Learning-Focused Lesson Plans

Teachers Name: Ms. Heather Vaughn

Unit: Introductions/Procedures/Syllabus
ESSENTIAL
QUESTION:
(with key questions if
necessary)

ACTIVATING
THINKING
STRATEGIES:

Silent Reading Daily

(30 minutes)

Class: Accelerated Literacy

Date of lesson: 8/24-8/28

GOAL - After participating in various welcoming activities I will understand classroom

procedures.
EQ In what ways will the welcoming activities, knowing my peers and understanding
facts/opinions strengthen my comprehension?
M Attendance, Welcome students, Syllabus
T Youre Just Like Me, Getting to Know You
W Book Pass/Scales
TH Silent Reading Procedures
F Silent Reading/Reading Log Procedures

(Ex: KWL, word maps,

Wordsplash, etc)

Acceleration
Strategies

Why is it important to ask questions?

(focus on content maps and

key vocabulary)

TEACHING
STRATEGIES:

Reading log, book pass graphic organizer, GTKY worksheet

(graphic organizers)

(Know)
PROMPTS:
(distributed guided practice
and distributed summarizing)

(Understand)
SUMMARIZING
STRATEGIES:

Why do we need to know each other in order for you to learn and be successful at the
FCAT?
In what ways will knowing what an opinion is, guide you to take the long answers out
during FCAT?

Answer the Goal/EQ

Evaluate your learning using scales

(ex: Ticket out the Door, 3-21, etc. Answer the EQ)

(Do)
ASSIGNMENT
AND/OR
ASSESSMENT
E.S.E

ESOL

proximity seating, repeating, clarifying & summarizing directions, additional

time to complete assignment/assessment, auditory presentation (excluding
reading items), comprehension checks, highlighting, graphic organizers,
verbal encouragement, rephrasing/paraphrasing content, reduced stimuli,
written notes
predicting, summarizing, text-to graphics organizers, hands-on resources, pictures,
media, cooperative learning, learning centers, small group instruction,
compare/contrast, concept definition map, word map, cloze activities, reading logs,
sentence starters, demonstration, fill-in, word bank, open book assessment

Scales
4.0 I can demonstrate and explain in depth classroom procedures including silent reading.
3.0 I can explain some classroom and silent reading procedures.
2.0 I know some classroom and silent reading procedures.
1.0 I need prompting and support.

Learning-Focused Lesson Plans

Teachers Name: Ms. Heather Vaughn
Unit: Introductions/Procedures/Syllabus
ESSENTIAL
QUESTION:
(with key questions if
necessary)

ACTIVATING
THINKING
STRATEGIES:

Class: Accelerated Literacy

Date of lesson: 8/31-9/4

Goal: After learning and using text evidence I will understand

how it supports my answers.
E.Q: Why is using text evidence crucial to proving my answer
correct?
Mon-Weds: Townsend press pre-assessmentIRC
Thurs-Fri: Text evidence/silent reading/IRLA leveling

Silent Reading Daily

(30 minutes)
(Ex: KWL, word maps,
Wordsplash, etc)

TEACHING
STRATEGIES:

Text evidence, IRLA, endurance during silent reading

(graphic organizers)

(Know)
PROMPTS:
(distributed guided practice
and distributed summarizing)

Why is it crucial to a correct answer to understand text

evidence?

(Understand)
SUMMARIZING
STRATEGIES:

Rate your learning using our learning scale

(ex: Ticket out the Door, 3-21, etc. Answer the EQ)

(Do)
ASSIGNMENT
AND/OR
ASSESSMENT
E.S.E

ESOL

Townsend Press

proximity seating, repeating, clarifying & summarizing directions, additional

time to complete assignment/assessment, auditory presentation (excluding
reading items), comprehension checks, highlighting, graphic organizers,
verbal encouragement, rephrasing/paraphrasing content, reduced stimuli,
written notes
predicting, summarizing, text-to graphics organizers, hands-on resources, pictures,
media, cooperative learning, learning centers, small group instruction,
compare/contrast, concept definition map, word map, cloze activities, reading logs,
sentence starters, demonstration, fill-in, word bank, open book assessment

4.0 I can demonstrate in-depth textual evidence and inferences that go beyond what was taught independently through
choice and real-life application (for example: create something original, teach someone or use the skill beyond the
classroom).
3.0 I can read closely to cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as recognize inferences drawn from the text; including determining where the text leaves matters uncertain.
2.0 I can define inferences and explain how a reader uses textual evidence to reach a logical
conclusion.

1.0 I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself by
being specific with my teacher on exactly what I need help with to move forward in my
learning.

Learning-Focused Lesson Plans

Teachers Name: Ms. Heather Vaughn
Unit: Introductions/Procedures/Syllabus
ESSENTIAL
QUESTION:

Class: Accelerated Literacy

Date of lesson: 9/8-9/11

Silent Reading Daily

(30 minutes)

Goal: After learning and using text evidence I will understand

how it supports my answers.
E.Q: Why is using text evidence crucial to proving my answer
correct?
Tues- Continue with point and supporting statements
Wed Complete RWC pgs 20-22
Thurs RWC - Read College Athletes Should Be Paid
Fri Complete pgs 291-299

TEACHING
STRATEGIES:

Text evidence (supporting details) endurance during silent

reading

(with key questions if

necessary)

ACTIVATING
THINKING
STRATEGIES:

(Ex: KWL, word maps,

Wordsplash, etc)

(graphic organizers)

(Know)
PROMPTS:
(distributed guided practice
and distributed summarizing)

Why is it crucial to a correct answer to understand text

evidence?

(Understand)
SUMMARIZING
STRATEGIES:

Rate your learning using our learning scale

(ex: Ticket out the Door, 3-21, etc. Answer the EQ)

(Do)
ASSIGNMENT
AND/OR
ASSESSMENT
E.S.E

ESOL

RWC pgs 295-299

proximity seating, repeating, clarifying & summarizing directions, additional

time to complete assignment/assessment, auditory presentation (excluding
reading items), comprehension checks, highlighting, graphic organizers,
verbal encouragement, rephrasing/paraphrasing content, reduced stimuli,
written notes
predicting, summarizing, text-to graphics organizers, hands-on resources, pictures,
media, cooperative learning, learning centers, small group instruction,
compare/contrast, concept definition map, word map, cloze activities, reading logs,
sentence starters, demonstration, fill-in, word bank, open book assessment

4.0 I can demonstrate in-depth textual evidence and inferences that go beyond what was taught independently through
choice and real-life application (for example: create something original, teach someone or use the skill beyond the
classroom).
3.0 I can read closely to cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as recognize inferences drawn from the text; including determining where the text leaves matters uncertain.
2.0 I can define inferences and explain how a reader uses textual evidence to reach a logical

conclusion.
1.0 I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself by
being specific with my teacher on exactly what I need help with to move forward in my
learning.

Learning-Focused Lesson Plans

Teachers Name: Ms. Heather Vaughn
Unit: Introductions/Procedures/Syllabus
ESSENTIAL
QUESTION:
(with key questions if
necessary)

ACTIVATING
THINKING
STRATEGIES:

Silent Reading Daily

(30 minutes)
(Ex: KWL, word maps,
Wordsplash, etc)

TEACHING
STRATEGIES:
(graphic organizers)

Class: Accelerated Literacy

Date of lesson: 9/14-9/18

Goal: After learning and using text evidence I will understand

how it supports my answers and helps me to determine the main
idea. .
E.Q: Why is using text evidence crucial to proving my answer
correct?
Mon RWC pgs. 25-26
Tues RWC pgs. 26-28
Wed RWC pgs. 30-37 and 41
Thurs RWC pgs. Pg 281-290 Growing Less Dumb
Fri RWC pgs. 281-290 Growing Less Dumb
Text evidence (supporting details) endurance during silent
reading and main idea.

(Know)
PROMPTS:
(distributed guided practice
and distributed summarizing)

Why is it crucial to a correct answer to understand text

evidence?

(Understand)
SUMMARIZING
STRATEGIES:
(ex: Ticket out the Door, 3-21, etc. Answer the EQ)

(Do)
ASSIGNMENT
AND/OR
ASSESSMENT
E.S.E

ESOL

proximity seating, repeating, clarifying & summarizing directions, additional

time to complete assignment/assessment, auditory presentation (excluding
reading items), comprehension checks, highlighting, graphic organizers,
verbal encouragement, rephrasing/paraphrasing content, reduced stimuli,
written notes
predicting, summarizing, text-to graphics organizers, hands-on resources, pictures,
media, cooperative learning, learning centers, small group instruction,
compare/contrast, concept definition map, word map, cloze activities, reading logs,
sentence starters, demonstration, fill-in, word bank, open book assessment

4.0 I can demonstrate in-depth textual evidence and inferences that go beyond what was taught independently through
choice and real-life application (for example: create something original, teach someone or use the skill beyond the
classroom).

3.0 I can read closely to cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as recognize inferences drawn from the text; including determining where the text leaves matters uncertain.
2.0 I can define inferences and explain how a reader uses textual evidence to reach a logical
conclusion.
1.0 I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself by
being specific with my teacher on exactly what I need help with to move forward in my
learning.

Learning-Focused Lesson Plans

Teachers Name: Ms. Heather Vaughn
Unit: Introductions/Procedures/Syllabus
ESSENTIAL
QUESTION:
(with key questions if
necessary)

ACTIVATING
THINKING
STRATEGIES:

Silent Reading Daily

(30 minutes)
(Ex: KWL, word maps,
Wordsplash, etc)

Acceleration
Strategies
(focus on content maps and
key vocabulary)

TEACHING
STRATEGIES:
(graphic organizers)

Class: Accelerated Literacy

Date of lesson: 9/21-10/2

Goal: After learning and using text evidence I will understand

how it supports my answers and helps me to determine the main
idea. .
E.Q: Why is using text evidence crucial to proving my answer
correct?
M Wrap up Main Idea and RWC pgs 281-290 Growing Less Dumb
T Question Stems
W - Define Inferences, RWC pgs 217 222, Question Stems
TH RWC pgs. 223 - 227
F RWC pgs. 228 - 230
M Building FCAT Endurance pgs. 44 46, w/ text evidence
T Building FCAT Endurance pgs. 54-56
W Context Clues
TH Context Clues
F Question Stems

Why is it important to ask questions?

Why is important to understand how to use text evidence in order to answer a
question properly?

Text evidence (supporting details) endurance during silent

reading and main idea.

(Know)
PROMPTS:
(distributed guided practice
and distributed summarizing)

(Understand)
SUMMARIZING
STRATEGIES:

Answer the Goal/EQ

Evaluate your learning using scales for text evidence.

(ex: Ticket out the Door, 3-21, etc. Answer the EQ)

(Do)
ASSIGNMENT
AND/OR
ASSESSMENT

RWC pgs. 285 288

Question Stems, Questions and answers

E.S.E

proximity seating, repeating, clarifying & summarizing directions, additional

time to complete assignment/assessment, auditory presentation (excluding
reading items), comprehension checks, highlighting, graphic organizers,
verbal encouragement, rephrasing/paraphrasing content, reduced stimuli,

written notes
predicting, summarizing, text-to graphics organizers, hands-on resources, pictures,
media, cooperative learning, learning centers, small group instruction,
compare/contrast, concept definition map, word map, cloze activities, reading logs,
sentence starters, demonstration, fill-in, word bank, open book assessment

ESOL

4.0 I can demonstrate in-depth textual evidence and inferences that go beyond what was taught independently through
choice and real-life application (for example: create something original, teach someone or use the skill beyond the
classroom).
3.0 I can read closely to cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as recognize inferences drawn from the text; including determining where the text leaves matters uncertain.
2.0 I can define inferences and explain how a reader uses textual evidence to reach a logical
conclusion.
1.0 I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself by
being specific with my teacher on exactly what I need help with to move forward in my
learning.

Learning-Focused Lesson Plans

Teachers Name: Ms. Heather Vaughn
Unit: Introductions/Procedures/Syllabus
ESSENTIAL
QUESTION:
(with key questions if
necessary)

ACTIVATING
THINKING
STRATEGIES:

Silent Reading Daily

(30 minutes)
(Ex: KWL, word maps,
Wordsplash, etc)

Class: Accelerated Literacy

Date of lesson: 10/5 10/16

Goal: After learning and using text evidence I will understand

how it supports my answers and helps me to determine the main
idea. .
E.Q: Why is using text evidence crucial to proving my answer
correct?
M- continue with context clues
T- continue with context clues
W- Define Literary Devices
TH- Vocabulary/Examples of Literary Devices
F- Make own example using cell phones for Literary Devices
*M- Building FCAT Endurance/Extended Responses
*T- Building FCAT Endurance/Extended Responses*
*W- Building FCAT Endurance 44-46
*TH- Building FCAT Endurance 54-56
*F- Building FCAT Endurance/Extended Responses
*MY STUDENTS HAVE THE FCAT RE-TAKES THIS WEEK
*Group Project/Gathering Evidenc

Acceleration
Strategies
(focus on content maps and
key vocabulary)

TEACHING
STRATEGIES:
(graphic organizers)

Why is it important to ask questions?

Why is important to understand how to use text evidence in order to answer a
question properly?

Text evidence (supporting details) endurance during silent

reading and main idea.

(Know)
PROMPTS:
(distributed guided practice
and distributed summarizing)

(Understand)
SUMMARIZING
STRATEGIES:
(ex: Ticket out the Door, 3-21, etc. Answer the EQ)

(Do)
ASSIGNMENT

Answer the Goal/EQ

Evaluate your learning using scales for text evidence.
Learning Scales
Graphic Organizer for Extended Response Questions (SCE)
Question Stems
WS pgs. Context Clues 3.1, 3.3
Building FCAT Endurance

AND/OR
ASSESSMENT
E.S.E

FCAT Passage

ESOL

predicting, summarizing, text-to graphics organizers, hands-on resources, pictures,

media, cooperative learning, learning centers, small group instruction,
compare/contrast, concept definition map, word map, cloze activities, reading logs,
sentence starters, demonstration, fill-in, word bank, open book assessment

proximity seating, repeating, clarifying & summarizing directions, additional

time to complete assignment/assessment, auditory presentation (excluding
reading items), comprehension checks, highlighting, graphic organizers,
verbal encouragement, rephrasing/paraphrasing content, reduced stimuli,
written notes

4.0 I can demonstrate in-depth textual evidence and inferences that go beyond what was taught independently through
choice and real-life application (for example: create something original, teach someone or use the skill beyond the
classroom).
3.0 I can read closely to cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as recognize inferences drawn from the text; including determining where the text leaves matters uncertain.
2.0 I can define inferences and explain how a reader uses textual evidence to reach a logical
conclusion.
1.0 I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself by
being specific with my teacher on exactly what I need help with to move forward in my
learning.
Teachers Name: Ms. Heather Vaughn
Class: Accelerated Literacy
Unit: Introductions/Procedures/Syllabus
Date of lesson: 10/19 10/30
ESSENTIAL
QUESTION:
(with key questions if
necessary)

ACTIVATING
THINKING
STRATEGIES:

Silent Reading Daily

(30 minutes)
(Ex: KWL, word maps,
Wordsplash, etc)

Acceleration
Strategies
(focus on content maps and
key vocabulary)

TEACHING
STRATEGIES:
(graphic organizers)

Goal: After learning and using text evidence I will understand

how it supports my answers and helps me to determine the main
idea. .
E.Q: Why is using text evidence crucial to proving my answer
correct?
*FSA style responses last week with any grades, so will start fresh with all starting on M
M-T: Restate questions whole group explanation with hypothetical text evidence
W-Th: Restate questions with factual text evidence
F-pep rally day: make up work
M-T: Explain portion of FSA
W-F: Extra Large Please 4 discussion questions answered in FSA style
Why is it important to ask questions?
Why is important to understand how to use text evidence in order to answer a
question properly?
Why is it important to re-state the question that is being asked?

Text evidence (supporting details) endurance during silent

reading and main idea.

(Know)
PROMPTS:
(distributed guided practice
and distributed summarizing)

(Understand)
SUMMARIZING
STRATEGIES:
(ex: Ticket out the Door, 3-21, etc. Answer the EQ)

(Do)
ASSIGNMENT
AND/OR

Why is it crucial to a correct answer to understand text

evidence?
What role does an inference have on context clues?
What role does the topic have in a story?
Answer the Goal/EQ
Evaluate your learning using scales for text evidence.
Learning Scales
Graphic Organizer for Extended Response Questions (SCE)
Question Stems
Rate your learning on our Learning Scale.
Take 10
Achieve3000

ASSESSMENT
E.S.E

ESOL

proximity seating, repeating, clarifying & summarizing directions, additional

time to complete assignment/assessment, auditory presentation (excluding
reading items), comprehension checks, highlighting, graphic organizers,
verbal encouragement, rephrasing/paraphrasing content, reduced stimuli,
written notes
predicting, summarizing, text-to graphics organizers, hands-on resources, pictures,
media, cooperative learning, learning centers, small group instruction,
compare/contrast, concept definition map, word map, cloze activities, reading logs,
sentence starters, demonstration, fill-in, word bank, open book assessment

4.0 I can demonstrate in-depth textual evidence and inferences that go beyond what was taught independently through
choice and real-life application (for example: create something original, teach someone or use the skill beyond the
classroom).
3.0 I can read closely to cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as recognize inferences drawn from the text; including determining where the text leaves matters uncertain.
2.0 I can define inferences and explain how a reader uses textual evidence to reach a logical
conclusion.
1.0 I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself by
being specific with my teacher on exactly what I need help with to move forward in my
learning.

Teachers Name: Ms. Vaughn

Unit: Inferences, text evidence, context clues

Class: Accelerated Literacy

Date: 11/2-11/11/13

E.S.E: proximity seating, repeating, clarifying & summarizing directions, additional time to complete
assignment/assessment, auditory presentation (excluding reading items), comprehension checks,
highlighting, graphic organizers, verbal encouragement, rephrasing/paraphrasing content, reduced stimuli,
written notes
ESOL: predicting, summarizing, text-to graphics organizers, hands-on resources, pictures, media, cooperative learning, learning
centers, small group instruction, compare/contrast, concept definition map, word map, cloze activities, reading logs, sentence
starters, demonstration, fill-in, word bank, open book assessment

LAFS.11-12.RL.1.1text evidence L.A.F.S 11-12. RL.2.4context clues---LAFS.11-12.W.1.2write informative/explanatory

text to examine and convey complex ideas.
ESSENTIAL QUESTION:

(with key questions if

necessary)
ACTIVATING THINKING
STRATEGIES:
Silent Reading Daily (10
minutes)
(Ex: KWL, word maps,
Wordsplash, etc)

Goal: After learning and using text evidence I will understand how it supports
my answers.
E.Q: Why is using text evidence crucial to proving my answer correct?

Some students had a hard time with the explanation portion of answering the F.S.A. style
questions. Mon & Tuesdays work may go into Wednesday and Thursday if needed.
M-T - James Dean & Jim Crow---text evidence in F.S.A. style of answering a
question
W-F - Modern Day PiratesF.S.A. format
9th graders Achieve3000 Articles/InferencesSame SCE Articles as 11/12
M In Mallorys Footsteps
T Tracking Gray Whales
W Counting Everyone in China
Th/F complete articles

Week 2

M/T - Dream City 3 questions with answers providedthey must provide the T.E. Short
answer is provided as well, they must convert it into F.S.A. format
W/TH Grandma Moses pgs 17-20
F Assessment Discoveries in a Florida Bog pgs 13-16, complete questions, FSA
Style/SCE
9th graders Achieve3000 Articles/Inferences/same SCE Articles as 11/12
M Can You Count to One Billion
T School on Snowy Days
W A Last Look at Emilia Earhart
Th Complete Articles
F Complete Articles

TEACHING STRATEGIES:

Text evidence, main idea, topic, inferences, endurance during

silent reading

(knowledge, facts,
vocabulary)

(Know)

PROMPTS:
(distributed guided
practice and distributed
summarizing essential
understandings
transferable to other
context)
(Understand: will they
understand it and how will
we know?)
SUMMARIZING
STRATEGIES:
(Procedural knowledge: skills,
strategies transferable to other
content areas)
(ex:Ticket out the Door, 3-2-1,
etc. Answer the EQ)

Why is it crucial to a correct answer to understand text evidence?

What role does an inference have on context clues?
What role does the topic have in a story?

Rate your learning using our learning scale

Track your progress using your tracking chart for
Achieve3000

(Do)

Scale:

4.0 I can demonstrate in-depth textual evidence and inferences that go beyond what was taught independently through
choice and real-life application (for example: create something original, teach someone or use the skill beyond the
classroom).
3.0 I can read closely to cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as recognize inferences drawn from the text; including determining where the text leaves matters uncertain.
2.0
1.0

I can define inferences and explain how a reader uses textual evidence to reach a logical
conclusion.
I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself by
being specific with my teacher on exactly what I need help with to move forward in my
learning.

Teacher Name: Heather Vaughn

Literacy
Unit: Inferences, text evidence, context clues

Class: Accelerated
Date: 11/30-12/11

E.S.E: proximity seating, repeating, clarifying & summarizing directions, additional time to complete
assignment/assessment, auditory presentation (excluding reading items), comprehension checks,
highlighting, graphic organizers, verbal encouragement, rephrasing/paraphrasing content, reduced stimuli,
written notes
ESOL: predicting, summarizing, text-to graphics organizers, hands-on resources, pictures, media, cooperative learning, learning
centers, small group instruction, compare/contrast, concept definition map, word map, cloze activities, reading logs, sentence
starters, demonstration, fill-in, word bank, open book assessment

LAFS.11-12.RL.1.1text evidence L.A.F.S 11-12. RL.2.4context clues---LAFS.11-12.W.1.2write informative/explanatory

text to examine and convey complex ideas.
ESSENTIAL QUESTION:

Goal: After learning and practicing with context clues I will

understand how it helps to decipher unknown words.
E.Q: How does a context clue help you increase your
comprehension?

ACTIVATING THINKING
STRATEGIES:
Silent Reading Daily (10
minutes)

M: Intro to context cluesdefinitions & scale---book challenge

Tues: small group practice--matching
Weds & Thurs: small group practice with books, magazines, and newspaper
Fri-Mon: independent practice

(with key questions if

necessary)

(Ex: KWL, word maps,

Wordsplash, etc)

TEACHING STRATEGIES:

(knowledge, facts,
vocabulary)

Tues: connotative/denotative intro/whole group practice

Weds-Fri-independent practice
*9th graders are doing the same thing with Achieve3000 added.

Context clues definitions (5), text evidence

(Know)
PROMPTS:

(distributed guided
practice and distributed
summarizing essential
understandings
transferable to other
context)
(Understand: will they
understand it and how
will we know?)
SUMMARIZING
STRATEGIES:
(Procedural knowledge: skills,
strategies transferable to other
content areas)
(ex:Ticket out the Door, 3-2-1,
etc. Answer the EQ)

Why is it crucial to your comprehension to understand how to use

context clues?

Rate your learning using our learning scale

(Do)

Scale:

ASSIGNMENT AND/OR
ASSESSMENT

4.0- I can demonstrate in-depth the meaning of words and phrases that are used in a text and I can go beyond what was
taught independently through real-life application.
3.0- I can determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings. Analyze the impact of a specific word choice on meaning and tone.
2.0-I can define context clues, figurative, connotative, & technical meanings.
1.0-I will advocate for myself and seek support with my teacher.

Group quiz

Teacher Name: Vaughn

Unit: Inferences, text evidence, context clues

Class: Accelerated Literacy

Date: 12/14/15-1/5/15

E.S.E: proximity seating, repeating, clarifying & summarizing directions, additional time to complete
assignment/assessment, auditory presentation (excluding reading items), comprehension checks,
highlighting, graphic organizers, verbal encouragement, rephrasing/paraphrasing content, reduced stimuli,
written notes
ESOL: predicting, summarizing, text-to graphics organizers, hands-on resources, pictures, media, cooperative learning, learning
centers, small group instruction, compare/contrast, concept definition map, word map, cloze activities, reading logs, sentence
starters, demonstration, fill-in, word bank, open book assessment

LAFS.11-12.RL.1.1text evidence L.A.F.S 11-12. RL.2.4context clues---LAFS.11-12.W.1.2write informative/explanatory

text to examine and convey complex ideas.
ESSENTIAL QUESTION:

(with key questions if

necessary)

Goal: After learning and practicing with connotative and

denotative I will understand how it makes the story clearer.
E.Q: How does understanding connotative and denotative help to

increase your comprehension?

ACTIVATING THINKING
STRATEGIES:
Silent Reading Daily (10
minutes)
(Ex: KWL, word maps,
Wordsplash, etc)

TEACHING STRATEGIES:

(knowledge, facts,
vocabulary)

M-W: connotative/denotative whole group/independent practice

Th-Fr: test connotative/denotative
T: definitions figurative language
M-F 9th graders will continue with their Achieve3000 cctivities

Connotative/denotative, figurative language

(Know)
PROMPTS:

(distributed guided
practice and distributed
summarizing essential
understandings
transferable to other
context)
(Understand: will they
understand it and how
will we know?)

SUMMARIZING
STRATEGIES:
(Procedural knowledge: skills,
strategies transferable to other
content areas)
(ex:Ticket out the Door, 3-2-1,
etc. Answer the EQ)

Why is it crucial to your comprehension to understand how to use

context clues?

Rate your learning using our learning scale

!:1 conferences with students

(Do)

Scale:

ASSIGNMENT AND/OR
ASSESSMENT

4.0- I can demonstrate in-depth the meaning of words and phrases that are used in a text and I can go beyond what was
taught independently through real-life application.
3.0- I can determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings. Analyze the impact of a specific word choice on meaning and tone.
2.0-I can define context clues, figurative, connotative, & technical meanings.
1.0-I will advocate for myself and seek support with my teacher.

Group quiz

Teacher Name: Heather Vaughn

Class: Accelerated
Literacy
Unit: Inferences, text evidence, context clues, text structure
Date: 1/25-1/29
E.S.E: proximity seating, repeating, clarifying & summarizing directions, additional time to complete
assignment/assessment, auditory presentation (excluding reading items), comprehension checks,
highlighting, graphic organizers, verbal encouragement, rephrasing/paraphrasing content, reduced stimuli,
written notes
ESOL: predicting, summarizing, text-to graphics organizers, hands-on resources, pictures, media, cooperative learning, learning
centers, small group instruction, compare/contrast, concept definition map, word map, cloze activities, reading logs, sentence
starters, demonstration, fill-in, word bank, open book assessment

LAFS.11-12.RL.1.1text evidence L.A.F.S 11-12. RL.2.4context clues---LAFS.11-12.W.1.2write informative/explanatory

text to examine and convey complex ideas. LAFS.11-12.2.5-text structure
ESSENTIAL QUESTION:

(with key questions if

necessary)
ACTIVATING THINKING
STRATEGIES:
Silent Reading Daily (10
minutes)
(Ex: KWL, word maps,
Wordsplash, etc)

Goal: After learning and practicing with text structure I will

understand how it helps improve my comprehension.
E.Q: How does understanding text structure help to increase your
comprehension?
M: cause/effectsmall group
T: compare/contrastwhole group
W: compare/contrastsmall group work
Th-F: organizational patterns

TEACHING STRATEGIES:

(knowledge, facts,
vocabulary)

(Know)
PROMPTS:

(distributed guided
practice and distributed
summarizing essential
understandings
transferable to other
context)
(Understand: will they
understand it and how
will we know?)

SUMMARIZING
STRATEGIES:
(Procedural knowledge: skills,
strategies transferable to other
content areas)
(ex:Ticket out the Door, 3-2-1,
etc. Answer the EQ)

Why is it crucial to your comprehension to understand how text

structure improves your comprehension?

Rate your learning using our learning scale

(Do)

Scale:

ASSIGNMENT AND/OR
ASSESSMENT

Name:
Goal:

4.0- I can demonstrate in-depth the meaning of text structure in a text and I can go beyond what was taught independently
through real-life application.
3.0- I can explain ways in which the author uses structure to contribute to a clear and engaging message.
2.0-I can define text structure.
1.0-I will advocate for myself and seek support with my teacher.

Group quiz

Period:

What is meant by text structure?

4.0- I can demonstrate in-depth the meaning of text structure in a text and I can go beyond what was taught
independently through real-life application.
3.0- I can explain ways in which the author uses structure to contribute to a clear and engaging message.
2.0-I can define text structure.
1.0-I will advocate for myself and seek support with my teacher.

Where am I with regards to this Standard? (Note: the standard is the 3.0 level on the scale)
My Score
and Date
Completed

*Explanation as to why I am at that score? (reasons)

*What do I need to know more about? (topics or subjects)
*What will I do to achieve the score of 3.0, 4.0? (your future plan)

Teacher Name: Heather Vaughn

Class: Accelerated
Literacy
Unit: Inferences, text evidence, context clues, text structure
Date: 2/1-2/12

E.S.E: proximity seating, repeating, clarifying & summarizing directions, additional time to complete
assignment/assessment, auditory presentation (excluding reading items), comprehension checks,
highlighting, graphic organizers, verbal encouragement, rephrasing/paraphrasing content, reduced stimuli,
written notes
ESOL: predicting, summarizing, text-to graphics organizers, hands-on resources, pictures, media, cooperative learning, learning
centers, small group instruction, compare/contrast, concept definition map, word map, cloze activities, reading logs, sentence
starters, demonstration, fill-in, word bank, open book assessment

LAFS.11-12.RL.1.1text evidence L.A.F.S 11-12. RL.2.4context clues---LAFS.11-12.W.1.2write informative/explanatory

text to examine and convey complex ideas. LAFS.11-12.2.5-text structure
ESSENTIAL QUESTION:

Goal: After learning and practicing with text structure I will

understand how it helps improve my comprehension.
E.Q: How does understanding text structure help to increase your
comprehension?

ACTIVATING THINKING
STRATEGIES:
Silent Reading Daily (10
minutes)
(Ex: KWL, word maps,
Wordsplash, etc)

M-F: Townsend Press pages: 189-218various pages for each day...this unit will run
for two weeks due to my students scoring poorly on the pre-assessment at the beginning
of the school year. They need lots of practice with all of these text structures that
encompasses several different reading concepts.

(with key questions if

necessary)

TEACHING STRATEGIES:

(knowledge, facts,
vocabulary)

(Know)
PROMPTS:

(distributed guided
practice and distributed
summarizing essential
understandings
transferable to other
context)
(Understand: will they
understand it and how
will we know?)
SUMMARIZING
STRATEGIES:
(Procedural knowledge: skills,
strategies transferable to other
content areas)
(ex:Ticket out the Door, 3-2-1,
etc. Answer the EQ)

Why is it crucial to your comprehension to understand how text

structure improves your comprehension?

Rate your learning using our learning scale

(Do)

Scale:

ASSIGNMENT AND/OR
ASSESSMENT

4.0- I can demonstrate in-depth the meaning of text structure in a text and I can go beyond what was taught independently
through real-life application.
3.0- I can explain ways in which the author uses structure to contribute to a clear and engaging message.
2.0-I can define text structure.
1.0-I will advocate for myself and seek support with my teacher.

Group quiz, FSA Reading Practice Test