Susquehanna Township Middle School
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Susquehanna Township Middle School Academic Literacy Journal English/Language Arts
2014-2015
Name: ______Teacher/Grade: ______/______BOOKS CAN BE DANGEROUS The best ones should be labeled: "This could change your life." Table of Contents
Section # 1
My Reading Life/Goals
Section # 2
Reading Resources
Section # 3
Response to Reading
Section # 4
Writing Resources
Section # 5
Writer’s Workshop Section # 1
My Reading Life
Rationale:
Resumes give people an opportunity to highlight their accomplishments and important experiences that they have had. This Reading Resume will be used to highlight important things that you have accomplished as a reader.
By looking at a resume, you can learn much about an individual. By looking at your reading resume, your teacher, parents, and co-learners will be able to learn much about your academic career.
Research Rationale:
Allington, R (2009). Two hundred hours (800 Steps) of independent reading equals one year of reading growth for on grade level readers.
Krashen, S. (2004). The Power of Reading: Insights from the Research (2nded.). Portsmouth, NH: Heinemann. Krashen reports that in 93% of reading comprehension test comparisons, children who read in class or who read more in class performed as well or better than counterparts who didn’t read or didn’t read as much.
Block, C. & Mangieri, J. (2002). Recreational Reading: Twenty Years Later. The Reading Teacher, Vol. 55, No. 6, pp. 572‐580. Block and Mangieri report that abundant recreational reading (in and out of school) has been linked to higher achievement test scores, vocabulary growth, and more sophisticated writing styles. Reading Resume
*It is an expectation to complete 6 hours of reading between school and home each week.*
Title/Author Level Genre Start End Vocabulary Reading Goals Date Date Hatchet by Gary Paulsen Purple RF Genres
Fiction Code Specific Genre Definition FA Fantasy A story where things could not really happen. It includes things that are impossible in real life such as magic or talking animals. HF Historical Fiction A story with made-up characters that is set in the past. The setting is real and comes from a certain time in history. MY Mystery A suspenseful story that includes a puzzling event such as a crime and the main character goes about solving the puzzle. RF Realistic Fiction A story that could actually happen. The characters, setting, and events seem real. SF Science Fiction A type of fantasy story that is often set in the future. Science and technology are included in the story. TL Traditional Literature These are stories that are classics and passed down from one group to another. This genre includes: fables, fairytales, folktales, legends, myths, and tall tales.
Nonfiction Genre Specific Genre Definition AB Autobiography A factual book about a real person’s life written by that person. BI Biography A factual book about a real person’s life that is written by another person. I Informational A book that teaches the reader about specific facts and often includes photos and diagrams.
Other Genres Genre Specific Genre Definition P Poetry Verse that is written to create a response of thought and feeling from the reader. It often uses rhythm and rhyme to convey meaning. Reading Interest Inventory
1. How much do you enjoy reading on your own?
1 2 3 4 5
not at all a great deal
2. Outside of assigned homework, how much reading have you done in the past?
1 2 3 4 5
(never finished (1 book every (at least 1 book
an entire book) 3-6 months) per week)
3. In the past week, how many days have you read for at least 30 minutes?
1 2 3 4 5
no days 1-2 days 3-4 days 5-6 days every day
4. How many books would you say you own?
1 2 3 4 5
none 15 books 30+ books
5. When you read, which do you prefer?
___ read 1 book at a time ___ have more than 1 going at a time 6. When you read, which do you prefer?
___actual books ___books on CD ___online books
7. Do you like to receive books as presents? ___ no ___ yes
8. Do you have a public library card? ___ no ___ yes
9. What is your favorite genre(s) to read?
___Realistic fiction ___Historical fiction ___Science fiction
___Fantasy ___Traditional literature ___Poetry
___Dramas/plays ___Biographies/autobiographies ___Informational
10. Why do people read?
11. What does someone have to do in order to be a good reader?
12. Do you think reading is easy or hard for you? Circle: Yes No Sometimes
Why?
13. What is the purpose of keeping a Reading Resume? Why is it important? 14. List one area regarding your reading life that you believe is a strength.
15. List one area regarding your reading life that you would like to improve this year.
Reflection: Section # 2
Reading Resources
Class notes on literary elements, vocabulary associated with the various genres, power point presentations Seven comprehension strategies Five Finger Tips for Choosing Books
Section # 3
Response to Reading
Written responses to read aloud or shared reading done by the teacher Written responses to independent reading at home and at school Possible responses include-close reading notes, letter to teacher about your reading, quick writes using reading strategy prompts, summary of reading Section # 4
Writing Resources
Writing Process notes Types (modes of writing) Writing Rubrics Grammar/conventions notes Graphic Organizers Types (modes) of writing
I. Narrative Writing Tells a story Recalls an event or experience Explores emotions or actions Literary elements important to narrative writing include interesting characters, a descriptive setting, a plot that builds to a climax and ends with a resolution, and has dialogue
II. Argumentative or Persuasive Writing Constructs an argument Presents different sides, yet takes a STAND or position! Distinguishes fact from opinion Offers more than one reason, stating the best argument for last Persuasive prompts ask the writer to make a choice and defend it, to convince others to agree with him/her, or to move the reader to action
III. Descriptive Writing Paints a picture with words Includes descriptions of people or places Contains specific, interesting or unusual details Uses figurative language
IV. Expository or Informational Writing Writing to explain or inform Teach the reader something new Research and collect information important to the topic Try to predict the readers’ questions and answer them Give enough detail to inform the reader. Don’t leave them confused! 5 Steps to the Writing Process
Step Description Strategies Prewriting An activity that causes Drawing the writer to think about Talking the subject. The writer Brainstorming organizes his thoughts Graphic Organizers before he begins to write. Research Listing Drafting The process of putting Taking notes, ideas down on paper. The Organizing thoughts focus is on content NOT into paragraphs, mechanics. Writing a first draft Revising The process of refining Peer editing the piece of writing. The Share chair or Author’s writer adds to and chair reorganizes a piece of writing. The writer shares his story and gets input from peers and/or teacher. Editing Mechanical, grammatical, Rubrics and spelling errors are Editing Checklists fixed in the writing piece. Proofreading Publishing The writing piece is Reading Aloud prepared in final form. Reading to a group The writer shares his Displaying in room writing with others. Web publishing PENNSYLVANIA WRITING ASSESSMENT DOMAINS
FOCUS The single controlling point made with an awareness of task (mode) about a specific topic. CONTENT DEVELOPMENT The presence of ideas developed through facts, examples, anecdotes, details, opinions, statistics, reasons and/or explanations. ORGANIZATION The order developed and sustained within and across paragraphs using transitional devices including introduction, body, and conclusion.
STYLE The choice, use and arrangement of words and sentence structures that create tone and voice.
CONVENTIONS The use of grammar, mechanics, spelling, usage and sentence formation.
EACH AREA IS SCORED ON A SCALE OF 1-4. PSSA WRITING DOMAINS – NOTES
FOCUS Meets the task Makes a point (one per paragraph) Stays on topic Clear sense of audience
CONTENT Well-developed ideas with reasons and examples Accurate facts and data Relevant details Gives personal feelings and opinions, if appropriate
ORGANIZATION Logical grouping and sequencing of ideas Effective introduction/lead (HOOK/GRABBER) o Begin with a quote o Begin with a question o Begin with dialogue o Begin with a startling fact o Begin with an anecdote Middle is the content (body) Obvious conclusion or closure Use transition words for flow o Order words o Passage of time words o Compare/contrast words o Order of importance STYLE Varied and effective word choice Precise nouns Muscular or power verbs Vivid adjectives and adverbs Varied sentence types, structures, and length of sentences Voice Mood/tone (is it appropriate?) Use figurative language (simile, metaphors, personification)
CONVENTIONS Grammar Spelling Punctuation/Capitalization Usage WRITING ASSESSMENT DOMAIN SCORING GUIDE NARRATIVE
FOCUS CONTENT ORGANIZATION STYLE CONVENTIONS Clear ideas that Detailed Attention-grabbing Interesting, Correct use of the reader can information and beginning. meaningful, spelling, understand. description about Middle with details in powerful words. punctuation, the topic. logical sequence. grammar, All sentences Clear, satisfying Variety in capitalization, relate to the Complete use of ending. sentence length, indentations. topic. examples, Ideas correctly beginnings and reasons or grouped in type. Complete sentences. opinions. paragraphs.
“Show and Tell”
FOCUS CONTENT ORGANIZATION STYLE CONVENTIONS 4 Sharp, distinct Strong storyline with Attention-grabbing Many interesting, Almost all spelling, controlling point many details that beginning, interesting specific words. punctuation, or theme w/ address a complex middle, and satisfying Many sentences vary capitalization, and obvious idea or experience. ending. in length and type. grammar is correct. awareness of Much elaboration. Writing follows a Sentences begin in a All sentences are task. Many narrative logical order. variety of ways. complete thoughts. All sentences on elements. topic. 3 Clear, controlling Storyline with A lack of one of the Some interesting Most spelling, point or theme details that address three elements listed words. punctuation, with general an idea or above. Some sentences vary capitalization, and awareness of experience. Most ideas are written in length and type. grammar is correct. task. Some elaboration. in sequence. Some sentences Most sentences are Most sentences on Some narrative begin differently. complete thoughts. topic. elements. 2 Vague point or Inconsistent A lack of two of the Few interesting Some difficulty by the theme w/ storyline that three elements listed words. reader in inconsistent inadequately above. Few sentences vary understanding the awareness of addresses an idea or Few ideas are written in length and type. writing because of task. Some experience. in sequence. Few sentences begin incorrect spelling, sentences on Not enough differently. punctuation, topic. elaboration. capitalization or Few narrative grammar. elements. 1 Confusing or no Insufficient storyline Ideas are not grouped Uninteresting words. Much difficulty by the point or theme that barely in paragraphs. No variety of reader in with minimal addresses an idea or Writing lacks all three sentence lengths and understanding the awareness of experience. elements. types. writing due to task. Few No elaboration. A list of ideas. No variety in incorrect spelling, sentences on Narrative elements beginnings of punctuation, topic. missing. sentences. capitalization & grammar. 0 Non-Scorable: Illegible: cannot read paragraphs. Off-Prompt Makes no sense: can read words but they do not make sense. Can be read, but it does Not enough: does not have enough information. not answer the prompt. Blank: nothing on the paper. WRITING ASSESSMENT DOMAIN SCORING GUIDE EXPOSITORY or INFORMATIONAL
FOCUS CONTENT ORGANIZATION STYLE CONVENTIONS Clear ideas that Detailed Effective organization Interesting, Correct use of the reader can information and of information meaningful, spelling, understand. description about presented. powerful words. punctuation, the topic. grammar, All sentences Logical order of ideas Variety in capitalization, relate to the Well-chosen that are well- sentence length, indentations. topic. details that developed with good and type. support the main transitions. Complete sentences. points.
FOCUS CONTENT ORGANIZATION STYLE CONVENTIONS 4 Sharp, distinct Much relevant & Effective Consistent, effective Almost all spelling, controlling point clear information is organizational tone due to the punctuation, or theme w/ presented. strategies & creative use of words capitalization, and obvious Clear understanding structures, such as and sentences. grammar is correct. awareness of task of purpose. logical order and Many interesting, All sentences are & audience. Well-chosen details transitions, which specific words. complete thoughts. All sentences on that clearly support develop a clear idea. Many sentences vary topic. information. in length and type. 3 Clear, controlling Adequate relevant & Some organizational Consistent tone due Most spelling, point or theme clear information is strategies & to an appropriate use punctuation, with general presented. structures, such as of words & capitalization, and awareness of Some understanding logical order and sentences. Some grammar is correct. task. of purpose. transitions, which interesting words. Most sentences are Most sentences Some details support develop an clear idea. Some sentences vary complete thoughts. on topic. information. in length and type. 2 Vague point or Vague information Inconsistent Inconsistent tone due Some difficulty by the theme w/ presented. Weak organizational to a limited use of reader in inconsistent understanding of strategies & structures words & sentences. understanding the awareness of task purpose. Few details which ineffectively Few interesting writing because of & audience. support information. develop an idea. words. Few incorrect spelling, Some sentences sentences vary in punctuation, on topic. length and type. capitalization or grammar. 1 Confusing or no Inadequate Few or no Unclear tone due to Much difficulty by the point or theme information organizational a lack of control of reader in with minimal presented. Weak or strategies & structures words & sentences. understanding the awareness of task no understanding of which inadequately Uninteresting words. writing due to & audience. Few purpose. Few details develop an idea. No variety of incorrect spelling, sentences on that may not support sentence lengths and punctuation, topic. information. types. capitalization & grammar. 0 Non-Scorable: Illegible: cannot read paragraphs Off-Prompt Makes no sense: can read words by they do not make sense. Can be read, but it does Not enough: does not have enough information not answer the prompt. Blank: nothing on the paper. WRITING ASSESSMENT DOMAIN SCORING GUIDE ARGUMENTATIVE or PERSUASIVE
FOCUS CONTENT ORGANIZATION STYLE CONVENTIONS Clear ideas Detailed Effective organization of Interesting, Correct use of spelling, presented as a information about information presented. meaningful, punctuation, grammar, convincing the position is Logical order and powerful words. capitalization, position. presented. transitions apparent. indentations. Clear, thoughtful Purpose for writing Unique tone/voice argument is clear. A clear idea is well created. Complete sentences. presented as Elaborated developed. support. argument that Variety in sentence Clear awareness supports a clear length, and type. of task and position. audience. Precise and relevant evidence provided.
FOCUS CONTENT ORGANIZATION STYLE CONVENTIONS 4 Sharp, distinct Substantial, relevant, Effective Consistent & Almost all spelling, point presented clear information organizational effective tone punctuation, as a very presented as a strategies & created through capitalization, and convincing position showing structures, such as advanced use of grammar is correct. position with clear understanding logical order and words & sentences. All sentences are a strong of purpose. transitions, which Many interesting, complete thoughts. argument. Elaborated argument develop a clear idea. specific words. Obvious with clear support. Many sentences vary awareness of task in length & type. & audience. 3 Clear point Adequate Some organizational Consistent tone due Most spelling, presented as a information strategies & to an appropriate use punctuation, convincing presented as a structures, such as of words & capitalization, and position with a position showing an logical order and sentences. grammar is correct. credible understanding of transitions, which Some interesting Most sentences are argument. purpose. somewhat develop an words. Some complete thoughts. General Adequate argument idea. sentences vary in awareness of task with some support. length & type. & audience. 2 Vague point Inadequate, vague Inconsistent Inconsistent tone Some difficulty by the presented as a information organizational due to a limited use reader in position that may presented as a strategies & structures of words & understanding the lack a credible position showing a which ineffectively sentences. writing because of argument. weak understanding develop an idea. Few interesting incorrect spelling, Inconsistent of purpose. words. punctuation, awareness of task Insufficient Few sentences vary capitalization or & audience. argument with little in length and type. grammar. support. 1 Unclear or no Minimal information Few or no Unclear tone due to Much difficulty by the point presented presented showing a organizational a lack of control of reader in as a position that lack of strategies & structures words & sentences. understanding the lacks an understanding of which inadequately Uninteresting words. writing due to argument. purpose. Very weak develop an idea. No variety of incorrect spelling, Vague or no argument with sentence types or punctuation, awareness of task minimal or no lengths. capitalization & & audience. support. grammar. 0 Non-Scorable: Illegible: cannot read paragraphs Off-Prompt Makes no sense: can read words by they do not make sense. Can be read, but it does Not enough: does not have enough information not answer the prompt. Blank: nothing on the paper.
Section # 5
Writer’s Workshop
Process writing pieces