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Reading Writing Workshop
Grades 11 and 12
Curriculum Committee Members
Patty Ulrich, ELA Curriculum Coordinator Jami Vault, ELA Curriculum Coach
Reviewed by High School ELA Teachers on December 14, 2016
Reviewed by Curriculum Advisory Committee on January 11, 2017
Approved by the HSD Board of Education on June 20, 2017
TABLE OF CONTENTS
- Hazelwood School District Mission Statement Reading Writing Workshop
- Hazelwood School District Vision Statement
- Hazelwood School District Goals
- Curriculum Overview
- Course Overview
- Reading Writing Workshop – Unit
- Reading Writing Workshop – Unit
Curriculum Overview
Current American College Test (ACT) scores indicate a need for strengthening our current 11th^ and 12th grade curriculum. The average ACT scores has trended downward in the last three years with the average score being 18.4 in 2014, 17.9 in 2015, and 17.8 in 2016. End of Course (EOC) exam scores in 10th grade, however, have increased overall in the last three years. In 2014, 66.5% students scored in the areas of proficient and advanced; in 2015, 65.1% of students scored proficient and advanced; and in 2016, 75.1% of students scored proficient and advanced. While scores have improved on the state test, Hazelwood students are still scoring lower than the state average each year. Internal Scholastic Reading Inventory (SRI) scores are further confirmation that Hazelwood students are struggling with reading. Over half of 11th^ graders at the end of the 2015-2016 year scored below high school reading levels.
The curriculum committee members researched best practices before beginning to revise the curriculum; therefore, the curriculum supports a reading/writing approach that emphasizes literature circles and reading strategies, the writing process, and writing that is defined by the standards-based scoring guides.
The instructional model of Gradual Release is embedded throughout in the activity guides. When using the Gradual Release model, the teacher “purposefully yet gradually release responsibility for learning from teacher to student” (Fisher & Frey, 2008, p. 33). The Gradual Release model is an effective tool in teaching comprehension strategies, necessary instruction for students struggling with reading comprehension (Fisher & Frey, 2007).
Below is a visual of the stages of the Gradual Release Model.
Fisher & Frey, 2007
The Gradual Release Model begins with the teacher modeling a specific skill (“I do”). In the next step, the teacher and the students practice the skill together as a group with the teacher providing continued support. When the teacher assesses that the students are grasping the skill, he or she moves onto the
“You do it together” stage in which students practice applying the skill in small groups or pairs. In this third stage, the teacher continues to provide support as needed. Finally, if the teacher confidently assesses that students have mastered the skill and can perform it independently, he or she can move students into the “You do it alone” stage during which student apply the skill on their own.
The committee members aligned the curriculum with the 2016 Missouri Learning Standards published by the Department of Elementary and Secondary Education (DESE). The curriculum meets all of the state and district requirements for research, technology, workplace readiness skills, gender/racial equity, and disability awareness.
The curriculum contains performance assessments, constructed responses, and selected responses that are rigorous and outline clear expectations. As the curriculum is implemented and taught, the assessments will be revised. The assessments are required ; the learning activities are suggested. Teachers are encouraged to select the learning activities which meet the needs of their students. Some of the learning activities are very sequential and, when all of them are used, a student should be able to successfully complete the performance assessment. Other activities provide a menu of suggestions, and the teacher should select from those offered or design his/her own.
Some of the objectives in the curriculum are sequential because they build on necessary skills. Other objectives will need to be sequenced in a way that fits a thematic or interdisciplinary approach.
The Hazelwood Required Instructional Components for High School should be used by teachers when selecting the order of the objectives. The Hazelwood Required Instructional Components ensures an appropriate balance of reading, writing, listening and speaking that is recommended by research and the District Literacy Task Force recommendations from 2015. All English Language Arts teachers should select objectives and resources to best match the instructional activities and fit the needs of their students. The required components should be integrated into instruction by all teachers to ensure consistent and rigorous instruction and that students consistently receive high quality reading, speaking, listening and writing instruction.
Unit Objectives
Unit 1:
1. Students will analyze informational and literary text by drawing conclusions and
making inferences about what text says explicitly as well as when the text leaves
matters uncertain.
2. Students will determine the meaning of words and phrases as they are used in
informational and literary text, including figurative and connotative meanings using
context, affixes, or reference materials.
3. Students will cite relevant and thorough textual evidence to support their analysis of
informational and literary text.
4. Students will determine two or more themes in a fictional text, analyze their
development throughout the text, and relate the themes to human nature and the
world.
5. Students will explain two or more central/main ideas in informational text, analyze
their development throughout the text, and relate the central ideas to human nature
and the world.
6. Students will provide an objective and concise summary of informational and literary
text.
7. Students will evaluate how the author's word choices and use of syntax contribute to
an informational and literary text's overall meaning, tone and aesthetic impact.
8. Students will evaluate the impact of the author’s choices regarding how to develop
and relate elements of a literary text.
9. Students will evaluate how an author's choices to structure specific parts of a text
contribute to a text's overall meaning and its aesthetic impact.
10. Students will follow a writing process to produce clear and coherent writing in which
the development, organization, style, and voice are appropriate to the task, purpose
and audience.
11. Students will organize their writing to include an introduction of the topic, maintain a
clear focus throughout the text, and provide a conclusion that follows from the text.
12. Students will achieve the writer's purpose and enhance the reader's understanding of
and experience with the text by making choices regarding organization and content.
13. Students will choose precise language and make syntactical choices to reflect an
understanding of how language functions in different contexts and enhance the
reader's understanding of the text.
14. Students will demonstrate a command of the conventions of standard English
grammar and usage including spelling and punctuation in their writing.
15. Students will use a variety of appropriate transitions to clarify relationships and
connect ideas, claims and signal time shifts in their writing.
16. Students will speak audibly, and to the point, using conventions of language as
appropriate to task, purpose and audience when presenting including fluent and clear
articulation, strategically varying volume, pitch, and pace to consistently engage
listeners.
17. Students will make consistent eye contact with a range of listeners when speaking,
using a range of gestures or movement to emphasize aspects of speech while avoiding
body language or mannerisms that might be distracting to the audience.
Unit 2:
1. Students will analyze informational text by drawing conclusions and making
inferences about what text says explicitly as well as when the text leaves matters
uncertain.
2. Students will cite relevant and thorough textual evidence to support their analysis of
informational text.
3. Students will explain two or more central/main ideas in informational text, analyze
their development throughout the text, and relate the central ideas to human nature
and the world.
4. Students will evaluate how the author's word choices and use of syntax contribute to
an informational text's overall meaning, tone and aesthetic impact.
5. Students will interpret visual elements of a text including those from different media
and draw conclusions from them (when applicable).
6. Students will evaluate how an author's work reflects his or her historical/cultural
perspective.
7. Students will analyze a text in which the author's point of view is not obvious and
requires distinguishing what is directly stated from what is implied.
8. Students will synthesize information from two or more texts about similar
ideas/topics to articulate the complexity of the issue.
9. Students will evaluate an author's argument and reasoning for effectiveness, validity,
logic, credibility and relevance of the evidence
10. Students will conduct research to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate;
gather multiple relevant, credible sources, print and digital; integrate information
using a standard citation system.
11. Students will gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively and assess the strengths and limitations
of each source in terms of the task, purpose, and audience.
12. Students will integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and overreliance on any one source and following a
standard format for citation.
13. Students will organize their writing to include an introduction of the topic, maintain a
clear focus throughout the text, and provide a conclusion that follows from the text
14. Students will achieve the writer's purpose and enhance the reader's understanding of
and experience with the text by making choices regarding organization and content.
Essential Terminology/Vocabulary
Essential Vocabulary in this course represents words from three tiers of vocabulary
recommended in research.
Hazelwood Vocabulary Acquisition Plan
Tier 3 Academic Vocabulary from English Language Arts skills and
standards
Tier 2 Academic Vocabulary found across and within texts
Tier 1 Mastered-Reviewed as an Intervention
Academic vocabulary is taught through learning targets and skills to represent Tier 3 words.
Tier 2 words are determined based upon the commonly used academic words within each
text read with students. The key Tier 3 academic vocabulary words for each are listed below.
Unit 1
Annotation, close reading, inference/infer, draw conclusions, cite, textual evidence,
determine, explicit, analyze, quotation, paraphrase, summary, summarize, central idea, main
idea, details, examples, theme, objective, summarize, development, literary elements, text
structure, plot, character, setting, plot, mood, tone, conflict, aesthetic impact, author’s
purpose, plot development, purpose, sequence, point of view, elaboration, dialogue,
transitions, purpose, audience, word choice, revise, edit, affix, root, connotative, denotative,
figurative language, allusion, imagery, metaphor, simile, onomatopoeia, personification,
diction, syntax, thesis, cause and effect, problem and solution, compare and contrast,
description, volume, pace, pitch, eye contact, gestures, and body language.
Unit 2
Analyze, central/main idea, inference, textual evidence, conclusion, summarize, tone,
aesthetic impact, syntax, positive/negative connotation, denotation, literary elements,
literary devices, allusion, anthropomorphism, imagery, parallelism, visualize, visual elements
medium, media, compare, contrast, omitted, emphasized, evaluate, plagiarism, cite, sources,
paraphrase and quotation, account, historical, cultural, perspective, point of view, imply,
argument, claim, counter-claim, reasoning, premise, problem, purpose, multimedia, source,
media clip, newspaper article, speech, cite, advance organizer, cause and effect relationships,
synthesize, credibility, logic, relevance, validity, delineate, stance, clarify, conventions,
grammar, usage, standard English, writer’s purpose, transitions, integrate, and Socratic
Seminar.
Proposed Course Materials and Resources:
Reading Instructional Resources:
Bloom, Lynn Z. (2013). The Essay Connection , 10th^ ed. Cengage Learning.
Additional Resources:
● Online Text
o News ELA
o Readworks
o Library of Congress
o American Rhetoric
● Online Dictionary and Thesaurus Resources
o http://www.merriam-webster.com/dictionary
o http://www.thefreedictionary.com
● Citation Websites
o http://content.easybib.com/citation-guides
o https://owl.english.purdue.edu/owl/section/2/
