐3 Conduct discussions: SL.3.1 Report findings: SL.3.4-­‐6

Study and Apply Grammar: L.3.1-­‐3, SL.3.6 •

•

•

• • • •

Fluency: RF.3.4 •

Cite evidence: RL/RI.3.1 Analyze content: RL/RI.3.2-­‐9, SL.3.2-­‐3 Conduct discussions: SL.3.1 Report findings: SL.3.4-­‐6

Study and Apply Grammar: L.3.1-­‐3, SL.3.6 •

Study and Apply Vocabulary: L.3.4-­‐6

•

Phonics and Word Recognition: RF.3.3

Grade 3 ELA 3rd Trimester Reading Complex Texts: RL/RI.3.10 • • •

3 – 5 Literature 4 – 6 Informational: 2 – 3 Science, 2 – 3 Social Studies or Arts 1 Extended or “Anchor” Literature Text

Writing about Texts: W.3.1-­‐2, 4-­‐6, 10 • •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module:

Phonics and Word Recognition: RF.3.3 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.3-­‐5, 6, 10

Study and Apply Vocabulary: L.3.4-­‐6 •

Research Project: W.3.7 -­‐9,RL/RI.3.1-­‐10

Routine writing to develop and convey understanding 2 Analyses, focus on opinions or inform & explain

•

Fluency: RF.3.4 •

Grade 4 ELA 1st Trimester Reading Complex Texts: RL/RI.5.10

• • •

3 – 5 Greek Myths 2 – 4 Informational: 1 – 2 Science, 1 – 2 Social Studies or Arts 1 Extended or “Anchor” Literature Text

Writing about Texts: W.5.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 3 -­‐ 4 Analyses, focus on opinions

Research Project: W.5.7 -­‐8,RL/RI.4.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.4.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • • •

Cite evidence: RL/RI.4.1 Analyze content: RL/RI.4.2-­‐9, SL.4.2-­‐3 Conduct discussions: SL.4.1 Report findings: SL.4.4-­‐6

Study and Apply Grammar: L.4.1-­‐3, SL.4.6 •

Study and Apply Vocabulary: L.4.4-­‐6 •

Phonics and Word Recognition: RF.4.3 •

Fluency: RF.4.4

•

Grade 4 ELA 2nd Trimester Reading Complex Texts: RL/RI.4.10 • • •

3 – 5 Literature 4 – 6 Informational: 2 – 3 Science, 2 – 3 Social Studies or Arts 1 Extended or “Anchor” Informational Text

Writing about Texts: W.4.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 3 -­‐ 4 Analyses, focus on inform & explain

Research Project: W.4.7 -­‐8,RL/RI.4.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.4.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • • •

Cite evidence: RL/RI.4.1 Analyze content: RL/RI.4.2-­‐9, SL.4.2-­‐3 Conduct discussions: SL.4.1 Report findings: SL.4.4-­‐6

Study and Apply Grammar: L.4.1-­‐3, SL.4.6 •

Study and Apply Vocabulary: L.4.4-­‐6

•

Phonics and Word Recognition: RF.4.3 •

•

•

Phonics and Word Recognition: RF.4.3

Grade 4 ELA 3rd Trimester Reading Complex Texts: RL/RI.4.10 • • •

3 – 5 Literature 4 – 6 Informational: 2 – 3 Science, 2 – 3 Social Studies or Arts 1 Extended or “Anchor” Literature Text

Writing about Texts: W.4.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 3 -­‐ 4 Analyses, focus on opinions or inform & explain

•

•

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.4.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • •

Cite evidence: RL/RI.4.1 Analyze content: RL/RI.4.2-­‐9, SL.4.2-­‐3 Conduct discussions: SL.4.1

Fluency: RF.4.4 •

Grade 5 ELA 1st Trimester Reading Complex Texts: RL/RI.5.10

Research Project: W.4.7 -­‐8,RL/RI.4.1-­‐10

Study and Apply Vocabulary: L.4.4-­‐6

Report findings: SL.4.4-­‐6

Study and Apply Grammar: L.4.1-­‐3, SL.4.6

Fluency: RF.4.4 •

•

• • •

3 – 5 Literature 4 – 6 Informational: 2 – 3 Science, 2 – 3 Social Studies or Arts 1 Extended or “Anchor” Literature Text

Writing about Texts: W.5.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 3 -­‐ 5 Analyses, focus on opinions

Research Project: W.5.7 -­‐8,RL/RI.5.1-­‐10

•

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.5.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • • •

Cite evidence: RL/RI.5.1 Analyze content: RL/RI.5.2-­‐9, SL.5.2-­‐3 Conduct discussions: SL.5.1 Report findings: SL.5.4-­‐6

Study and Apply Grammar: L.5.1-­‐3, SL.5.6 •

Study and Apply Vocabulary: L.5.4-­‐6 •

Phonics and Word Recognition: RF.5.3 •

Fluency: RF.5.4 •

4 – 6 Informational: 2 – 3 Science, 2 – 3 Social Studies or Arts 1 Extended or “Anchor” Informational Text

Writing about Texts: W.5.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 3 -­‐ 5 Analyses, focus on inform & explain

Research Project: W.5.7 -­‐8,RL/RI.5.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.5.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • • •

Cite evidence: RL/RI.5.1 Analyze content: RL/RI.5.2-­‐9, SL.5.2-­‐3 Conduct discussions: SL.5.1 Report findings: SL.5.4-­‐6

Study and Apply Grammar: L.5.1-­‐3, SL.5.6 •

Study and Apply Vocabulary: L.5.4-­‐6 •

Phonics and Word Recognition: RF.5.3

Grade 5 ELA 2nd Trimester Reading Complex Texts: RL/RI.5.10 •

• •

3 – 5 Literature

•

Fluency: RF.5.4 •

Grade 5 ELA 3rd Trimester Reading Complex Texts: RL/RI.5.10 • • •

3 – 5 Literature 4 – 6 Informational: 2 – 3 Science, 2 – 3 Social Studies or Arts 1 Extended or “Anchor” Literature Text

Writing about Texts: W.5.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 3 -­‐ 5 Analyses, focus on opinions or inform & explain

Research Project: W.5.7 -­‐8,RL/RI.5.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.5.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • • •

Cite evidence: RL/RI.5.1 Analyze content: RL/RI.5.2-­‐9, SL.5.2-­‐3 Conduct discussions: SL.5.1 Report findings: SL.5.4-­‐6

Study and Apply Grammar: L.5.1-­‐3, SL.5.6 •

Study and Apply Vocabulary: L.5.4-­‐6 •

Phonics and Word Recognition: RF.5.3

•

Fluency: RF.5.4 •

Grade 6 ELA 1st Quarter Reading Complex Texts: RL/RI.6.10 • • •

2 -­‐ 3 Literature 1 -­‐2 Informational: Science, Social Studies or Arts 1 Extended or “Anchor” Literature Text

Writing about Texts: W.6.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on arguments

Research Project: W.6.7 -­‐8,RL/RI.6.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.6.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • • •

Cite evidence: RL/RI.6.1 Analyze content: RL/RI.6.2-­‐9, SL.6.2-­‐3 Conduct discussions: SL.6.1 Report findings: SL.6.4-­‐6

Study and Apply Grammar: L.6.1-­‐3, SL.6.6 •

Study and Apply Vocabulary: L.6.4-­‐6 •

Study and Apply Grammar: L.6.1-­‐3, SL.6.6 •

Study and Apply Vocabulary: L.6.4-­‐6

•

Grade 6 ELA 2nd Quarter

Reading Complex Texts: RL/RI.6.10

Grade 6 ELA 3rd Quarter

• • •

2 -­‐ 3 Literature 1 -­‐2 Informational: Science, Social Studies or Arts 1 Extended or “Anchor” Informational Text

Writing about Texts: W.6.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on inform & explain

Research Project: W.6.7 -­‐8,RL/RI.6.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Reading Complex Texts: RL/RI.6.10 • • •

Writing about Texts: W.6.1-­‐2, 4-­‐6, 9-­‐10 • •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • • •

Cite evidence: RL/RI.6.1 Analyze content: RL/RI.6.2-­‐9, SL.6.2-­‐3 Conduct discussions: SL.6.1 Report findings: SL.6.4-­‐6

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on inform & explain

Research Project: W.6.7 -­‐8,RL/RI.6.1-­‐10 •

Narrative Writing: W.6.3-­‐6, 10 •

2 -­‐ 3 Literature 1 -­‐2 Informational: Science, Social Studies or Arts 1 Extended or “Anchor” Literature Text

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.6.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • •

Cite evidence: RL/RI.6.1 Analyze content: RL/RI.6.2-­‐9, SL.6.2-­‐3 Conduct discussions: SL.6.1

•

Report findings: SL.6.4-­‐6

Study and Apply Grammar: L.6.1-­‐3, SL.6.6 •

Report findings: SL.6.4-­‐6

Study and Apply Grammar: L.6.1-­‐3, SL.6.6

Study and Apply Vocabulary: L.6.4-­‐6 •

•

•

Study and Apply Vocabulary: L.6.4-­‐6

•

Grade 6 ELA 4th Quarter

Grade 7 ELA 1st Quarter

Reading Complex Texts: RL/RI.6.10

Reading Complex Texts: RL/RI.7.10

• • •

2 -­‐ 3 Literature 1 -­‐2 Informational: Science, Social Studies or Arts 1 Extended or “Anchor” Informational Text

Writing about Texts: W.6.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on arguments

Research Project: W.6.7 -­‐8,RL/RI.6.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.6.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • •

Cite evidence: RL/RI.6.1 Analyze content: RL/RI.6.2-­‐9, SL.6.2-­‐3 Conduct discussions: SL.6.1

• • •

2 -­‐ 3 Literature 1 -­‐2 Informational: Science, Social Studies or Arts 1 Extended or “Anchor” Literature Text

Writing about Texts: W.7.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on arguments

Research Project: W.7.7 -­‐8,RL/RI.7.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.7.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • •

Cite evidence: RL/RI.7.1 Analyze content: RL/RI.7.2-­‐9, SL.7.2-­‐3 Conduct discussions: SL.7.1

•

Report findings: SL.7.4-­‐6

Study and Apply Grammar: L.7.1-­‐3, SL.7.6 •

Report findings: SL.7.4-­‐6

Study and Apply Grammar: L.7.1-­‐3, SL.7.6

Study and Apply Vocabulary: L.7.4-­‐6 •

•

•

Study and Apply Vocabulary: L.7.4-­‐6

•

Grade 7 ELA 2nd Quarter

Grade 7 ELA 3rd Quarter

Reading Complex Texts: RL/RI.7.10

Reading Complex Texts: RL/RI.7.10

• • •

2 -­‐ 3 Literature 1 -­‐2 Informational: Science, Social Studies or Arts 1 Extended or “Anchor” Informational Text

Writing about Texts: W.7.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on inform & explain

Research Project: W.7.7 -­‐8,RL/RI.7.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.7.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • •

Cite evidence: RL/RI.7.1 Analyze content: RL/RI.7.2-­‐9, SL.7.2-­‐3 Conduct discussions: SL.7.1

• • •

2 -­‐ 3 Literature 1 -­‐2 Informational: Science, Social Studies or Arts 1 Extended or “Anchor” Literature Text

Writing about Texts: W.7.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on inform & explain

Research Project: W.7.7 -­‐8,RL/RI.7.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.7.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • •

Cite evidence: RL/RI.7.1 Analyze content: RL/RI.7.2-­‐9, SL.7.2-­‐3 Conduct discussions: SL.7.1

•

Report findings: SL.7.4-­‐6

• • •

Study and Apply Grammar: L.7.1-­‐3, SL.7.6 •

Study and Apply Grammar: L.7.1-­‐3, SL.7.6

Study and Apply Vocabulary: L.7.4-­‐6 •

•

•

Grade 7 ELA 4th Quarter Reading Complex Texts: RL/RI.7.10 • • •

2 -­‐ 3 Literature 1 -­‐2 Informational: Science, Social Studies or Arts 1 Extended or “Anchor” Informational Text

Writing about Texts: W.7.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on arguments

Research Project: W.7.7 -­‐8,RL/RI.7.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.7.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: •

Study and Apply Vocabulary: L.7.4-­‐6

Analyze content: RL/RI.7.2-­‐9, SL.7.2-­‐3 Conduct discussions: SL.7.1 Report findings: SL.7.4-­‐6

Cite evidence: RL/RI.7.1

Grade 8 ELA 1st Quarter Reading Complex Texts: RL/RI.8.10 • • •

2 -­‐ 3 Literature 1 -­‐2 Informational: Science, Social Studies or Arts 1 Extended or “Anchor” Literature Text

Writing about Texts: W.8.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on arguments

Research Project: W.8.7 -­‐8,RL/RI.8.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.8.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: •

Cite evidence: RL/RI.8.1

• • •

Analyze content: RL/RI.8.2-­‐9, SL.8.2-­‐3 Conduct discussions: SL.8.1 Report findings: SL.8.4-­‐6

Study and Apply Grammar: L.8.1-­‐3, SL.8.6 •

Analyze content: RL/RI.8.2-­‐9, SL.8.2-­‐3 Conduct discussions: SL.8.1 Report findings: SL.8.4-­‐6

Study and Apply Grammar: L.8.1-­‐3, SL.8.6

Study and Apply Vocabulary: L.8.4-­‐6 •

• • •

•

Study and Apply Vocabulary: L.8.4-­‐6

•

Grade 8 ELA 2nd Quarter

Grade 8 ELA 3rd Quarter

Reading Complex Texts: RL/RI.8.10

Reading Complex Texts: RL/RI.8.10

• • •

2 -­‐ 3 Literature 1 -­‐2 Informational: Science, Social Studies or Arts 1 Extended or “Anchor” Informational Text

Writing about Texts: W.8.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on inform & explain

Research Project: W.8.7 -­‐8,RL/RI.8.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.8.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: •

Cite evidence: RL/RI.8.1

• • •

2 -­‐ 3 Literature 1 -­‐2 Informational: Science, Social Studies or Arts 1 Extended or “Anchor” Literature Text

Writing about Texts: W.8.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on inform & explain

Research Project: W.8.7 -­‐8,RL/RI.8.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.8.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: •

Cite evidence: RL/RI.8.1

• • •

Analyze content: RL/RI.8.2-­‐9, SL.8.2-­‐3 Conduct discussions: SL.8.1 Report findings: SL.8.4-­‐6

• • • •

Study and Apply Grammar: L.8.1-­‐3, SL.8.6 •

Study and Apply Grammar: L.8.1-­‐3, SL.8.6 •

Study and Apply Vocabulary: L.8.4-­‐6 •

Cite evidence: RL/RI.8.1 Analyze content: RL/RI.8.2-­‐9, SL.8.2-­‐3 Conduct discussions: SL.8.1 Report findings: SL.8.4-­‐6

Study and Apply Vocabulary: L.8.4-­‐6 •

Grade 8 ELA 4th Quarter Reading Complex Texts: RL/RI.8.10 • • •

2 -­‐ 3 Literature 1 -­‐2 Informational: Science, Social Studies or Arts 1 Extended or “Anchor” Informational Text

Writing about Texts: W.8.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on arguments

Research Project: W.8.7 -­‐8,RL/RI.8.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Grade 9 ELA 1st Quarter Reading Complex Texts: RL/RI.9.10 • • •

Writing about Texts: W.9.1-­‐2, 4-­‐6, 9-­‐10 • •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module:

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on arguments

Research Project: W.9.7 -­‐8,RL/RI.9.1-­‐10 •

Narrative Writing: W.8.3-­‐6, 10 •

2 -­‐ 3 World Literature 1 -­‐2 Informational: Science, Social Studies or Arts 1 Extended or “Anchor” Text: World Literature

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.9.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • • •

Cite evidence: RL/RI.9.1 Analyze content: RL/RI.9.2-­‐9, SL.9.2-­‐3 Conduct discussions: SL.9.1 Report findings: SL..4-­‐6

Study and Apply Grammar: L.9.1-­‐3, SL.9.6 •

• • • •

Cite evidence: RL/RI.9.1 Analyze content: RL/RI.9.2-­‐9, SL.9.2-­‐3 Conduct discussions: SL.9.1 Report findings: SL..4-­‐6

Study and Apply Grammar: L.9.1-­‐3, SL.9.6

Study and Apply Vocabulary: L.9.4-­‐6 •

For Reading and Writing in Each Module:

•

Study and Apply Vocabulary: L.9.4-­‐6

•

Grade 9 ELA 2nd Quarter

Grade 9 ELA 3rd Quarter

Reading Complex Texts: RL/RI.9.10

Reading Complex Texts: RL/RI.9.10

• • •

2 -­‐ 3 Literature 1 -­‐2 US Historical Documents 1 Extended or “Anchor” Text: Informational

Writing about Texts: W.9.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on inform & explain

Research Project: W.9.7 -­‐8,RL/RI.9.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.9.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

• • •

2 -­‐ 3 World Literature 1 -­‐2 Informational: Science, Social Studies or Arts 1 Extended or “Anchor” Text: World Literature

Writing about Texts: W.9.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on inform & explain

Research Project: W.9.7 -­‐8,RL/RI.9.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.9.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • • •

Cite evidence: RL/RI.9.1 Analyze content: RL/RI.9.2-­‐9, SL.9.2-­‐3 Conduct discussions: SL.9.1 Report findings: SL..4-­‐6

Study and Apply Grammar: L.9.1-­‐3, SL.9.6 •

• • • •

Cite evidence: RL/RI.9.1 Analyze content: RL/RI.9.2-­‐9, SL.9.2-­‐3 Conduct discussions: SL.9.1 Report findings: SL..4-­‐6

Study and Apply Grammar: L.9.1-­‐3, SL.9.6

Study and Apply Vocabulary: L.9.4-­‐6 •

For Reading and Writing in Each Module:

•

Study and Apply Vocabulary: L.9.4-­‐6

•

Grade 9 ELA 4th Quarter

Grade 10 ELA 1st Quarter

Reading Complex Texts: RL/RI.9.10

Reading Complex Texts: RL/RI.10.10

• • •

2 -­‐ 3 Literature 1 -­‐2 US Historical Documents 1 Extended or “Anchor” Text: Informational

Writing about Texts: W.9.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on arguments

Research Project: W.9.7 -­‐8,RL/RI.9.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.9.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

• • •

2 -­‐ 3 World Literature 1 -­‐2 Informational: Science, Social Studies or Arts 1 Extended or “Anchor” Text: World Literature

Writing about Texts: W.10.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on arguments

Research Project: W.10.7 -­‐8,RL/RI.10.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.10.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • • •

Cite evidence: RL/RI.10.1 Analyze content: RL/RI.10.2-­‐9, SL.10.2-­‐3 Conduct discussions: SL.10.1 Report findings: SL.10.4-­‐6

•

For Reading and Writing in Each Module: • • • •

Study and Apply Grammar: L.10.1-­‐3, SL.10.6 •

Cite evidence: RL/RI.10.1 Analyze content: RL/RI.10.2-­‐9, SL.10.2-­‐3 Conduct discussions: SL.10.1 Report findings: SL.10.4-­‐6

Study and Apply Grammar: L.10.1-­‐3, SL.10.6

Study and Apply Vocabulary: L.10.4-­‐6 •

1 – 2 Narratives to convey experiences

•

Study and Apply Vocabulary: L.10.4-­‐6

•

Grade 10 ELA 2nd Quarter

Grade 10 ELA 3rd Quarter

Reading Complex Texts: RL/RI.10.10

Reading Complex Texts: RL/RI.10.10

• • •

2 -­‐ 3 Literature 1 -­‐2 U.S. historical documents 1 Extended or “Anchor” Text: Informational

Writing about Texts: W.10.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on inform & explain

Research Project: W.10.7 -­‐8,RL/RI.10.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.10.3-­‐6, 10

• • •

2 -­‐ 3 World Literature 1 -­‐2 Informational: Science, Social Studies or Arts 1 Extended or “Anchor” Text: World Literature

Writing about Texts: W.10.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on inform & explain

Research Project: W.10.7 -­‐8,RL/RI.10.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.10.3-­‐6, 10

•

1 – 2 Narratives to convey experiences

Narrative Writing: W.10.3-­‐6, 10

For Reading and Writing in Each Module: • • • •

Cite evidence: RL/RI.10.1 Analyze content: RL/RI.10.2-­‐9, SL.10.2-­‐3 Conduct discussions: SL.10.1 Report findings: SL.10.4-­‐6

•

For Reading and Writing in Each Module: • • • •

Study and Apply Grammar: L.10.1-­‐3, SL.10.6 •

Cite evidence: RL/RI.10.1 Analyze content: RL/RI.10.2-­‐9, SL.10.2-­‐3 Conduct discussions: SL.10.1 Report findings: SL.10.4-­‐6

Study and Apply Grammar: L.10.1-­‐3, SL.10.6

Study and Apply Vocabulary: L.10.4-­‐6 •

1 – 2 Narratives to convey experiences

•

Study and Apply Vocabulary: L.10.4-­‐6

•

Grade 10 ELA 4th Quarter

Grade 11 ELA 1st Quarter

Reading Complex Texts: RL/RI.10.10

Reading Complex Texts: RL/RI.11.10

• • •

2 -­‐ 3 Literature 1 -­‐2 U.S. historical documents 1 Extended or “Anchor” Text: Informational

Writing about Texts: W.10.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on arguments

Research Project: W.10.7 -­‐8,RL/RI.10.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

• • •

2 -­‐ 3 American Literature 1 -­‐2 U.S. historical documents 1 Extended or “Anchor” Text: American Literature

Writing about Texts: W.11.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on arguments

Research Project: W.11.7 -­‐8,RL/RI.11.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.11.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • • •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • • •

Cite evidence: RL/RI.11.1 Analyze content: RL/RI.11.2-­‐9, SL.11.2-­‐3 Conduct discussions: SL.11.1 Report findings: SL.11.4-­‐6

Study and Apply Grammar: L.11.1-­‐3, SL.11.6

Study and Apply Vocabulary: L.11.4-­‐6 •

•

Cite evidence: RL/RI.11.1 Analyze content: RL/RI.11.2-­‐9, SL.11.2-­‐3 Conduct discussions: SL.11.1 Report findings: SL.11.4-­‐6

Study and Apply Grammar: L.11.1-­‐3, SL.11.6 •

Narrative Writing: W.11.3-­‐6, 10

•

Study and Apply Vocabulary: L.11.4-­‐6

•

Grade 11 ELA 2nd Quarter

Grade 11 ELA 3rd Quarter

Reading Complex Texts: RL/RI.11.10

Reading Complex Texts: RL/RI.11.10

• • •

2 -­‐ 3 American Literature 1 -­‐2 U.S. historical documents 1 Extended or “Anchor” Text: U.S. foundational text

Writing about Texts: W.11.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on inform & explain

Research Project: W.11.7 -­‐8,RL/RI.11.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

• • •

2 -­‐ 3 American Literature 1 -­‐2 U.S. historical documents 1 Extended or “Anchor” Text: American Literature

Writing about Texts: W.11.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on inform & explain

Research Project: W.11.7 -­‐8,RL/RI.11.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.11.3-­‐6, 10 •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module: • • • •

• • • •

•

•

Grade 11 ELA 4th Quarter

Reading Complex Texts: RL/RI.11.10

Writing about Texts: W.11.1-­‐2, 4-­‐6, 9-­‐10 • •

Routine writing to develop and convey understanding 4 -­‐ 6 Analyses, focus on arguments

Research Project: W.11.7 -­‐8,RL/RI.11.1-­‐10 •

1 Research project: Integrate knowledge from sources when composing

Study and Apply Vocabulary: L.11.4-­‐6

2 -­‐ 3 American Literature 1 -­‐2 U.S. historical documents 1 Extended or “Anchor” Text: Informational text

Cite evidence: RL/RI.11.1 Analyze content: RL/RI.11.2-­‐9, SL.11.2-­‐3 Conduct discussions: SL.11.1 Report findings: SL.11.4-­‐6

Study and Apply Grammar: L.11.1-­‐3, SL.11.6

• • •

1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module:

Study and Apply Vocabulary: L.11.4-­‐6 •

•

Cite evidence: RL/RI.11.1 Analyze content: RL/RI.11.2-­‐9, SL.11.2-­‐3 Conduct discussions: SL.11.1 Report findings: SL.11.4-­‐6

Study and Apply Grammar: L.11.1-­‐3, SL.11.6 •

Narrative Writing: W.11.3-­‐6, 10

Credit: Elizabeth Fisher – Erie 1 BOCES

• List • Magazine Ar6cle • Map • Memo • Notes (math, science, social studies, etc.)

• Message to the Future • Minutes of a Mee6ng • Obituary • Outline • Pamphlet • Pe66on • Public No6ce • Ques6onnaire • Rejec6on LeXer • Report • Request • Research Paper • Resigna6on • Resume • Speech • Summary • Survey • Technical Report • Telegram • Test Ques6ons • Textbook Entry • Travelogue • Wanted Poster • Warning • Will • Yearbook Entry

• Autobiography • Biography • Character sketch • Children’s Story • Dialogue • Diary Entry • Eulogy • Farewell • Film • Gradua6on Speech • Journal • LeXer • Memoir • Play • Radio Play • Sympathy Note

W.CCR.11 – Responding to Literature

2012 Fisher

W.CCR.3 -­‐ Narra6ve Wri6ng:

• Acceptance leXer • Analogy • Announcement • Applica6on • Ar6cle • Biography • Book jacket • Brochure • Business LeXer • Cap6on • Classified Ad • College Applica6on • Column • Compare/Contrast • Congratula6ons • Contest Entry • Conversa6on • Defini6on • Defini6on Entry • Dispatch • Essay • Feature Story • Film • Flyer • Handbook • Inquiry • Interview • Job Descrip6on • Lab report • Legal Brief • LeXer

W.CCR.2 -­‐ Informa6onal Wri6ng Con6nued:

• Adver6sement • Advice • Apology • Argument • Bumper S6cker • Business LeXer • Campaign Speech • Cap6on • Commercial • Complaint • Confession • Conversa6on • Editorial • Essay • Film • Flyer • Inaugural Speech • Interview • LeXer • LeXer to the Editor • Opinion Paper • Pamphlet • Pe66on • Proposal • Protest • Recommenda6on • Request • Research Paper • Review • Speech • Survey

W.CCR.2 -­‐ Informa6onal Wri6ng:

W.CCR.1 -­‐ Argument/Persuasive Wri6ng:

Writing Types and Formats

• Cartoon • Children’s Poem • Epitaph • Farewell • Film • Graffi6 • Gree6ng Card • Invita6on • Joke • LeXer • Marriage Proposal • Metaphor • Poetry • Prophecy • Radio Play • Riddle • Sa6re • Skit • Slogan • Sonnet • Sympathy Note • Tex6ng Dialogue • T.V. (Movie) Script

Text Complexity We have studied correlations between TCRWP’s bands of levels (which rely on Fountas and Pinnell levels—in turn based on the work of Clay) and the factors taken into account to determine text complexity grade level bands by the Common Core and found that, not surprisingly, there is tremendous congruence. Both TCRWP band of levels and the CCSS grade bands rely on analyzing texts by qualitative factors that include examining the extent to which a text is straightforward, the complexity of characters, the degree of prior knowledge the text assumes, etc. Then, too, TCRWP, Fountas and Pinnell, and the CCSS also take into account quantitative factors such as the word count, page count, and the complexity level of sentences. And, the CCSS, Fountas and Pinnell and TCRWP all ask teachers to take the individual reader and the purpose for reading into account, suggesting that when deciding upon an appropriate text for a reader, the text cannot be considered in isolation.

We do not recommend you re-­‐sort your library in order to weigh more heavily on CCSS grade bands. Instead, we advise you to devote your time to helping kids read with high volume, strong rate, and increasing fluency, and to help them move up levels. There will be further information coming out from the Common Core about bands of text complexity, and we are convinced that even if you are determined to be absolutely aligned, jumping now to reorganize all your books doesn’t seem to make sense. If you need to produce a rationale for the basis of your current levels, look at Fountas and Pinnell’s website, and there you will find the correlation between Fountas and Pinnell Levels, the Common Core grade bands and the TCRWP bands of text complexity. In most cases, the TCRWP bands of text correlate to the grade bands expected by the Common Core (e.g. TCRWP text band K/L/M correlates to the low end of CCSS grade band 2 -­‐3 while TCRWP text band N/O/P/Q correlates to the high end of grade band 2-­‐3).

A larger question, to us, seems to be how often kids should be reading at text levels that have been calibrated to be the highest level of text difficulty at which they can read with a high degree of comprehension (another way of saying “just right”), and how much time students should spend working in grade level complex texts (which may be too hard or too easy for them). People tend to use the term “instructional” and “grade level texts” synonymously, but actually, an instructional level text is one that a student can read with 96% accuracy and strong comprehension, and independent reading level is 99% accuracy. A grade level text, then, may not be remotely aligned to a reader’s instructional or independent level. No one is suggesting that a child in fifth grade reading at level M would find it helpful to have Bridge to Terabithia in his or her book baggie, for example, but there is widespread agreement that such a child profits from hearing Bridge to Terabithia read aloud. That is, there is widespread agreement that all students should have access to the complex structures, text features, vocabulary, concepts and ideas found in the texts within their grade level bands. This means, it is important to include the use of texts from grade level bands in read alouds, and it is important for students to closely study very short shared texts. Sometimes teachers will use these texts in minilessons. Then, too, when your students encounter primary documents in history, these will often be beyond their grade level. You will want to infuse texts you have used in one area of the curriculum throughout the day, using historical fiction, for example, in both reading workshop and social studies, perhaps letting a quote from one text inform thinking and work across the curriculum. What is most important is to help your students strengthen his or her reading abilities and move up levels to reach the grade band.

Some things are still open to debate. The question which still remains and over which there are differences of opinion is whether kids who can’t read “grade level complex texts” should be spending time trying to do so.

Correlations between Grade Bands and TCRWP Bands of Levels This is an abridged version of what you find in text at certain text complexity levels. This matches the bands of level features we have discussed.

Text Text Complexity Descriptors Correlating Bands of Levels Descriptors Complexity (abridged version from research on Bands of which the Common Core’s work on text Grade Levels complexity is partially based—Hess, K. & Band Biggam, S. (2004). A discussion of “increasing text complexity.” Published by the New Hampshire, Rhode Island, and Vermont departments of education as part of the New England Common Assessment Program (NECAP). Retrieved from www.nciea.org/publications/TextComple xity_KH05.pdf)

Text Grade • Band 1 •

• • •

•

Literary text includes especially realistic fiction, poetry, fairy tales Complexity in story structure— tends to contain a single episode, or a string of many small episodes Texts often have between one to a few sentences on a page Straightforward text structure Informational texts are clear and consistent (the print location is consistent on all the pages), the illustrations and simple graphics support reader’s understanding of content Simple punctuation is used

C, D

E, F, G

H, I, J

One to two sentences across a page

A range of illustrations that support selected parts of the text

One subject or story idea

Text doesn’t change from beginning to end Illustrations have more detail and story in them and students need to be able to use the pictures to talk about the text

The reason the text is written is displayed early in the text but may change in the text. For example, characters’ feelings might change at the end, or through dialogue. Text requires students to think about what is going on in the story and infer a character’s feelings to assist with decoding the word.

(Grandpa shouted, “A girl! The baby is a girl! Baby Emma is here.”)

Stories and characters become more complex with a clear beginning, a series of events, and an ending.

Mainly literal easy sight words.

Episodes in earlier books were patterned in a way, because the same episode repeated with different characters or events that were very similar. (Think of the repetition in The Little Red Hen.) Level I books have different episodes, as in Quack, Quack, Quack, and the episodes are more elaborate.

Text Grade • Band 2-­‐3 • • • •

•

•

• •

•

Literary text includes especially realistic fiction, poetry, fairy tales, biography, fables.

Well-­‐ developed characters and episodes Unsupported vocabulary Illustrations may or may not be present on the page Sentence structure is more complex and may include phrases The narratives tend to be structured like traditional problem-­‐solution stories Informational texts tend to contain straightforward text structures Content often somewhat familiar Clear formats – simple heading, pictures that extend meaning, etc.

Full range of punctuation used, except dashes and semi colons

K/L/M

N/O/P/Q

Some assumed personal experience and/or cultural knowledge

Abstract ideas are supported by the illustrations and words

Comprehension beyond the literal level in this story requires the student to infer how characters’ feelings change as they read the text

Some literary language (similes, metaphors, etc.) begin to appear. These help us discover more about the character Some figurative or literary language

A range of recognizable ideas and challenging concepts

Characters cover new places, space, and time differences (e.g. historical fiction asking readers to use text as a way to expand their understanding of the character their times and their new cultures)

Dialogue continues to carry a large part of the story, adding to mood, tone, and character development. Often the dialogue statements are unassigned, requiring the reader to maintain an understanding of the verbal interactions among several characters on one page Unassigned dialogue both internally and externally that varies across a text

Inferred connection across a text that is sometimes hard to find

Text moves in episodes and time shifts

The characters both major secondary and minor take on new complex meaning

Structure is predictable but charts, tables, and graphs may add to a part of the text but not the whole of the text

To achieve full understanding, reader must synthesize big ideas across text

Vocabulary is defined across multiple pages

Text • Complexity Grade Band 4-­‐5 • •

•

•

• •

•

Text

•

Includes realistic fiction, fantasy, historical fiction, poems, myths, narrative nonfiction, expository texts, hybrids, etc.

Diverse characters, multiple perspectives Expository, scientific and historical text, speeches, persuasive, informational, how to, recipes, letters, etc.

More challenging vocabulary— idioms metaphors, analogies, technical vocabulary Ideas and concepts increase, as well as use of literary devices such as flashback, foreboding, etc.

Graphs, charts give crucial information to enhance meaning Language structure includes dialect and other linguistic variants to enhance character and setting Interrelationships become more complex— personification, humor, satire, and exaggeration

Full range of literary genres

R/S/T

Double plot lines

Literary devices are used throughout the texts-­‐-­‐ for example, flashbacks, foreboding, idioms, metaphors etc.

Multiple character stories that connect and develop throughout the text

Vocabulary is complex and domain specific. Meaning is carried throughout the text.

The structure begins to change and scaffold across the text.

Multiple plot structures

U/V Interrelationships between characters become complex and develop throughout the text developing humor, satirical and exaggerated.

Different dialects used and changes throughout the text

Informational text without graphics or support

Author creates multiple story lines and often the theme based on multiple issues

Complex vocabulary that is used to persuade the audience to look at one or multiple perspectives of an idea or topic

W/ X/Y/Z All genres included on this level

Complexity • Grade Band 6-­‐8 •

• • •

•

• CCSS expected reading benchmarks

Abstract vocabulary that address the linguistical patterns of the time period.

Symbolism, irony, sarcasm leads to deeper understanding of the world and the characters

Multiple plot lines and characters intersecting in the text

Text address multiple ideas and meanings

Full range of informational/functional text, including manuals, schedules etc.

Increasing number of uncommon words with more abstract vocabulary—word choice can affect historical or cultural text Narrative texts may contain different dialects Relationships become less explicit, more interpretative Symbolism, irony, sarcasm leads to deeper understanding of the world and the characters Texts tend to have multiple plot lines and characters that intersect Texts often call for literary analysis Lexile ranges that CCSS expectations translate into

TCRWP end of grade benchmarks

N/A M= 200 – 500L P= 750 – 820L

th

T= 640 – 820L V= 880 – 1100L

th

X= 700 – 1070 Young Adult = 900 – 1190L

N/A 450L–790L

By end of 1 grade I/J/K nd By end of 2 grade M rd By end of 3 grade P

4–5

770L–980L

By end of 4 grade T th By end of 5 grade W

6–8

955L–1155L

9-­‐10 11–CCR

1080L–1305L 1215L–1355L

By end of 6 grade X th By end of 8 grade Young Adult Lit

According to the CCSS certain grades need to be meeting certain benchmarks we agree with this and what is discovered is that our benchmarks align with the text gradient band levels. In this chart you will notice the correlation between the Text Complexity chart on the standards and our Independent Reading Level Charts.

Lexile levels that TCRWP benchmarks translate into

st

K–1 2–3

The standards call for teachers to help the students move towards and read complex texts. These books are taken from the standards. They are used in multiple places in our curriculum calendars and maps.

Sample of Complex Texts at Various Grade Levels

Grades

Narrative Text Example

K and 1 Kitten’s First Full Moon

By Kevin Henkes

Narrative Text Example Level G

Pancakes for Breakfast

By Tomie De Paola Poppleton in Winter

By Cynthia Rylant

F

The Stories Julian Tells

By Ann Cameron Where The Mountain Meet The Moon

By Lin Grace Bud Not Buddy

By Christopher Paul Curtis

N

6 -­‐ 8

Eleven

By Sandra Cisneros

W

Roll of Thunder Hear My Cry

By Mildred Taylor

W

2 and 3

4 and 5

J

T

U

Informational Text Example

Informational Text Example Level

My Five Senses

By Aliki

F

Truck

By Donald Crew From Seed to Plant

By Gail Gibbons

I M

Where Do Polar Bears Live?

By Sarah Tompson Horses

By Seymour Simon

O

Discovering Mars: The Amazing Story of the Red Planet

By Melvin Berger Hope, Despair, and Memory

By Elie Weisel

T

I Know Why the Caged Bird Sings

By Maya Angelou

R

U Z

Support to Help Your Students Does Not Change Tasks, like texts, become more complex as students think about ideas and information in different ways. This is apparent as we see students move from literal to inferential to interpretative thinkers. When considering the complexity of the texts we pick, we need to take into account the tasks we set, as well as our knowledge of our students as readers.

When using complex texts teachers need to consider the challenges in the text and the strategies, skills and behaviors students will need to understand the text. T hey also have to take into account who their students are as readers.

Gradients in Complexity: Informational Texts

Layout

Purpose and Meaning

NYC Secondary Literacy Pilot by Aussies

A Chart Some People Are Using to Help Schools That Don’t Have Experience with Leveling Texts Move Toward Matching Readers to Books Simple Texts Somewhat Complex Very Complex Complex Texts Texts Texts Consistent placement of text, regular word and line spacing, often large plain font

May have longer passages of uninterrupted text, often plain font

Longer passages of uninterrupted text may include columns or other variations in layout, often smaller more elaborate font

Graphics and pictures that directly support and help interpret the written text

Graphs and Pictures table charts that directly support the text

Essential integrated graphics, tables, charts, formula (necessary to make meaning of text)

Simple Indexes and glossaries

Simple indexes, glossaries, occasional quotes, references

Quotes, concluding appendices, indexes, glossaries, bibliography

Supportive signposting and handling

Reduced signposting and enhancements

Minimal signposting and/or enhancements

A single or simple purpose conveying clear or factual information

Purpose involves conveying a range of more detailed information

Purpose includes explaining or interpreting information

Very long passages of uninterrupted text that may include columns or other variations in layout, often small densely packed print Extensive, intricate, essential integrated tables, charts, formulas necessary to make meaning of text Abstracts, footnotes, citations and detailed indexes, appendices, bibliography Integrated signposting conforming to disciplinary formats.

No enhancements Purpose may include examining/evaluatin g complex, sometimes theoretical and contested information

Structure

Language Features

Meaning is clear, concrete with a narrow focus

Meaning is more involved with a broader focus

The organization of the text is clear or chronological and/or easy to predict

The organization of the text may include a thesis or reasoned explanation in addition to facts

. Connections among events or ideas are explicit and clear.

Connections among events or ideas are sometimes implicit or subtle

Meaning includes more complex concepts and a higher level of detail The organization of the text may contain multiple pathways, more than one thesis and/or several genres . Connections among events or ideas are often implicit or subtle

One mode of communication is evident

May include different modes of communication

Includes smaller sections that utilize different modes of communication of varying complexity

Mainly simple sentences

Simple and compound sentences with some more complex constructions

Simple language style, sometimes with narrative elements

Increased objective style and passive constructions with higher factual content

Many complex sentences with increased subordinate phrases and clauses or transition words Objective/passive style with higher conceptual content and increasing nominalization

Meaning is intricate, with abstract theoretical elements The organization of the text is intricate or specialized for a particular discipline

Connections among events or ideas are implicit or subtle throughout the text Includes sustained sections that utilize different modes of communication and/or hybrid or non-linear texts Mainly complex sentences, often containing multiple concepts

Specialized disciplinary style with dense conceptual content and high nominalization

Vocabulary is mostly familiar

Â

Vocabulary includes some unfamiliar, context-dependent

Includes much academic vocabulary and some domain

Includes extensive academic and domain specific

words

Knowledge Demands Informational

General topic is familiar, with details known by reader Simple, concrete ideas

General topic is familiar, with some details new to reader Both simple and more complicated, abstract ideas

specific (content) vocabulary General topic is somewhat familiar but with many details unknown to reader A range of recognizable ideas and challenging abstract concepts

(content) vocabulary General topic is mostly unfamiliar with most details unknown to reader Many new ideas and/or complex, challenging, abstract and theoretical concepts

Gradients in Complexity: Literary Texts NYC Secondary Literacy Pilot by Aussies

A Chart Some People Are Using to Help Schools That Don’t Have Experience with Leveling Texts Move Toward Matching Readers to Books

Layout

Simple Texts

Somewhat Complex Texts

Complex Texts

Very Complex Texts

Consistent placement of text, regular word and line spacing, often large plain font

May have longer passages of uninterrupted text, often plain font

Supportive

A range of illustrations that support selected parts of the text

Longer passages of uninterrupted text may include columns or other variations in layout, often smaller more elaborate font A few illustrations that support the text

Very long passages of uninterrupted text that may include columns or other variations in layout, often small densely packed print Minimal illustrations that support the text

Minimal signposting and/or enhancements

Integrated signposting conforming to literary devices. No enhancements

signposting and enhancements Extensive illustrations that directly support and help interpret the written text

Reduced signposting and enhancements

Purpose and Meaning

Purpose usually stated explicitly in the title or in the beginning of the text One level of meaning

Structure

Theme is obvious and revealed early in the text

Theme is clear and revealed early in the text, but may be conveyed with some subtlety

The organization of the text is clear, chronological and/or easy to predict

The organization of the text may have additional characters, two or more storylines and is occasionally difficult to predict

One mode of

Connections among events or ideas are sometimes implicit or subtle.

communication is evident Connections among events or ideas are explicit and clear.

Â

Purpose tends to be revealed early in the text, but may be conveyed with some subtlety More than one level of meaning, with levels clearly distinguished from each other

May include different modes of communication

Purpose is implicit and may be revealed over the entirety of the text

Purpose implicit or subtle, is sometimes ambiguous and revealed over the entirety of the text Several levels of Several levels and meaning that may competing elements be difficult to of meaning that are identify/separate difficult to identify/separate and interpret Theme may be Theme is implicit or implicit or subtle, is subtle, is often sometimes ambiguous, and is ambiguous and may revealed over the be revealed over entirety of the text the entirety of the text The organization of The organization of the text may the text is intricate include, subplots, with regard to time shifts and elements such as more complex narrative viewpoint, characters time shifts, multiple characters, storylines and detail Connections among Connections among events or ideas are events or ideas are often implicit or implicit or subtle subtle throughout the text.

Includes smaller sections that utilize different modes of communication of varying complexity

Includes sustained sections that utilize different modes of communication and/or hybrid or nonlinear texts

Language Features

Knowledge Demands Fiction

Mainly simple sentences

Simple and compound sentences with some more complex constructions

Many complex sentences with increased subordinate phrases and clauses

Many complex sentences, often containing intricate detail or concepts

Simple, literal language

Mainly literal, common language

Some figurative or literary language

Vocabulary is mostly familiar

Some unfamiliar vocabulary

Little assumed personal experience or cultural knowledge

Some assumed personal experience and/or cultural knowledge

Includes much academic vocabulary and some domain specific (content) vocabulary Much assumed personal experience and/or cultural knowledge

Simple ideas

Both simple and more complicated ideas

Much figurative or literary language such as metaphor, analogy, and connotative language Includes extensive academic and domain specific (content) vocabulary, and possibly archaic language Extensive, demanding, assumed personal experience and/or cultural knowledge Many new ideas and/or complex, challenging concepts

A range of recognizable ideas and challenging concepts

Shared by Suffolk BOCES and the Teacher’s College Reading/Writing Project

Some Links:

K-­‐12 Learning Targets written as “I Can” Statements… http://www.darke.k12.oh.us/~april_wulber/FOV2-­‐00101787/FOV2-­‐0010178B/

Curriculum Designers (Heidi Hayes Jacobs) open Common Core Aligned Curriculum Maps: http://curriculumdesigners-­‐public.rubiconatlas.org/Atlas/Public/View/Default

K-­‐12 Learning Progressions from Karin Hess – Common Core Aligned: http://www.naacpartners.org/publications/ELA_LPF_12.2011_final.pdf

Mike’s Blog Post Book: Cure for the Common Core on Amazon (Free for Prime Members): http://www.amazon.com/Cure-­‐Common-­‐Core-­‐ebook/dp/B008E6SQDK

Heidi Hayes Jacobs new Mapping To the Core book and planner on PD360’s site (Free 30 day Trial): http://www.schoolimprovement.com/pd360-­‐free-­‐pd/webinars/mapping-­‐to-­‐the-­‐core-­‐planning-­‐for-­‐curriculum-­‐success/

Compiled/Created/Curated by Mike Fisher www.digigogy.com Individual copyrights belong to those who created the compiled works that make up this document.