AAppendix THE SCHOOL DISTRICT OF PHILADELPHIA APPENDIX 9 Table of Contents Ninth Grade Readings A3 Explanation of Strategies A4 Blank Graphic Organizers A20 PA Modes of Writing/Sample Prompts A27 PA Released Reading Passages A33 Terra Nova Released Passages A50 Rubrics A57 Research Formats A60 ELL Information A67 Multicultural Resources A71 Student Surveys A87 Internet Resources A91 A1 THE SCHOOL DISTRICT OF PHILADELPHIA Ninth Grade Readings APPENDIX 9 Ninth Grade Whole Class Instructional Titles NINTH GRADE THEME: SEARCH FOR SELF Am I Blue edited by Marion Dan Bauer – Required Reading Anne Frank, Remembered by Miep Gies with Allison Gold Bless Me, Ultima by Rudolfo Anaya Chocolate War by Robert Cormier The Chosen by Chaim Potok The Contender by Robert Lipsyte Dragonwings by Laurence Yep Fallen Angels by Walter Dean Myers Farewell to Manzanar by Jeanne Walatsuki Gifted Hands by Ben Carson with Cecil Murphey Go Ask Alice by Anonymous Author House on Mango Street by Sandra Cisneros – Required Reading I Never Promised You a Rose Garden by Joanne Greenberg The Iliad by Homer A Midsummer Night’s Dream by William Shakespeare The Miracle Worker by William Gibson The Odyssey by Homer The Outsiders by S. E. Hinton The Pearl by John Steinbeck Romeo and Juliet by William Shakespeare – Required Reading The Summer of My German Soldier by Bette Greene The Time Machine by H. G. Wells A3 THE SCHOOL DISTRICT OF PHILADELPHIA A 9 APPENDIX Explanation of Strategies BDA Reading Strategies Before Reading During Reading After Reading Questioning (teacher and/or stu- Teacher Directed Discussions dents) and discussing prior ■ Questioning/predicting ■ Retellings (from different knowledge, textual clues (title, ■ Role-taking points of view) headings, summary, etc.) predic- ■ Playing doubting/believing ■ Respond to any Before or tions/confirmation ■ Reading aloud During reading activities ■ Reflect Brainstorming Students independently ■ Using textual clues ■ Mark or gloss text Enactments ■ Using topic article ■ Take notes ■ Debate, panel discussion, ■ Using keywords and concepts ■ Write questions dramatization, simulation, role ■ Using an analogy problem ■ Partner read play, etc. ■ Word maps ■ Keep reading journal ■ Predict Oral Presentations Extended Brainstorming + ■ ■ Demonstrations, talks Categorizing + Mapping Read to prove predictions ■ ■ using material from text, topic, Re-read ■ Alter reading rate Writing keywords, etc. ■ ■ Non-stop; focused or ■ Bulletin board Make associations ■ Compare and contrast generalized ■ Connecting to ■ Restate information Note-making ■ ■ Own experiences ■ Monitor comprehension Writing or answering ■ Other texts and authors ■ Ask questions; use fix-up questions ■ ■ Previewing the text strategies Mapping or revising ■ ■ Examining clues to overall ■ Hypothesize Map previously made literary structure/elements of story ■ Ignore small problems and or informational text ■ move on Making up test ■ Setting purposes and general ■ Seek expert source for Story mapping questions clarification ■ Anticipation guide ■ Reciprocal questioning Reading ■ Selecting appropriate reading ■ Related material strategies ■ Rereading text from different perspectives Writing ■ Constructing ■ Non-stop; focused or general- ■ Sketching ized jotting or note-making ■ Drawing questions pretest or questionnaire Questioning ■ Self-questioning Enacting ■ Generating questions from ■ Role-play, improvisation text ■ Dramatization, debate, etc. Viewing Constructing ■ Slides, filmstrip, video, film, ■ Graphic organizers etc. (related to text) ■ Sketching, drawing, building ■ Semantic maps Summarizing Viewing ■ Film, video, on topic of reading Evaluating what was read (while writing) From the Pennsylvania Literacy Framework 2002— Chapter 3 – Reading: Transacting with Text A4 THE SCHOOL DISTRICT OF PHILADELPHIA Explanation of Strategies APPENDIX 9 TEXT FEATURES: ORGANIZATIONAL PATTERNS Informational Text Organizational Patterns ■ Chronological sequence: organizes events in a time sequence. ■ Comparison and contrast: organizes information about two or more topics according to their similarities and differences. ■ Concept pattern: organizes information about a word or phrase that represents a general- ized idea of a class of persons, places, things, and events (e.g., dictatorship, economics, cul- ture, mass production). ■ Description: organizes facts that describe the characteristics of specific persons, places, things, and events. These characteristics do not need to be given in any particular order. ■ Episode: organizes a large body of information about specific events; the time and place, specific people, specific duration, specific sequence of incidents that occur, and the event’s particular cause and effect. ■ Generalization/principle: organizes information into general statements with supporting examples. ■ Process/cause-effect: organizes information into a series of steps leading to a specific product; or organizes information in a casual sequence that leads to a specific outcome. Note: Adapted from Dimensions of Learning, 2nd ed. (pp. 63-65) by R.J. Marzano and D.J. Pickering, (with D.E. Arrendondo, G.J. Blackburn, R.S. Brandt, C.A. Moffett, D.E. Paynter, J.E. Pollack, and J.S. Whisler.) 1997, Aurora, CO: McREL. Copyright © 1997 by McREL. McREL Reprinted with permission of McREL Billmeyer, R., & Barton, M.L. (1998). Teaching reading in the content areas: If not me, then who? Alexandria, VA: Association for Supervision and Curriculum Development Mid-continent Research for Education and Learning A5 THE SCHOOL DISTRICT OF PHILADELPHIA 9 APPENDIX Explanation of Strategies STRATEGIES FOR READING COMPREHENSION Inquiry Chart What is An I-Chart? Inquiry Charts were developed by James V. Hoffman, based on the work of McKenzie, Ogle, and others. I-Charts offer a planned framework for examining critical questions by integrating what is already known or thought about the topic with additional information found in several sources. How Does It Work? On a given topic, you’ll have several questions to explore. These are found in the top of each individual column. The rows are for recording, in summary form, the information you think you already know and the key ideas pulled from several different sources of information. The final row gives you a chance to pull together the ideas into a general summary. It’s at this time you’ll also try to resolve competing ideas found in the separate sources or, even better, devel- op new questions to explore based on any conflicting or incomplete information. How Does It Look, Generally? The I-Chart that appears below is merely a suggestion. You and your students can create for yourselves and I-Chart to help you analyze several sources of information. You should feel free to modify the I-Chart, such as including a bottom row to list new questions. http://curry.edschool.virginia.edu/go/readquest/strat/chart.html Question Area 1 Question Area 2 Question Area 3 Question Area 4 What I Think Source #1 Source #2 Source #3 Summary A6 THE SCHOOL DISTRICT OF PHILADELPHIA Explanation of Strategies APPENDIX 9 INQUIRY CHART Hoffman, 1992 Fact Question Concept Question Skill Question What Questions Topic do I have? What do I (we) already know? Text Source 1 Text Source 2 Primary Sources Other Sources Summary A7 THE SCHOOL DISTRICT OF PHILADELPHIA 9 APPENDIX Explanation of Strategies Learning Logs Reasons for Utilizing Learning Logs http://faculty.westminster.net/boa/learning logs and journals.htm Learning logs are a simple and straightforward way to help students integrate content, process, and personal feelings. Learning logs operate from the stance that students learn from writing rather than writing what they have learned. The common application is to have students make entries in their logs during the last five minutes of class or after each completed week of class. The message here is that short, frequent bursts of writing are more productive over time than are infrequent, longer assignments. Learning Logs http://curriculumfutures.org/assessment/a04-06.html Learning logs and journals are useful methods for assessing student progress. Learning logs are most commonly used in assessing literacy but there are many crossovers into content areas other than those associated with reading and writing. Properly understood and used, learning logs become a vehicle for exchange among parents, teachers, and students. Reasons to Utilize Learning Logs http://facilitatedsystems.com/llogs.html Many people have found reflection to be a helpful part of their self-development. Reflection often works best using a journal, so that patterns in behaviors and reactions become visible. Sample scoring techniques for Learning Logs http://www.curriculumfutures.org/assessment/a04-06b.html Learning Logs and Journals are formative forms of evaluation and assessment. Teachers can assign letter grades or point values on a variety of scales. Logs are not confidential and provide an open record which although subjective is not random. Sample scoring techniques: Great resource for teachers! Learning Logs, What are they? http://www.qub.ac.uk/mgt/itsoc/proj/learnlog.html Project learning logs and reflective reviews. What are they? The learning log is the student’s commentary upon their course of study. It makes explicit to the student (and the tutor) the learning processes supported and instigated by the course of study. Entries are made frequently, and are dated. They result from two processes: Keeping a log of what you do and find during the project. Reflecting on the week’s