The Foundation for Success Middle School Coaching Pilot ELA I Grades 6-8 - Day 1
Components of Effective Facilitation
Component Concept Description
Content Delivery Framing Objectives/Outcomes and connections to the session/standards are made clear.
Relevance & Application
Keeps content relevant for participants; draws on participants’ prior knowledge and experience where possible and provides
opportunities for practice and/or application.
Nuance Explanation of content goes beyond generalities and addresses nuances of practice and current research. Information is
internalized and rarely read verbatim from the slide.
Know Your Audience Differentiates for participant learning styles, experience, and school context when possible
Engagement Participation All participants contribute to discussions. Quieter participants are encouraged to voice themselves and no one person is
permitted to dominate.
Active Learning Participants are actively learning, practicing and applying skills and knowledge throughout the session via a variety of engagement strategies (role play, scenarios, discussions, action planning, etc.). Lecture is used effectively and kept to a minimum.
Inquiry & Reflection Questions from the facilitator drive deep thinking and reflection on practice. Participants are encouraged to ask questions of the facilitator and each other to advance the conversation and foster rigorous dialogue.
Sharing & Feedback Participants are encouraged to share and remain open to providing and receiving feedback.
Intervention Effectively intervenes to anticipate and address misconceptions and off-topic contributions or difficult conversations (via strategies such as asking the group, asking clarifying questions, noting in the action minutes, refocusing, etc.).
Voice/Energy Voice and inflection convey command of content, energy, focus and enthusiasm.
Transfer of Learning and
Checks for Understanding
Provides ample time and structure for action planning and transfer of learning, as needed through thoughtful and varied checks for understanding.
Learning
Environment Safety Holds self and others accountable to group norms; manages and sustains trust and a safe learning environment – all
participants actively share experiences and perspectives.
Rapport Builds rapport with and among participants through informal, authentic, yet professional demeanor, validation of participant comments (as appropriate), calling participants by name and/or use of humor.
Organization Content, materials, and time are organized to support a smooth learning experience for all.
Flow Timing & Flexibility Starts and ends on time and adjusts strategies (related to agenda, time management, protocols, activities, etc.), in effective
ways, when appropriate to reach session goals.
Technical Difficulties Works with host/technical/logistical support staff to address technical difficulties and keeps things moving smoothly.
LANGUAGE ARTS FLORIDA STANDARDS (LAFS) K12: QUICK REFERENCE GUIDE
LA Strand: READING WRITING SPEAKING & LISTENING LANGUAGE Cluster 1: Key Ideas and Details Cluster 1: Text Types and Purposes Cluster 1: Comprehension and
Collaboration Cluster 1: Conventions of Standard English
Standard 1 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
1 .Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Standard 2 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
2. Write informative or explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Cluster 2: Knowledge of Language
Standard 3 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
3. Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Cluster 2: Craft and Structure Cluster 2: Production and Distribution of Writing
Cluster 2: Presentation of Knowledge and Ideas
Cluster 3: Vocabulary Acquisition and Use
Standard 4 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
4. Determine or clarify the meaning of unknown and multiple‐meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Standard 5 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
5. Demonstrate understanding of word relationships and nuances in word meanings.
See Complete Course Descriptions for guidelines and grade specific standards http://www.cpalms.org/Public/search/course LAFS http://www.fldoe.org/pdf/lafs.pdf and http://www.cpalms.org/standards/lafs.aspx FLDOE/JRF!
LANGUAGE ARTS FLORIDA STANDARDS (LAFS) K12: QUICK REFERENCE GUIDE
READING WRITING SPEAKING & LISTENING LANGUAGE
Standard 6 6. Assess how point of view or purpose shapes the content and style of a text.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
6. Acquire and use accurately a range of general academic and domain‐specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Cluster 3: Integration of Knowledge and Ideas
Cluster 3: Research to Build and Present Knowledge
Standard 7 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Standard 8 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Standard 9 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster 4: Range of Reading and Level of Text Complexity
Cluster 4: Range of Writing
Standard 10 10. Read and comprehend complex literary and informational texts independently and proficiently
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
See Complete Course Descriptions for guidelines and grade specific standards http://www.cpalms.org/Public/search/course LAFS http://www.fldoe.org/pdf/lafs.pdf and http://www.cpalms.org/standards/lafs.aspx FLDOE/JRF!
1
LANGUAGE ARTS FLORIDA STANDARDS GRADES 6 - 8
6 7 8
LAN
GU
AGE
Conv
entio
ns o
f Sta
ndar
d En
glis
h
LAFS.6.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.7.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.8.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Ensure that pronouns are in the proper
case (subjective, objective, possessive).
a. Explain the function of phrases and
clauses in general and their function in specific sentences.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
b. Use intensive pronouns (e.g., myself,
ourselves).
b. Choose among simple, compound,
complex, and compound-complex sentences to signal differing relationships among ideas.
b. Form and use verbs in the active and passive voice.
c. Recognize and correct inappropriate shifts in pronoun number and person.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
d. Recognize and correct vague pronouns
(i.e., ones with unclear or ambiguous antecedents).
d. Recognize and correct inappropriate shifts in verb voice and mood.
e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
LAFS.6.L.1.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LAFS.7.L.1.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LAFS.8.L.1.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (commas, parentheses,
dashes) to set off nonrestrictive/parenthetical elements.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. Spell correctly. b. Spell correctly. b. Use an ellipsis to indicate an omission.
c. Spell correctly.
Know
ledg
e of
Lan
guag
e LAFS.6.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
LAFS.7.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
LAFS.8.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener interest, and style
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
b. Maintain consistency in style and tone.
2
LANGUAGE ARTS FLORIDA STANDARDS GRADES 6 - 8
LAN
GU
AGE
Voca
bula
ry A
cqui
sitio
n an
d U
se
LAFS.6.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
LAFS.7.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
LAFS.8.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
LAFS.6.L.3.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.7.L.3.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.8.L.3.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g.,
personification) in context.
a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
b. Use the relationship between particular words to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
LAFS.6.L.3.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
LAFS.7.L.3.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
LAFS.8.L.3.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
3
LANGUAGE ARTS FLORIDA STANDARDS GRADES 6 - 8
INFO
RMAT
ION
AL R
EADI
NG
Key
Idea
s & D
etai
ls
LAFS.6.RI.1.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.7.RI.1.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.8.RI.1.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.6.RI.1.2
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
LAFS.7.RI.1.2
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
LAFS.8.RI.1.2
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
LAFS.6.RI.1.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
LAFS.7.RI.1.3
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
LAFS.8.RI.1.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Craf
t & S
truc
ture
LAFS.6.RI.2.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
LAFS.7.RI.2.4
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.
LAFS.8.RI.2.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
LAFS.6.RI.2.5
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
LAFS.7.RI.2.5
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
LAFS.8.RI.2.5
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
LAFS.6.RI.2.6
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
LAFS.7.RI.2.6
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
LAFS.8.RI.2.6
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Inte
grat
ion
of K
now
ledg
e &
Idea
s LAFS.6.RI.3.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
LAFS.7.RI.3.7
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
LAFS.8.RI.3.7
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
LAFS.6.RI.3.8
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
LAFS.7.RI.3.8
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
LAFS.8.RI.3.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
LAFS.6.RI.3.9
Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
LAFS.7.RI.3.9
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
LAFS.8.RI.3.9
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Rang
e of
Rea
ding
&
Lev
el o
f Tex
t Co
mpl
exity
LAFS.6.RI.4.10
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
LAFS.7.RI.4.10
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
LAFS.8.RI.4.10
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
4
LANGUAGE ARTS FLORIDA STANDARDS GRADES 6 - 8
LIT
ERAR
Y RE
ADIN
G
Key
Idea
s & D
etai
ls
LAFS.6.RL.1.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.7.RL.1.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.8.RL.1.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.6.RL.1.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
LAFS.7.RL.1.2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
LAFS.8.RL.1.2
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
LAFS.6.RL.1.3
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
LAFS.7.RL.1.3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
LAFS.8.RL.1.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Craf
t & S
truc
ture
LAFS.6.RL.2.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
LAFS.7.RL.2.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
LAFS.8.RL.2.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
LAFS.6.RL.2.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
LAFS.7.RL.2.5
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
LAFS.8.RL.2.5
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
LAFS.6.RL.2.6
Explain how an author develops the point of view of the narrator or speaker in a text.
LAFS.7.RL.2.6
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
LAFS.8.RL.2.6
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Inte
grat
ion
of K
now
ledg
e &
Id
eas
LAFS.6.RL.3.7
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
LAFS.7.RL.3.7
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
LAFS.8.RL.3.7
Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
LAFS.6.RL.3.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
LAFS.7.RL.3.9
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
LAFS.8.RL.3.9
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
Rang
e of
Re
adin
g &
Le
vel o
f Tex
t
LAFS.6.RL.4.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
LAFS.7.RL.4.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
LAFS.8.RL.4.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
5
LANGUAGE ARTS FLORIDA STANDARDS GRADES 6 - 8
SPEA
KIN
G /
LIST
ENIN
G
Com
preh
ensi
on &
Col
labo
ratio
n
LAFS.6.SL.1.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
LAFS.7.SL.1.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
LAFS.8.SL.1.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
d. Acknowledge new information expressed by others and, when warranted, modify their own views.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
LAFS.6.SL.1.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
LAFS.7.SL.1.2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
LAFS.8.SL.1.2
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
LAFS.6.SL.1.3
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
LAFS.7.SL.1.3
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
LAFS.8.SL.1.3
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Pres
enta
tion
of K
now
ledg
e &
Idea
s
LAFS.6.SL.2.4
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
LAFS.7.SL.2.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
LAFS.8.SL.2.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
LAFS.6.SL.2.5
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
LAFS.7.SL.2.5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
LAFS.8.SL.2.5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
LAFS.6.SL.2.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
LAFS.7.SL.2.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
LAFS.8.SL.2.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
6
LANGUAGE ARTS FLORIDA STANDARDS GRADES 6 - 8
WRI
TIN
G
Key
Idea
s & D
etai
ls
LAFS.6.W.1.1
Write arguments to support claims with clear reasons and relevant evidence.
LAFS.7.W.1.1
Write arguments to support claims with clear reasons and relevant evidence.
LAFS.8.W.1.1
Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style. d. Establish and maintain a formal style. d. Establish and maintain a formal style.
e. Provide a concluding statement or
section that follows from the argument presented.
e. Provide a concluding statement or section that follows from and supports the argument presented.
e. Provide a concluding statement or section that follows from and supports the argument presented.
LAFS.6.W.1.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
LAFS.7.W.1.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
LAFS.8.W.1.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to clarify the
relationships among ideas and concepts.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-
specific vocabulary to inform about or explain the topic.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style. e. Establish and maintain a formal style. e. Establish and maintain a formal style.
f. Provide a concluding statement or
section that follows from the information or explanation presented.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
7
LANGUAGE ARTS FLORIDA STANDARDS GRADES 6 - 8
LAFS.6.W.1.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
LAFS.7.W.1.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
LAFS.8.W.1.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from
the narrated experiences or events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
Craf
t & S
truc
ture
LAFS.6.W.2.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
LAFS.7.W.2.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
LAFS.8.W.2.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
LAFS.6.W.2.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
LAFS.7.W.2.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
LAFS.8.W.2.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
LAFS.6.W.2.6
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
LAFS.7.W.2.6
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
LAFS.8.W.2.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
8
LANGUAGE ARTS FLORIDA STANDARDS GRADES 6 - 8
WRI
TIN
G
Inte
grat
ion
of K
now
ledg
e &
Idea
s
LAFS.6.W.3.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
LAFS.7.W.3.7
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
LAFS.8.W.3.7
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
LAFS.6.W.3.8
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
LAFS.7.W.3.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
LAFS.8.W.3.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
LAFS.6.W.3.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.7.W.3.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.8.W.3.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
Rang
e of
Rea
ding
&
Lev
el o
f Tex
t Co
mpl
exity
LAFS.6.W.4.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.7.W.4.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.8.W.4.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
10Session1:TheFoundationGrades6-12
Let’sTakePoe….
And,%here%and%there,%in%groves%about%this%grass,%like%wildernesses%of%dreams,%sprang%up%fantas8c%trees,%whose%tall%slender%stems%stood%not%upright,%but%slanted%gracefully%towards%the%light%that%peered%at%noon;day%into%the%centre%of%the%valley.%Their%bark%was%speckled%with%the%vivid%alternate%splendor%of%ebony%and%silver,%and%was%smoother%than%all%save%the%cheeks%of%Eleonora;%so,%that%but%for%the%brilliant%green%of%the%huge%leaves%that%spread%from%their%summits%in%long,%tremulous%lines,%dallying%with%the%Zephyrs,%one%might%have%fancied%them%giant%serpents%of%Syria%doing%homage%to%their%Sovereign%the%Sun.%%
! ! !from%Eleonora%by%Edgar%Allen%Poe!%
Let’s%take%Poe,%for%example…%
!
!
!
Updated'Text'Complexity'Grade'Bands'and'Associated'Ranges'from'Multiple'Measures1'!
!
Find!links!and!instructions!for!using!these!quantitative!analysis!tools!at!achievethecore.org/text9complexity.!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!
!
!
!
!
!1!The!band!levels!themselves!have!been!expanded!slightly!over!the!original!CCSS!scale!that!appears!in!Appendix!A!at!both!the!top!and!bottom!of!each!band!to!provide!for!a!more!modulated!climb!toward!college!and!career!
readiness!and!offer!slightly!more!overlap!between!bands.!The!wider!band!width!allows!more!flexibility!in!the!younger!grades!where!students!enter!school!with!widely!varied!preparation!levels.!This!change!was!provided!in!
response!to!feedback!received!since!publication!of!the!original!scale!(published!in!terms!of!the!Lexile®!metric)!in!Appendix!A.!!2!Since!Flesch9Kincaid!has!no!‘caretaker’!that!oversees!or!maintains!the!formula,!the!research!leads!worked!to!bring!the!measure!in!line!with!college!and!career!readiness!levels!of!text!complexity!based!on!the!version!of!
the!formula!used!by!Coh9Metrix.!
!
COMMON'CORE'BAND'
ATOS'DEGREES'OF'READING'POWER®'
FLESCHIKINCAID2'THE'LEXILE'FRAMEWORK®'
READING'MATURITY'
SOURCERATER'
2nd!–!3
rd! 2.75!–!5.14! 42!–!54! 1.98!–!5.34! 420!–!820! 3.53!–!6.13! 0.05!–!2.48!
4th!–!5
th! 4.97!–!7.03! 52!–!60! 4.51!–!7.73! 740!–!1010! 5.42!–!7.92! 0.84!–!5.75!
6th!–!8
th! 7.00!–!9.98! 57!–!67! 6.51!–!10.34! 925!–!1185! 7.04!–!9.57! 4.11!–!10.66!
9th!–!10
th! 9.67!–!12.01! 62!–!72! 8.32!–!12.12! 1050!–!1335! 8.41!–!10.81! 9.02!–!13.93!
11th!–!CCR! 11.20!–!14.10! 67!–!74! 10.34!–!14.2! 1185!–!1385! 9.57!–!12.00! 12.30!–!14.50!
12Session1:TheFoundationGrades6-12
QualitativeMeasures:Informational
CCSS
Gra
de B
ands
Stim
ulus
Titl
eSt
imul
us A
utho
rLe
xile
SRRM
M
2-3
420-
820
0.36
-5.6
23.
53-6
.13
Lexi
le4-
574
0-10
103.
97-8
.40
5.42
-7.9
2So
urce
Rat
er6-
892
5-11
855.
85-1
0.87
7.04
-9.5
7
Rea
ding
Mat
urity
Met
ric9-
1010
50-1
335
8.41
-12.
268.
41-1
0.81
11-C
CR11
85-1
385
9.62
-13.
479.
57-1
2.00
Crit
eria
Very
Com
plex
Mar
k ( if
pre
sent
)M
oder
atel
y C
ompl
exM
ark
( if p
rese
nt)
Rea
dily
Acc
essi
ble
Mar
k ( if
pre
sent
)
MEA
NIN
G
Mul
tiple
leve
ls o
f mea
ning
that
may
be
diffi
cult
to id
entif
y, s
epar
ate,
and
inte
rpre
t; th
eme
is
impl
icit,
sub
tle, o
r am
bigu
ous
and
may
be
reve
aled
ove
r the
ent
irety
of t
he te
xt
Mul
tiple
leve
ls o
f mea
ning
that
are
rela
tivel
y ea
sy
to id
entif
y; th
eme
is c
lear
but
may
be
conv
eyed
w
ith s
ome
subt
lety
One
leve
l of m
eani
ng; t
hem
e is
obv
ious
and
re
veal
ed e
arly
in th
e te
xt
TEXT
STR
UC
TUR
E
Pro
se o
r poe
try in
clud
es m
ore
intri
cate
el
emen
ts s
uch
as s
ubpl
ots,
shi
fts in
poi
nt-o
f-vi
ew, s
hifts
in ti
me,
or n
on-s
tand
ard
text
st
ruct
ures
Pro
se in
clud
es tw
o or
mor
e st
oryl
ines
or h
as a
plo
t th
at is
som
ewha
t diff
icul
t to
pred
ict (
e.g.
; in
the
case
of a
non
-line
ar p
lot);
poe
try h
as s
ome
impl
icit
or u
npre
dict
able
stru
ctur
al e
lem
ents
Pro
se o
r poe
try is
org
aniz
ed c
lear
ly a
nd/o
r ch
rono
logi
cally
; the
eve
nts
in a
pro
se w
ork
are
easy
to p
redi
ct b
ecau
se th
e pl
ot is
line
ar; p
oetry
ha
s ex
plic
it an
d pr
edic
tabl
e st
ruct
ural
ele
men
ts
LAN
GU
AGE
FEAT
UR
ES
Lang
uage
is g
ener
ally
com
plex
, with
abs
tract
, iro
nic,
and
/or f
igur
ativ
e la
ngua
ge, a
nd re
gula
rly
incl
udes
arc
haic
, unf
amili
ar, a
nd a
cade
mic
w
ords
; tex
t use
s a
varie
ty o
f sen
tenc
e st
ruct
ures
, inc
ludi
ng c
ompl
ex s
ente
nces
with
su
bord
inat
e ph
rase
s an
d cl
ause
s
Lang
uage
is o
ften
expl
icit
and
liter
al b
ut in
clud
es
acad
emic
, arc
haic
, or o
ther
wor
ds w
ith c
ompl
ex
mea
ning
(e.g
; fig
urat
ive
lang
uage
); te
xt u
ses
a va
riety
of s
ente
nce
stru
ctur
es
Lang
uage
is e
xplic
it an
d lit
eral
, with
mos
tly
cont
empo
rary
and
fam
iliar
voc
abul
ary;
text
use
s m
ostly
sim
ple
sent
ence
s
KN
OW
LED
GE
DEM
AND
S
The
text
exp
lore
s co
mpl
ex, s
ophi
stic
ated
, or
abst
ract
them
es; t
ext i
s de
pend
ent o
n al
lusi
ons
to o
ther
text
s or
cul
tura
l ele
men
ts; a
llusi
ons
or
refe
renc
es h
ave
no c
onte
xt a
nd re
quire
in
fere
nce
and
eval
uatio
n
The
text
exp
lore
s se
vera
l the
mes
; tex
t mak
es fe
w
refe
renc
es o
r allu
sion
s to
oth
er te
xts
or c
ultu
ral
elem
ents
; the
mea
ning
of r
efer
ence
s or
allu
sion
s m
ay b
e pa
rtial
ly e
xpla
ined
in c
onte
xt
The
text
exp
lore
s a
sing
le th
eme;
if th
ere
are
any
refe
renc
es o
r allu
sion
s, th
ey a
re fu
lly
expl
aine
d in
the
text
USE
OF
GR
APH
ICS
(Opt
iona
l)
Whe
n gr
aphi
cs a
re p
rese
nt, t
he c
onne
ctio
n be
twee
n th
e te
xt a
nd g
raph
ics
is s
ubtle
and
re
quire
s in
terp
reta
tion
Gra
phic
s su
ppor
t int
erpr
etat
ion
of s
elec
ted
parts
of
the
corr
espo
ndin
g w
ritte
n te
xt; t
hey
may
intro
duce
so
me
new
and
rele
vant
info
rmat
ion
Gra
phic
s su
ppor
t and
ass
ist i
n in
terp
retin
g te
xt
by d
irect
ly re
pres
entin
g im
porta
nt c
once
pts
from
th
e co
rres
pond
ing
writ
ten
text
AUD
IO S
TIM
ULU
S(O
ptio
nal)
Spo
ken
lang
uage
is a
cade
mic
, abs
tract
, and
/ or
arc
haic
, and
the
dial
ogue
est
ablis
hes
mea
ning
that
is o
ften
impl
icit;
the
cont
ent
seld
om o
verla
ps w
ith th
e co
nten
t in
the
text
w
ith w
hich
it is
pai
red,
and
the
rela
tions
hip
betw
een
the
two
text
s is
sub
tle a
nd in
trica
te
Spo
ken
lang
uage
incl
udes
som
e ar
chai
c an
d ac
adem
ic v
ocab
ular
y, a
nd th
e di
alog
ue
esta
blis
hes
mea
ning
that
is s
omet
imes
impl
icit;
the
cont
ent i
ntro
duce
s so
me
idea
s no
t pre
sent
in th
e te
xt w
ith w
hich
it is
pai
red
Spo
ken
lang
uage
is s
impl
e, c
onve
rsat
iona
l, an
d/or
fam
iliar
, and
the
dial
ogue
est
ablis
hes
mea
ning
that
is h
ighl
y ex
plic
it, s
traig
htfo
rwar
d,
and
easy
to u
nder
stan
d; th
e co
nten
t bea
rs a
cl
ear r
elat
ions
hip
to c
onte
nt in
the
text
with
w
hich
it is
pai
red
and
may
eve
n re
peat
the
sam
e la
ngua
ge
VISU
AL/V
IDEO
STI
MU
LUS
(Opt
iona
l)
The
visu
al p
rese
ntat
ion
is e
ssen
tial f
or g
aini
ng
a de
eper
und
erst
andi
ng o
f the
text
with
whi
ch it
is
pai
red;
it m
ay p
rovi
de a
dditi
onal
info
rmat
ion
not o
ther
wis
e co
nvey
ed in
the
text
The
visu
al p
rese
ntat
ion
is m
ainl
y su
pple
men
tal t
o un
ders
tand
ing
the
text
with
whi
ch it
is p
aire
d; it
is
fairl
y ea
sy to
und
erst
and
but n
ot e
ntire
ly p
redi
ctab
le
The
visu
al p
rese
ntat
ion
is e
asy
to u
nder
stan
d; it
en
gage
s th
e re
ader
mor
e th
an it
enh
ance
s un
ders
tand
ing
of th
e te
xt w
ith w
hich
it is
pai
red
Gra
de L
evel
Com
plex
ity L
evel
Not
es
Lite
rary
Com
plex
ity A
naly
sis
Wor
kshe
et
Qua
litat
ive
Anal
ysis
: rub
ric to
ana
lyze
text
com
plex
ity a
nd p
lace
a te
xt w
ithin
a s
peci
fic g
rade
Qua
ntita
tive
Anal
ysis
: Com
pute
r-ba
sed
quan
titat
ive
tool
s us
ed to
ana
lyze
text
com
plex
ity a
nd re
com
men
d pl
acem
ent o
f a te
xt w
ithin
a g
rade
ban
d.
Text
-Ana
lysi
s Too
ls
*Tex
ts su
ch a
s poe
try,
dra
ma,
tran
scrip
ts, a
nd th
ose
depi
ctin
g st
ep-
by-s
tep
proc
esse
s will
be
assig
ned
a gr
ade
leve
l bas
ed o
n a
qual
itativ
e ev
alua
tion
NO
TES
Brie
fly e
xpla
in re
com
men
ded
plac
emen
t bas
ed o
n yo
ur c
onsi
dera
tion
of th
e Q
uant
itativ
e an
d Q
ualit
ativ
e re
sults
reco
rded
abo
ve.
Fina
l Pla
cem
ent R
ecom
men
datio
n
13Session1:TheFoundationGrades6-12
FromAChristmasCarolCharlesDickens
Marleywasdead:tobeginwith.Thereisnodoubtwhateveraboutthat.Theregisterofhis
burialwassignedbytheclergyman,theclerk,theundertaker,andthechiefmourner.Scrooge
signedit.AndScrooge'snamewasgoodupon'Change,foranythinghechosetoputhishand
to.
OldMarleywasasdeadasadoor-nail.
Mind!Idon'tmeantosaythatIknow,ofmyownknowledge,whatthereisparticularlydead
aboutadoor-nail.Imighthavebeeninclined,myself,toregardacoffin-nailasthedeadest
pieceofironmongeryinthetrade.Butthewisdomofourancestorsisinthesimile;andmy
unhallowedhandsshallnotdisturbit,ortheCountry'sdonefor.Youwillthereforepermitme
torepeat,emphatically,thatMarleywasasdeadasadoor-nail.
Scroogeknewhewasdead?Ofcoursehedid.Howcoulditbeotherwise?Scroogeandhewere
partnersforIdon'tknowhowmanyyears.Scroogewashissoleexecutor,hissole
administrator,hissoleassign,hissoleresiduarylegatee,hissolefriend,andsolemourner.And
evenScroogewasnotsodreadfullycutupbythesadevent,butthathewasanexcellentman
ofbusinessontheverydayofthefuneral,andsolemnizeditwithanundoubtedbargain.The
mentionofMarley'sfuneralbringsmebacktothepointIstartedfrom.Thereisnodoubtthat
Marleywasdead.Thismustbedistinctlyunderstood,ornothingwonderfulcancomeofthe
storyIamgoingtorelate.IfwewerenotperfectlyconvincedthatHamlet'sFatherdiedbefore
theplaybegan,therewouldbenothingmoreremarkableinhistakingastrollatnight,inan
easterlywind,uponhisownramparts,thantherewouldbeinanyothermiddle-aged
gentlemanrashlyturningoutafterdarkinabreezyspot--saySaintPaul'sChurchyardfor
instance--literallytoastonishhisson'sweakmind.
16
Text
Com
plex
ity: Q
ualit
ativ
e M
easu
res
Rub
ric1
LITE
RA
TUR
E
Text
Titl
e Te
xt A
utho
r
Exce
edin
gly
Com
plex
V
ery
Com
plex
M
oder
atel
y C
ompl
ex
Slig
htly
Com
plex
TEX
T ST
RU
CTU
RE
oO
rgan
izat
ion:
Is in
tric
ate
with
reg
ard
tosu
ch e
lem
ents
as
poin
t of
view
, tim
e sh
ifts,
mul
tiple
cha
ract
ers,
stor
ylin
es a
nd d
etai
l
oU
se o
f G
raph
ics:
If u
sed,
illu
stra
tions
or
grap
hics
are
ess
entia
l for
und
erst
andi
ngth
e m
eani
ng o
f th
e te
xt
oO
rgan
izat
ion:
May
incl
ude
subp
lots
, tim
esh
ifts
and
mor
e co
mpl
ex c
hara
cter
s
oU
se o
f G
raph
ics:
If u
sed,
illu
stra
tions
or
grap
hics
sup
port
or
exte
nd th
e m
eani
ng o
fth
e te
xt
oO
rgan
izat
ion:
May
hav
e tw
o or
mor
est
oryl
ines
and
occ
asio
nally
be
diff
icul
t to
pred
ict
oU
se o
f G
raph
ics:
If u
sed,
a r
ange
of
illus
trat
ions
or
grap
hics
sup
port
sel
ecte
dpa
rts
of th
e te
xt
oO
rgan
izat
ion:
Is c
lear
, chr
onol
ogic
al o
rea
sy to
pre
dict
oU
se o
f G
raph
ics:
If u
sed,
eith
erill
ustr
atio
ns d
irect
ly s
uppo
rt a
nd a
ssist
inin
terp
retin
g th
e te
xt o
r ar
e no
t nec
essa
ryto
und
erst
andi
ng th
e m
eani
ng o
f th
e te
xt
LAN
GU
AG
E FE
ATU
RES
oC
onve
ntio
nalit
y: D
ense
and
com
plex
;o C
onve
ntio
nalit
y: F
airly
com
plex
;co
ntai
ns a
bstr
act,
ironi
c, a
nd/o
rco
ntai
ns s
ome
abst
ract
, iro
nic,
and
/or
figur
ativ
e la
ngua
gefig
urat
ive
lang
uage
oV
ocab
ular
y: C
ompl
ex, g
ener
ally
o V
ocab
ular
y: F
airly
com
plex
lang
uage
unfa
mili
ar, a
rcha
ic, s
ubje
ct-s
peci
fic, o
rth
at is
som
etim
es u
nfam
iliar
, arc
haic
,ov
erly
aca
dem
ic la
ngua
ge; m
ay b
esu
bjec
t-sp
ecifi
c, o
r ove
rly a
cade
mic
ambi
guou
s or
pur
pose
fully
misl
eadi
ng
o
o Se
nten
ce S
truc
ture
: Man
y co
mpl
ex
Sent
ence
Str
uctu
re: M
ainl
y co
mpl
ex
sent
ence
s w
ithse
vera
lsub
ordi
nate
se
nten
ces
with
seve
ral s
ubor
dina
te
phra
ses
or c
laus
es a
nd tr
ansit
ion
wor
ds
clau
ses
or p
hras
es; s
ente
nces
oft
en
cont
ain
mul
tiple
con
cept
s
oC
onve
ntio
nalit
y: L
arge
ly e
xplic
it an
dea
sy to
und
erst
and
with
som
e oc
casio
nsfo
r m
ore
com
plex
mea
ning
oV
ocab
ular
y: M
ostly
con
tem
pora
ry,
fam
iliar
, con
vers
atio
nal;
rare
lyun
fam
iliar
or
over
ly a
cade
mic
oSe
nten
ce S
truc
ture
: Prim
arily
sim
ple
and
com
poun
d se
nten
ces,
with
som
e co
mpl
exco
nstr
uctio
ns
oC
onve
ntio
nalit
y: E
xplic
it, li
tera
l,st
raig
htfo
rwar
d, e
asy
to u
nder
stan
d
oV
ocab
ular
y: C
onte
mpo
rary
, fam
iliar
,co
nver
satio
nal l
angu
age
oSe
nten
ce S
truc
ture
: Mai
nly
simpl
ese
nten
ces
MEA
NIN
G
oM
eani
ng: M
ultip
le c
ompe
ting
leve
ls of
mea
ning
that
are
diff
icul
t to
iden
tify,
sepa
rate
, and
inte
rpre
t; th
eme
is im
plic
itor
sub
tle, o
ften
am
bigu
ous
and
reve
aled
over
the
entir
ety
of th
e te
xt
oM
eani
ng: M
ultip
le le
vels
of m
eani
ngth
at m
ay b
e di
ffic
ult t
o id
entif
y or
sepa
rate
; the
me
is im
plic
it or
sub
tle a
ndm
ay b
e re
veal
ed o
ver
the
entir
ety
ofth
e te
xt
oM
eani
ng: M
ultip
le le
vels
of m
eani
ngcl
early
dist
ingu
ished
fro
m e
ach
othe
r;th
eme
is cl
ear
but m
ay b
e co
nvey
ed w
ithso
me
subt
lety
o M
eani
ng: O
ne le
vel o
f m
eani
ng; t
hem
eis
obvi
ous
and
reve
aled
ear
ly in
the
text
.
KN
OW
LED
GE
DEM
AN
DS
oLi
fe E
xper
ienc
es: E
xplo
res
com
plex
,so
phist
icat
ed o
r ab
stra
ct th
emes
;ex
perie
nces
por
tray
ed a
re d
istin
ctly
diff
eren
t fro
m th
e co
mm
on r
eade
r
oIn
tert
extu
ality
and
Cul
tura
l Kno
wle
dge:
Man
y re
fere
nces
or
allu
sions
to o
ther
text
sor
cul
tura
l ele
men
ts
oLi
fe E
xper
ienc
es: E
xplo
res
them
es o
fva
ryin
g le
vels
of c
ompl
exity
or
abst
ract
ion;
exp
erie
nces
por
tray
ed a
reun
com
mon
to m
ost r
eade
rs
oIn
tert
extu
ality
and
Cul
tura
l Kno
wle
dge:
Som
e re
fere
nces
or
allu
sions
to o
ther
text
sor
cul
tura
l ele
men
ts
oLi
fe E
xper
ienc
es: E
xplo
res
seve
ral
them
es; e
xper
ienc
es p
ortr
ayed
are
com
mon
to m
any
read
ers
oIn
tert
extu
ality
and
Cul
tura
l Kno
wle
dge:
Few
ref
eren
ces
or a
llusio
ns to
oth
er te
xts
ocu
ltura
l ele
men
ts
oLi
fe E
xper
ienc
es: E
xplo
res
a sin
gle
them
e;ex
perie
nces
por
tray
ed a
re e
very
day
and
com
mon
to m
ost r
eade
rs
oIn
tert
extu
ality
and
Cul
tura
l Kno
wle
dge:
No
refe
renc
es o
r al
lusio
ns to
oth
er te
xts
orcu
ltura
l ele
men
ts
1 A
dapt
edfr
omA
ppen
dix
A:R
esea
rch
Supp
ortin
gKe
yEl
emen
tsof
the
Stan
dard
s,C
omm
onC
ore
Stat
eSt
anda
rds
for
Engl
ishLa
ngua
geA
rts
and
Lite
racy
inH
istor
y/So
cial
Stud
ies
and
Scie
nce
and
Tech
nica
lSu
bjec
ts(2
010)
.
17
18
Text
Com
plex
ity: Q
ualit
ativ
e M
easu
res
Rub
ric
INFO
RM
ATI
ON
AL
TEX
TS
Text
Titl
e Te
xt A
utho
r
Exce
edin
gly
Com
plex
V
ery
Com
plex
M
oder
atel
y C
ompl
ex
Slig
htly
Com
plex
TEX
T ST
RU
CTU
RE
oO
rgan
izat
ion:
Con
nect
ions
bet
wee
n an
exte
nsiv
e ra
nge
of id
eas,
proc
esse
s or
even
ts a
re d
eep,
intr
icat
e an
d of
ten
ambi
guou
s; o
rgan
izat
ion
is in
tric
ate
ordi
scip
line-
spec
ific
oTe
xt F
eatu
res:
If u
sed,
are
ess
entia
l in
unde
rsta
ndin
g co
nten
t
oU
se o
f G
raph
ics:
If u
sed,
intr
icat
e,ex
tens
ive
grap
hics
, tab
les,
char
ts, e
tc.,
are
exte
nsiv
e ar
e in
tegr
al to
mak
ing
me a
ning
of
the
text
; may
pro
vide
info
rmat
ion
not o
ther
wise
con
veye
d in
the
text
oO
rgan
izat
ion:
Con
nect
ions
bet
wee
n an
expa
nded
ran
ge id
eas,
proc
esse
s or
even
ts a
re o
ften
impl
icit
or s
ubtle
;or
gani
zatio
n m
ay c
onta
in m
ultip
lepa
t hw
ays
or e
xhib
it so
me
disc
iplin
e-
spec
ific
trai
ts
oTe
xt F
eatu
res:
If u
sed,
dire
ctly
enh
ance
the
read
er’s
unde
rsta
ndin
g of
con
tent
oU
se o
f G
raph
ics:
If u
sed,
gra
phic
s, ta
bles
,ch
arts
, etc
. sup
port
or
are
inte
gral
toun
ders
tand
ing
the
text
oO
rgan
izat
ion:
Con
nect
ions
bet
wee
n so
me
idea
s or
eve
nts
are
impl
icit
or s
ubtle
;or
gani
zatio
n is
evid
ent a
nd g
ener
ally
sequ
entia
l or
chro
nolo
gica
l
oTe
xt F
eatu
res:
If u
sed,
enh
ance
the
read
er’s
unde
rsta
ndin
g of
con
tent
oU
se o
f G
raph
ics:
If u
sed,
gra
phic
,pi
ctur
es, t
able
s, an
d ch
arts
, etc
. are
mos
tly s
uppl
emen
tary
to u
nder
stan
ding
the
text
oO
rgan
izat
ion:
Con
nect
ions
bet
wee
n id
eas,
proc
esse
s or
eve
nts
are
expl
icit
and
clea
r;
orga
niza
tion
of te
xt is
chro
nolo
gica
l, se
quen
tial o
r ea
sy to
pre
dict
oTe
xt F
eatu
res:
If u
sed,
hel
p th
e re
ader
navi
gate
and
und
erst
and
cont
ent b
ut a
reno
t ess
entia
l to
unde
rsta
ndin
g co
nten
t.
oU
se o
f G
raph
ics:
If u
sed,
gra
phic
, pic
ture
s, ta
bles
, and
cha
rts,
etc.
are
sim
ple
and
unne
cess
ary
to u
nder
stan
ding
the
text
but
they
may
sup
port
and
ass
ist r
eade
rs in
unde
rsta
ndin
g th
e w
ritte
n te
xt
LAN
GU
AG
E FE
ATU
RES
oC
onve
ntio
nalit
y: D
ense
and
com
plex
;o C
onve
ntio
nalit
y: F
airly
com
plex
;co
ntai
ns c
onsid
erab
le a
bstr
act,
ironi
c,
cont
ains
som
e ab
stra
ct, i
roni
c, a
nd/o
ran
d/or
figu
rativ
e la
ngua
gefig
urat
ive
lang
uage
oV
ocab
ular
y: C
ompl
ex, g
ener
ally
o V
ocab
ular
y: F
airly
com
plex
lang
uage
unfa
mili
ar, a
rcha
ic, s
ubje
ct-s
peci
fic, o
rth
at is
som
etim
es u
nfam
iliar
, arc
haic
,ov
erly
aca
dem
ic la
ngua
ge; m
ay b
esu
bjec
t-sp
ecifi
c, o
r ove
rly a
cade
mic
ambi
guou
s or
pur
pose
fully
misl
eadi
ng
o
o Se
nten
ce S
truc
ture
: Man
y co
mpl
ex
Sent
ence
Str
uctu
re: M
ainl
y co
mpl
ex
sent
ence
s w
ith s
ever
al su
bord
inat
e se
nten
ces
with
seve
ral s
ubor
dina
te
phra
ses
or c
laus
es a
nd tr
ansit
ion
wor
ds
clau
ses
or p
hras
es a
nd tr
ansit
ion
wor
ds;
sent
ence
s of
ten
cont
ains
mul
tiple
con
cept
s
oC
onve
ntio
nalit
y: L
arge
ly e
xplic
it an
dea
sy to
und
erst
and
with
som
e oc
casio
nsfo
r m
ore
com
plex
mea
ning
oV
ocab
ular
y: M
ostly
con
tem
pora
ry,
fam
iliar
, con
vers
atio
nal;
rare
ly o
verly
acad
emic
o Se
nten
ce S
truc
ture
: Prim
arily
sim
ple
and
com
poun
d se
nten
ces,
with
som
e co
mpl
exco
nstr
uctio
ns
oC
onve
ntio
nalit
y: E
xplic
it, li
tera
l,st
raig
htfo
rwar
d, e
asy
to u
nder
stan
d
oV
ocab
ular
y: C
onte
mpo
rary
, fam
iliar
,co
nver
satio
nal l
angu
age
oSe
nten
ce S
truc
ture
: Mai
nly
simpl
ese
nten
ces
PUR
POSE
o Pu
rpos
e: S
ubtle
and
intr
icat
e, d
iffic
ult t
ode
t erm
ine;
incl
udes
man
y th
eore
tical
or
abst
ract
ele
men
ts
o Pu
rpos
e: Im
plic
it or
sub
tle b
ut f
airly
easy
to in
fer;
mor
e th
eore
tical
or
abst
ract
than
con
cret
e
o P
urpo
se: I
mpl
ied
but e
asy
to id
entif
yba
sed
upon
con
text
or
sour
ceo Pu
rpos
e: E
xplic
itly
stat
ed, c
lear
, con
cret
e,na
rrow
ly f
ocus
ed
KN
OW
LED
GE
DEM
AN
DS
oSu
bjec
t Mat
ter
Kno
wle
dge:
Rel
ies
onex
tens
ive
leve
ls of
disc
iplin
e-sp
ecifi
c or
theo
retic
al k
now
ledg
e; in
clud
es a
ran
ge o
fch
alle
ngin
g ab
stra
ct c
once
pts
oIn
tert
extu
ality
: Man
y re
fere
nces
or
allu
sions
to o
ther
text
s or
out
side
idea
s,th
eorie
s, et
c.
oSu
bjec
t Mat
ter
Kno
wle
dge:
Rel
ies
onm
oder
ate
leve
ls of
disc
iplin
e-sp
ecifi
c or
theo
retic
al k
now
ledg
e; in
clud
es a
mix
of
reco
gniz
able
idea
s an
d ch
alle
ngin
gab
stra
ct c
once
pts
oIn
tert
extu
ality
: Som
e re
fere
nces
or
allu
sions
to o
ther
text
s or
out
side
idea
s,th
eorie
s, et
c.
oSu
bjec
t Mat
ter
Kno
wle
dge:
Rel
ies
onco
mm
on p
ract
ical
kno
wle
dge
and
som
edi
scip
line-
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15Session1:TheFoundationGrades6-12
AdvancingOurStudents’LanguageandLiteracy
AMERICAN EDUCATOR | WINTER 2010–2011 3
Advancing Our Students’ Language and Literacy
The Challenge of Complex Texts
By Marilyn Jager Adams
“Few Changes on SAT Posted by Class of 2010.”1 “Scores on SAT College Entrance Test Hold Steady.”2 “Class of 2008 Matches ’07 on the SAT.”3 Year by year, point by point, it is hard to see the
real news in these headlines. The real news is not that the SAT scores have held steady. The real news is that the SAT scores haven’t increased. The SAT scores of our college-bound students
have been languishing not for one or two years, but for a long time. Several decades ago, scores were much higher.
The SAT score decline began in 1962, nearly 50 years ago. From 1962 to 1980, math scores fell 36 points to 492 while verbal scores fell 54 points to 502. Since 1980, the math scores have been gradu-ally climbing back and are now at 516. Fluctuations aside, the verbal scores remain unchanged, even today stuck at 502.
If I were writing the headline for the next newspaper story on the SATs, here’s what you’d see: “Seniors and Their SAT Scores Sabotaged by Low-Level Textbooks.” And if the copyeditor would let me, I’d add an exclamation point! The literacy level of our sec-ondary students is languishing because the kids are not reading what they need to be reading. This is a strong claim. Let me lay out the evidence and argument so you can judge for yourself.
Not Just the SAT ScoresTo be sure, whether scores on the SAT exams truly reflect relevant or important intellectual or academic proficiencies remains a topic of discussion.4 Yet, the SATs are not the only indication that
Marilyn Jager Adams is a research professor in the Cognitive, Linguistic, and Psychological Sciences Department of Brown University and former chief scientist for Soliloquy Learning Inc. She is the author of numerous scholarly papers and several books, including two landmark works: Beginning to Read: Thinking and Learning about Print and Phonemic Awareness in Young Children. This article is adapted with permission of the Guilford Press from “The Challenge of Advanced Texts: The Interde-pendence of Reading and Learning,” which Adams wrote for Reading More, Reading Better, edited by Elfrieda H. Hiebert, copyright 2009 by Guilford Press. IL
LUST
RATI
ON
S BY
NEN
AD
JA
KES
EVIC
4
ACT Reading Text Score
Jumping in: What conclusion can you draw based on the data provided?
• “Performance(on(the(ACT(Reading(Test(by(Degree(of(Text(Complexity”(This(graph(shows(performance(on(quesEons(associated(with(uncomplicated,(more( challenging,(and(complex(texts(in(relaEon(to(the(ACT(Reading(Benchmark((
120
100
80
60
40
20
0 11 15 20 25 30 35
Uncomplicated More Challenging Complex
Conclusions Questions
ACT Reading Benchmark
Ave
rage
Per
cent
age
of Q
uest
ions
Cor
rect
2
18Session1:TheFoundationGrades6-12
KnowingWhatYouAreSeeing:Beowolf
RL.7.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text; provide an objective summary of the text.RL.7.3 Analyze how particular elements of a story or drama interact (e.g. how setting shapes the character or plot).W.7.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Look-fors Notes/Evidence
Students analyze in detail how a theme develops over the course of text
Students analyze how the theme is shaped and refined through the text
Students summarize the text
Students name and analyze interactions of story elements
Teacher expects evidence and precision from students and probes responses accordingly
Questions return students to the text
Students cite specific evidence from text(s) to support analysis, inferences, and claims orally and in writing
Students use evidence to build on each other’s observations or insights during discussion or collaboration
22Session1:TheFoundationGrades6-12
Excerptfrom“EveryLittleHurricane”byShermanAlexie
Althoughitwaswinter,thenearestoceanfourhundredmilesaway,andtheTribal
Weathermanasleepbecauseofboredom,ahurricanedroppedfromtheskyin1976andfellso
hardontheSpokaneIndianReservationthatitknockedVictorfrombedandhislatest
nightmare.
ItwasJanuaryandVictorwasnineyearsold.Hewassleepinginhisbedroominthebasement
oftheHUDhousewhenithappened.Hismotherandfatherwereupstairs,hostingthelargest
NewYear’sEvepartyintribalhistory,whenthewindsincreasedandfirsttreefell.
“Goddamnit,”oneIndianyelledatanotherastheargumentbegan.“Youain’tshit,youdamn
apple!”
ThetwoIndiansragedacrosstheroomateachother.Onewastallandheavy,theotherwas
short,muscular.High-pressureandlow-pressurefronts.
ThemusicwassoloudthatVictorcouldbarelyhearthevoicesasthetwoIndiansescalatedthe
argumentintoafistfight.Soontherewerenovoicestobeheard,onlygutturalnoisesthat
couldhavebeencursesorwoodbreaking.Thenthemusicstoppedsosuddenlythatthesilence
frightenedVictor.
“Whatthefuck’sgoingon?”Victor’sfatheryelled,hisvoicecomingquicklyandwithforce.It
shookthewallsofthehouse.
“AdolphandArnoldarefightingagain,”Victor’smothersaid.AdolphandArnoldwereher
brothers,Victor’suncles.Theyalwaysfought.Hadbeenfightingsincetheverybeginning.
“Well,tellthemtogettheirgoddamnassesoutofmyhouse,”Victor’sfatheryelledagain,his
decibellevelrisingtomeetthetensioninthehouse.
“Theyalreadyleft,”Victor’smothersaid.“They’refightingoutintheyard.”
Victorheardthisandrantohiswindow.Hecouldseehisunclessluggingeachotherwithsuch
forcethattheyhadtobeinlove.Strangerswouldneverwanttohurteachotherthatbadly.
Butitwasstrangelyquiet,likeVictorwaswatchingatelevisionshowwiththevolumeturnedall
thewaydown.Hecouldhearthepartyupstairsmovetothewindows,stepontothefront
porchtowatchthebattle.
23Session1:TheFoundationGrades6-12
Duringotherhurricanesbroadcastonthenews,Victorhadseencrazypeopletiethemselvesto
treesonthebeach.Thosepeoplewantedtofeeltheforceofthehurricanefirsthand,wantedit
tobelikeanamusementride,butthethinropeswerebrokenandthepeoplewerebroken.
Sometimesthetreesthemselveswerepulledfromthegroundandboththetreesandthe
peopletiedtothetreeswerecarriedaway.
FromLoneRangerandTontoFistfightinHeaven,byShermanAlexiePublishedbyPerennial/AtlanticMonthlyPress,1993Thisexcerptisusedforprofessionaldevelopmentpurposesonly.ISBN978-0-06-097624-8
24Session1:TheFoundationGrades6-12
From“EveryLittleHurricane”PART1
Noteanddiscusswithtablepartners:1. Whatweatherwordsandphrasesdoestheauthoruse?
2. Alexieusestheparadoxoffightingataparty,twoseeminglyincompatibleeventsthat
nonethelessoccur.Whatotherexamplesofparadoxappearintheexcerpt,andwhy
mightthatbe?
3. Whichcharacterdoyoumostresemble?Why?
4. Howdoestheauthorusethestormmetaphor?
5. WhataboutthesilencefrightensVictor?
6. Summarizetheexcerptanditsuseofsymbolismandparadoxtoillustrateatheme.
25Session1:TheFoundationGrades6-12
From“EveryLittleHurricane”PART2
Noteanddiscusswithtablepartners:1. Whereandwhendoesthestorytakeplace?
2. Whathappensinthefirstsentence?Whatdowelearninthefirstsentence?Whatcan
weinferinthefirstsentence?
3. Whatdoweknowaboutthestorm?
4. Whatdoweknowwithcertaintyabouttheargument?Whatcanweinferaboutthe
argument?
5. Whatistheeffectoflines22-23?("Hecould…hurteachotherthatbadly.")
6. Whywouldtheauthorincludetheinformationabouthowpeoplebehaveinhurricanes?
26Session1:TheFoundationGrades6-12
KnowingWhatYouAreSeeing:TheLottery
CCSS.ELA-LIT.RL.9-10.1Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellas
inferencesdrawnfromthetext.
CCSS.ELA-LIT.RL.9-10.2Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopmentoverthecourseofthe
text,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext.
LookFors Notes/Evidence
Studentscitestrongandthorough
evidencetosupporttheirassertions
Studentsanalyzeindetailhowatheme
developsoverthecourseoftext
Studentsanalyzehowthethemeis
shapedandrefinedthroughthetext
Teacherexpectsevidenceandprecision
fromstudentsandprobesresponses
accordingly
Questionsreturnstudentstothetext
Studentscitespecificevidencefrom
text(s)tosupportanalysis,inferences,
andclaimsorallyandinwriting
Studentsuseevidencetobuildoneach
other’sobservationsorinsightsduring
discussionorcollaboration
27Session1:TheFoundationGrades6-12
PullingitAllTogether
Note/Identifythefollowingasyouviewthevideo:
Comparethecomplexityofthetextsanddiscoursewithfocuson:
Evidenceofthe
Shiftsandthe
Standards
Student
engagement
Questions
attendingto
specificwordsand
sentenceswithin
thetext
Questions
returningstudent
tothetextto
build
understanding
Studentcitation
ofspecific
evidencefrom
texttosupport
theirpositions
Whataresome
opportunitiesfor
improvement?
26
Write First Compare the complex ity o f the texts and d iscourse w ith a focus on:
ï Expectations for student performance
ï Evidence of strong belief in students’ intellectual capacity
ï Questions that attend to specific words, phrases and sentences within the text
ï Questions that return students to the text to build understanding
ï How students identify key ideas and details from the text to support their answers