Collaborators:Kara Wade, Melanie Lopez, Michael Karis, Vickki Willis, NBCT

Common Core

Word Knowledge

Comprehension
/Study Skills

Writing

Technology

CCSS.ELA-

CCSS.ELA-

CCSS.ELA-

CCSS.ELA-

LITERACY.RST.9-10.1

LITERACY.RI.9-

LITERACY.W.9-

LITERACY.RST.9-

CCSS.ELA-

10.1

10.1

10.1

LITERACY.RST.9-10.2

CCSS.ELA-

CCSS.ELA-

CCSS.ELA-

CCSS.ELA-

LITERACY.RI.9-

LITERACY.W.9-

LITERACY.RST.9-

LITERACY.RST.9-10.3

10.2

10.2

10.2

CCSS.ELA-

CCSS.ELA-

CCSS.ELA-

CCSS.ELA-

LITERACY.RST.9-10.4

LITERACY.RI.9-

LITERACY.W.9-

LITERACY.RST.9-

CCSS.ELA-

10.3

10.3

10.3

LITERACY.RST.9-10.5

CCSS.ELA-

CCSS.ELA-

CCSS.ELA-

CCSS.ELA-

LITERACY.RI.9-

LITERACY.W.9-

LITERACY.RST.9-

LITERACY.RST.9-10.6

10.4

10.4

10.4

CCSS.ELA-

CCSS.ELA-

CCSS.ELA-

CCSS.ELA-

LITERACY.RST.9-10.7

LITERACY.RI.9-

LITERACY.W.9-

LITERACY.RST.9-

CCSS.ELA-

10.5

10.5

10.5

LITERACY.RST.9-10.8

CCSS.ELA-

CCSS.ELA-

CCSS.ELA-

CCSS.ELA-

LITERACY.RI.9-

LITERACY.W.9-

LITERACY.RST.9-

LITERACY.RST.9-10.9

10.6

10.6

10.6

CCSS.ELA-

CCSS.ELA-

CCSS.ELA-

CCSS.ELA-

LITERACY.RST.9-

LITERACY.RI.9-

LITERACY.W.9-

LITERACY.RST.9-

10.10

10.7

10.7

10.7

CCSS.ELA-

CCSS.ELA-

CCSS.ELA-

LITERACY.RI.9-

LITERACY.W.9-

LITERACY.RST.9-

10.8

10.8

10.8

CCSS.ELA-

CCSS.ELA-

CCSS.ELA-

LITERACY.RI.9-

LITERACY.W.9-

LITERACY.RST.9-

10.9

10.9

10.9

CCSS.ELA-

CCSS.ELA-

CCSS.ELA-

LITERACY.RI.9-

LITERACY.W.9-

LITERACY.RST.9-

10.10

10.10

10.10

RLK 4
LK 4-5

CCSS.ELALITERACY.RL.910.1

Collaborators:Kara Wade, Melanie Lopez, Michael Karis, Vickki Willis, NBCT

CCSS.ELALITERACY.RL.910.2
CCSS.ELALITERACY.RL.910.3

Desired
Students
Outcomes

Proper word usage

of new vocabulary
or text specific
terminology

Student text
analysis and
application of
new ideologies

Increased fluency

Student
improved note
taking skills and
test score
increase

Improved
comprehension

Key
Components

Word Recognition
Phonics
Phonemic
Awareness
Sight Word
Recognition

Students can
implement the
writing
process, revise
writing, critique
writing styles.
Students can
address voice,
audience, and
various writing
styles.

Main Ideas and

Supporting
Details

Brainstorming

Identifying
Authors
Purpose

Editing

Identifying Point
of View

Claim,
Evidence,
Reasoning,
Counterclaim,
Audience

Predicting

Students will be
fluent and
competent in
computer literacy
and
implementation

Drafting

Vocabulary

Construction of
workable
websites and
pages, sites and
able to search
using various
search engines

Summarizing
Visualizing
Paraphrasing
Skimming and
Scanning

Strategies

Word Sort
Word Walls

Passage
Chunking

MEL-Con

Google Tutorials

Freewrite

Google

Collaborators:Kara Wade, Melanie Lopez, Michael Karis, Vickki Willis, NBCT

Word Walls
Synonyms/
Antonyms
Rhyming
Words/Sounds

Classroom
Journaling

Read Alouds
Annotating

Context Clues

Double Entry
Journals

Analogies

Cornell Notes

Image Connection

Frayer Model

Compass

Compass

Reading Plus

Reading Plus

Khan Academy

Khan Academy

Compass
Prompt
Response

Reading Plus

Poetry Writing

Khan Academy

Creative
Writing
Techniques

Peer
Collaboration/
Editing

Expository
Narrative
Quickwrites
DBQ
Peer Collaboration/ Concept Maps
Editing
and Graphic
Organizers

Compass
Reading Plus

Assessments

Teacher
Formatives

Read, cover,
recall

Khan Academy

Peer
Collaboration/
Editing

Peer
Collaboration/
Editing

Standardized
Testing

Summative

Audio Clips

RAFTs

WebQuests

Informal
Observations

REACH/Perfor
mance Task

GRASPs

Webinars

Word Usage

Cloze
Passages

Formative
Response

Creating a
Website

Reading
Inventory

Quickwrites

Online Research
Projects

DBQ
Formal/Informal
Classroom
Assessments

Prezi
Creating
Surveys
Creating Videos
Tutorials

Collaborators:Kara Wade, Melanie Lopez, Michael Karis, Vickki Willis, NBCT

Time Spent

10%

50%

30%

10% +
*Incorporated
within other
goals

Word Recognition
Word recognition requires student identification of letter combinations and vocabulary
within text and new terminology within specific context or content materials. As
educators at the secondary level, student word recognition concerns denote an issue
with fluency and many times comprehension. Exposure to difficult text with rich
vocabulary can create fluency issues and prevent complete comprehension of
complicated text. Phonemic awareness, phonics, and context clues can assist in word
identification and definition, Exercises/activities such as word sorts can assists students
in learning word families and vocabulary exercises can assist students in using context
clues or images to determine definition. Using vocabulary and word recognition skills
can assist in comprehension and fluency improvement, which can assist with
standardized test score improvement as well.
Comprehension
Teachers working in high school face many challenges as they teach both
developmental reading skills and subject matter material. Not only do these teachers
deal with increased vocabulary and domain demands of teaching informational text,
they must also handle the needs of students who have not yet mastered the basic
reading skills. High school teachers need instructional strategies they can use in the
classroom to foster reading skills, vocabulary development, and teach content area to
all students. Because informational texts are heavily weighted with technical and
abstract academic language, teachers are finding themselves as teachers of both
content and language. Children need to be taught comprehension skills and strategies.
Improving students comprehension also requires improving decoding ability, vocabulary
knowledge, fluency, word knowledge, and subject knowledge.
Cloze is one technique that seems useful to use in the middle school setting when
teaching comprehension of informational text. Cloze can engage students in subject
matter knowledge, help with word recognition problems, teach subject vocabulary, and
improve reading skills. Besides cloze instruction, comprehension strategies include text
feature walks, skimming and scanning, note-taking and study skills, guided reading,
peer reading, and graphic organizers for reading dissection. A major outcome is for
students to analyze text and apply the comprehension strategies in various content.

Collaborators:Kara Wade, Melanie Lopez, Michael Karis, Vickki Willis, NBCT

Writing
Writing is a key component of our reading program. Desired student outcomes include
students being a able to implement the writing process, revising writing, and critiquing
writing styles. The second desired outcome is student addressing voice, audience, and
various writing styles.
Key components of the writing program include brainstorming, drafting, editing, and
vocabulary. Claim, evidence, reasoning, counterclaim, and audience are also
components students will be asked to master.
Strategies incorporated into our reading program include Mel-con, free-write, journaling,
responding to prompts, poetry writing, techniques for creative writing, expository and
narrative writing, quick writes, compass, reading plus, and Khan Academy.
Assessments for our writing component include summative assessments, RAFTs,
GRASPs, formative response, quick writes, and DBQs.
Technology
Technology integration is a necessity in this day and age and can remain an
incorporated entity in instructional strategies by using computers for student writing and
editing needs, software and online resources for research and tutorials, online testing
for score tracking, and applications and programs for office tools (e.g. Excel, Word, etc.)
Using technologically advanced tools, equipment, and software allows our students to
master new skills while implementing skills like comprehension, word knowledge, and
writing within a new context or publish materials using various formats and tools that will
allow our students to compete in a technological marketplace. Technology also provides
tools for parent and teacher usage for easy data entry and access.It allows for easier
communication between teacher and parent and student, plus it provides resources that
can be accessed at home for further skills development. This is why technology skill
sets benefit our students.