ࡱ> \^[y (bjbj 4f{{ ;JJ8TD'(&&&&&&&$)+&MMM&&M&M&:$,@%`S蒠R$ &&0'$RO,-O,@%O,@%HX%9&&'MMMMO,J j: Overview Materials CHART Comprehensive MS HS Literacy Plan MS HS Student Literacy Progress Profile Common Core State Standards Access Common Core State Standards  HYPERLINK "http://www.corestandards.org/the-standards" http://www.corestandards.org/the-standards Common Core State Standards for English Language Arts, History/Social Studies, Science, and Technical Subjects Common Core Appendix A Research Support the Standards Common Core Appendix B Text Exemplars Common Core Appendix C Student Writing Samples CCSS ELA-Literacy Areas of Focus Key Points in ELA CCSS Cognitive Rigor Matrix and Depth of Knowledge Chart Text Complexity Tool Kit Reading/Listening Reading Level Assessments DRP NC Passages Practice ACT Strategies GHR ACT North Carolina Repeated and wide reading at grade level Interventions Read 180 Corrective Reading Academic Literacy course Fluency Assessments NAEP Oral Reading Fluency Scale Multi-Dimensional Fluency Rubric Oral/Silent Reading Fluency CBM Strategies GHR Choral Reading Readers Theater Repeated Readings Rasinski Article Is Fluent, Expressive Reading Important for High School Readers? Interventions Repeated Readings for juncture and phrasing Close and Critical Reading/Listening Comprehension (Question #1: What does the text say?) Assessments Freedom Walkers (7-11 Pre and Post Assessment) We the People (7 11 Pre and Post Assessment) Hurricanes (5 6 Pre and Post Assessment) Horses (5- 6 Pre and Post Assessment) Scoring rubrics for Summary Strategies GHR Reading for Summary GHR Reading for Multiple Choice Questions Graphic Organizers to Aid in Summary Writing Talking to the Text/Annotation/Marginalia Interventions Identify key vocabulary for summary Differentiate using leveled texts Close and Critical Reading/Listening for Question 2 - How does the author say it? Assessments Freedom Walkers (7-11 Pre and Post Assessment) We the People (7 11 Pre and Post Assessment) Hurricanes (5 6 Pre and Post Assessment) Horses (5- 6 Pre and Post Assessment) Scoring rubrics for Craft Strategies GHR for Authors Craft Mining the Text for Authors Craft chart Text Structure Resources Interventions Groups collaborate to generate GHR responses Differentiate using GHR leveled texts Close and Critical Reading/Listening for Question 3 and 4 - What does the text mean? What does the text mean to me? Assessments Freedom Walkers (7-11 Pre and Post Assessment) We the People (7 11 Pre and Post Assessment) Hurricanes (5 6 Pre and Post Assessment) Horses (5- 6 Pre and Post Assessment) Scoring rubrics for Levels of Meaning Strategies Levels of Meaning Chart Students reflect on connections to themselves and their world for Question 4 3. CCR with two texts mini SBAC Performance Task Profundity for Reading Fiction Assessments Profundity Scale Middle School Passage High School Passage Strategies Red Riding Hood Instructional Example Written or oral response to each plane of the profundity scale Interventions Groups collaborate to generate responses to each plane of the profundity scale Read Informational Text for Argument Assessments Blogging is the New Persuasive Essay (Middle School Pre and Post Test) Pale Blue Dot excerpt (High School Pre and Post Test) Strategies Defining Argument Understanding Argument: An Overview Jim Burke, Tools and Texts Argument, Persuasion or Propaganda? Read, Write, Think: NCTE/IRA Argumentative Writing Terminology/Analyzing an Argumentative Text Toulmins Model of Argumentation Persuasion is All Around You Read, Write, Think: NCTE/IRA Argumentative Writing Terminology / Analyzing an Argumentative Text Graphic Organizers Elements of Effective Persuasive Writing Read, Write, Think: NCTE/IRA Rhetorical Notes Jim Burke, Tools and Text Check the Strategies Read, Write, Think: NCTE/IRA Comparing and Contrasting Across Texts Additional Resources Paola Browns English Spot Student Learning Tools Persuasive Essay Sample Paper Time for Kids Could it be that Video Games are Good for Kids? By Steven Johnson Jim Burke, Tools and Texts Interventions Differentiate using leveled argument texts Writing/Speaking Modes of Discourse Assessments Argument Smarter Balanced Argument Rubric (6-12) Argument Prompts Robotic Pets (6-8) Wolves (9-12) Informative/Explanatory Smarter Balanced Informative/Explanatory Rubric (6-12) MEAP Informational Rubric (4 & 7) Informative/Explanatory Prompts (6-12) Social Studies Science Narrative Smarter Balanced Narrative Rubric (6-8) MEAP Narrative Rubric (4 & 7) Narrative prompts (6-8) Role Models Change Strategies Argument Jim Burke Argument Organizer The 7 Cs of Argumentation Comparing and Contrasting Across Texts Additional Resources All 3 Modes of Discourse (Argument, Informative/Explanatory, Narrative) Mini lessons Using SBAC Rubrics and CCSS Appendix C Student Writing Samples Use mentor texts as models for student writing Text Structure Formal Style Resources Text Structure Charts Card Games -- Text Structure, Revision Rummy, and Go Edit Ethos, Pathos and Logos Descriptors Fisher & Frey: Text Dependent Questions Article Interventions They Say I Say Templates Graphic Organizers for Structure (as listed above) Text Structure Cards (as listed above) Writing Fluency Assessments SBAC Brief Writing Rubric Prompts for Pre and Post Tests Reflection on Writing Tracker Progress Strategies Writing Tracker Quick Writes Prompted Writes Turn-and-Talk in Preparation for Writing Text Structure Cards Brainstorm Domain-Specific Words Interventions Brainstorm Verbs and Nouns Mnemonics ACT Persuasive Writing Assessments ACT Prompt (Select from MeL.org Practice ACT Tests) ACT Writing Analytical Rubric ACT College Readiness Standards for Writing Test Strategies and Resources ACT Student Writing Exemplars Student Persuasive Writing Exemplars Grade 11 Pro-Con research, discussion, and debates Analyze and discuss methods used in effective persuasive texts Mini Lessons ACT Rubric Traits Text Structure Formal Style Persuasive Essay Organizer Time for Kids Optional Persuasive Writing Prompts Ethos, Pathos and Logos Descriptors Fisher & Frey: Text Dependent Questions Articles Revision Rummy Go Edit Card Game Interventions Provide students with research on opposing viewpoints Graphic organizers for structure Handwriting Assessments Passage to be Copied Gender Chart and Legibility Rubric Interventions Training on proper holding of pencil Oral Language Assessments Rubric Prompts Pledge of Allegiance (6-8) Gettysburg Address (9-12) Strategies/Interventions Read-Alouds Readers Theater Choral Reading Recitation of Poetry Word Study Vocabulary Assessments Student Self Awareness Chart Jim Burke Vocabulary Squares Vocabulary Data Chart Strategies Resources: Smarter Balanced Tier 2 Word List Jim Burkes Academic Vocabulary List GHR for Vocabulary Marzanos 6 Steps for Vocabulary Acquisition Vocabulary Notebooks Word Study Activities (See missionliteracy.com for more resources)  HYPERLINK "http://missionliteracy.com/page79/page87/page87.html" http://missionliteracy.com/page79/page87/page87.html Words Their Way Word Sorts Vocabulary Trees Vocabulary Squares Frayer Concept Attainment Model Linear Arrays Marzano article A comprehensive Approach to Vocabulary Instruction Interventions More time and practice with strategies listed above Spelling Assessments Words Their Way Upper Level Spelling Inventory Feature Guides Strategies/Interventions Word Study Activities Syllables, affixes and derivational relations Grammar and Word Usage Grammar of the ACT and ELA Common Core Standards Assessments ACT Practice Assessment Link Learning Express ACT English Tests Link Dakota State University Grammar Assessment Grammar Assessments from Macomb Intermediate School District High School Literature Units Strategies GHR for Grammar Errors and Word Usage Mini Lessons Based on Student Need Peer Editing Practice Resources MDE Grammar Module Link Interventions Use Diagnostic Tests for Continued Progress Monitoring Houghton Mifflin Diagnostic Tests and Answer Keys Correction and Explanations of Grammar and Word Usage Limit 2 to 3 daily One-on-One Teacher-Student Conferences Additional Mini Lessons Based on Student Need     Comprehensive Literacy Profile/Plan Outline  4 5 6   5 m n    ( Q _ ξڷڷڷڷڰڷރ{ssh(mhX<6h hq h+hX< hX<5hMLhX<5 h+hhC h+h9" h+hC h+hML h+hhnYh]Xk0J h]Xkh]Xkjh]XkUh]XkhMLh^h^5CJaJ hML5hMLh]Xk5hMLh5,?h6  6 W n & F 8*gdq^gd & F 88^8`gd & F p^gdML & F p^gdv] & F 8`gdML8^8gd^ & F 8*gdML     ( Q _ h u & F `gd^ & F `gd^ & F @ p>^p`>gd^ & F p`gdq & F @ n`ngd^ & F p`gdML & F 8F`gdML8^8gd^ h {   ( 9 K gdfv & F @ ^`gd{K & F @ n`ngd^ & F p`gdML & F 8`gdML ^ gd]U & F @ n`ngd^   / 0 J K 5 6 A B [ <?[߾睶継瑉ׁyqf_ h+h `hhw6%CJaJhw6%CJaJhCJaJh(mh^6huh^6huhE6hu h+hNihfv hfvh]U hfvhEh^hMLh(mhML6h(mh{K6h{K hE6h(mhNi6h(mhE6 h+hE h+h*hh]UCJaJ% 6 B q 1[ @ ^@ gd & F @ n`ngd^ & F @ n`ngdw6% & F p`gd^ & F `gdfvgdfv [g0;R{gd^ & F @ n`ngd^ & F @ ^`gdw6% & F p`gd^ & F `gd^[g0{,25HMmnzOZrs  qr?ƾzvrg``` h+h hh~^LCJaJhw6%hcUh(mh~^L6h(mh 6h(mh 6h~^L h+h ` h+h  h+hNihhw6%CJaJhw6%CJaJh]UCJaJhuh 6huh]U6huh `6 h(mh]Uhuh^6huhSr6hu h+h]U%nz)OZr   @ ^@ gd~^L*^*gdcUgdcU & F @ ^`gd~^L & F p^gd~^L & F @ ^`gdw6% & F p`gd~^L & F ^gd~^L *6H^r}?@eq p^pgd~^L & F p`gd~^L ^ gd  & F @ n`ngd~^L & F p`gd~^L & F `gd~^L?q6=Ltuv4[\pq#23@Almn~º³뜤܍thhhh5CJaJ h 5hBh 5 h+hw6%h(mhG|6h+hC6hh~^Lh5CJaJ h+heXh+h56 h+h5h+hb6h~^Lh~^LCJaJh h~^L h+hb h+hC h(mhC h+h , M1uv4[\q & F $ `gd & F @ n`ngd ^ gd5 & F $ ~ >^~ `>gd & F $ `gd & F @ n`ngd~^L^gd~^L & F $ `gd~^L3Almnyh & F @ n`ngdB & F p`gdB & F ^gdB8^8gdh & F 8*gdB^gd  & F @ n`ngd & F p`gd & F $ $ ^$ gd & F $ `gd TUvw()/0;CD`az{  ).MN}緻 h+heXhd'hd'CJaJ h+hhhh h+hAX h+h&h] h+hw6%hw6%h:AhB h+h:A h+h]h& h+hV h+hG|>Uw & F $ `gdh & F @ n`ngdB & F $ `gdB & F @ ^`gdB ^ gdw6% & F ^ gdB & F $ `gdB)0;Da{ N~ & F @ ^gdh^gdd' & F $ `gdh & F @ n`ngdd' & F p`gdh & Ft`tgdw6% & Ft`tgdh}~+,DEMN\vwx()*PQ[\ƿꬡƝ~sll h+heXhhhG|B*phhhB*phhheXB*phhW1S h+hAhWqhhhhCJaJhw6%hh03B*phh h+h03 h+hG| hGhV hGh:A h+h:AhGhl2h& h+h& h+hVhh*N\x *Q\ly & F p`gdh & F ^gdh@ ^@ gdh & F @ n`ngdw6% & F @ n`ngdh & F p^gdh & F@ ^@ `gdh3?s)S & F p`gdd' & F @ n`ngdd' & F `gdh@ ^@ gdd' & F p`gdh & F @ n`ngdw6% & F @ n`ngdh 23?Irs)R s ![!\!!!!!!ԽԹԭԦԦԹԹy h+hSr huhG| huhAhw6%hw6%6h(mhA6h+h:A6 h+h:Ah+hA6hahd'hAh?:h?:hAB*phh\ h+hAhhhhd'hd'CJaJ h+heX h+hG|hw6%. t ! & F ^gdd'^gdd' & F @ ^gdw6% & F @ ^gdd' & F p`gdd' & F @ ^gdd' & F ~ `gdd' & F @ n`ngdd' !!+!N!\!!!!!!!!!!"{ & F $ ^$ `gdu & F $ `gdu & F @ n`ngdu & F p`gdu & F `gdd'@ ^@ gdd' & F @ n`ngdd' & F p`gdd'!!!!!!!!!:";"<"G"^"""""""""" #K#L#v########$$$-$.$8$9$I$J$\$]$|$}$$$$}hw6%hC 6 h+hD8( hu6h+hC 6hahw6%0J hw6%hw6%jhw6%UhC hw6% h+hC h+hw6%h(# h+h6huhG|5 hu5 h+huh(mhSr6 h+hG| h+hSrhu1""%":";"G"R"^"{""""""" ## & F @ ^gdu & F $ `gdu@ ^@ gd(# & F p`gdu & F `gdu & F 8gdu@ ^@ gdu & F @ n`ngdu#L#a##$.$9$J$]$}$$$$%% & F ^gdu & F @ n`ngdu & F p`gdu & F @ n`ngdw6% & F $ `gdu^gdw6% & F @ ^gdu & F @ ^gdw6%$$$%(%7%f%p%~%%%%%%%%%&0&5&6&^&&&&&M'W'Y'q''''4((((ͺ𚓚xph`jhVUh(mh]U6h(mhq,6h(mh@j6h(mhd96h@j h+hd9 h+hO h+h:huhu5CJaJ hG|5huhG|5huhuCJaJh(mhu6h(mhC 6hu h+hC h+hC 6h(mhD8(6 h+hG|huhw6%6$%(%W%f%%%%%%% &&6&^&&& & F @ ^gd@j & F @ n`ngd@j & F `gdu8^8gdu & F 8gdu@ ^@ gdu & F @ n`ngdu & F p`gdu&&'7'M'q''''4([(((((((((((($a$gdBDRgdBDR ^ gd]U & Ff`fgd@j & F @ n`ngd@j & F p`gd@j((((((((((((((h(mh]U6huhBDRhu5CJ aJ hu5CJ aJ h*hu5CJ aJ jhVUhV ((((( ^ gd]U21h:pw6%/ =!8"#$% b 02 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~PJ_HmH nH sH tH D`D NormalCJ_HaJmH nHsH tHDA D Default Paragraph FontRiR  Table Normal4 l4a (k (No List 4@4 BDR0Header  H$>o> BDR0 Header CharCJaJnHtH4 4 BDRFooter  H$>o!> BDR Footer CharCJaJnHtHH@2H BDR Balloon TextCJOJQJ^JaJVoAV BDRBalloon Text CharCJOJQJ^JaJnHtH6U`Q6 ]Xk Hyperlink >*B*phPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] f :::::= [?}!$(("%(+.1 h    !"#%&(( !#$&')*,-/02 4 XX8@0(  B S  ?"KLMNOPQRSTUVWXYZ[\]^_`abcdefghijklhhot66=Bss  ^^ek       !nsyy<AGG''zz''$$djuu   !8*urn:schemas-microsoft-com:office:smarttagsCity9"$*urn:schemas-microsoft-com:office:smarttagsplace9*urn:schemas-microsoft-com:office:smarttagsState=!#*urn:schemas-microsoft-com:office:smarttags PlaceName=!*urn:schemas-microsoft-com:office:smarttags PlaceType v"!!"!!""""""!"""!"!!KS (]c  3Jlm Ilm Fo4,@xR3h^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hHh ^ `OJQJo(hHh^`OJQJ^Jo(hHoh!^!`OJQJo(hHh$^$`OJQJo(hHh`'^`'`OJQJ^Jo(hHoh0*^0*`OJQJo(hH808^8`0o(.h ^`hH.pLp^p`LB*OJPJQJ^Jph.@ @ ^@ `6B*OJPJQJ^Jph.^`6OJPJQJ^J. L^`LhH.^`OJPJQJ^Jo(- ^`hH. PLP^P`LhH.xR3Fo4,         zJ Nj 禺\Fd& Y  LKcU9"E b:u*d']"1 %w6%D8(q,l203d9?::A_BCG8H~^LBDRW1S]UVeX `,j@j]Xk(mqpSrfvG|j~VC^5AC 6q\,E MLHlWq<O(#uX<v]Ba&V +AXNiho{K @ @UnknownG*Ax Times New Roman5Symbol3. *Cx ArialG=  jMS Mincho-3 fg5. .[`)Tahoma?= *Cx Courier New;WingdingsACambria Math"qh  GA;;!824z z  3QHP ?X<!xx #Comprehensive Literacy Profile/PlanMISD SCodere 611  Oh+'0x  4 @ LX`hp$Comprehensive Literacy Profile/PlanMISDNormal SCodere 61116Microsoft Office Word@,@H"FK@nK˒՜.+,D՜.+,T hp  MISD;z  $Comprehensive Literacy Profile/Plan Titlex 8@ _PID_HLINKSA0  5http://missionliteracy.com/page79/page87/page87.htmll#+http://www.corestandards.org/the-standards  !"#$%&'()*+,-./012356789:;<=>?@ABCDEFGHIJLMNOPQRTUVWXYZ]Root Entry Fpv[蒠_1Table4c,WordDocument4fSummaryInformation(KDocumentSummaryInformation8SCompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q