Articles of the Week

The Articles of the Week, were developed from the work of Kelly Gallagher, author of Readicide: How Schools Are Killing Reading and What You Can Do About It, and include texts about real-world topics of current interest across political, social, and culturally relevant topics for students living in a global society.

Each article has at least 5 questions aligned with the high school FCAT 2.0 item specifications that reflect different benchmarks across 3 or 4 reporting categories. Additional articles for each grade level band include FCAT 2.0 questions as well as instructions and resources for using the passages for instruction using the Comprehension Instructional Sequence protocol.

The articles do not replace the benchmark mini assessments or any official state or district resource. They have been developed by Broward County Public School teachers, not professional test writers, and are to be used for instructional purposes only. Teachers should preview every article before using in the classroom, and with the reading coach's guidance, use judgment about which articles to use and how they can best support their instructional goals.
  • Articles of the Week Lessons are password accessed through the District's Secondary Reading Conference in CAB only.

Close Reading Instruction

  • Require close reading and re-reading of complex text.
  • Require students to read one book every 10 days of sufficient length and difficulty.
  • Conference with two-three students per day on independent book reading to ensure student comprehension and appropriate selection of texts that are of the right difficulty and appeal to students’ interests to develop both their knowledge and joy in reading.
  • A significant percentage of tasks and questions must be text dependent.
  • Require students to create evidence based written responses to reading, including supporting valid inferences from the text.
  • Look for reading intervention curriculum features including comprehensive vocabulary and comprehension instruction filled with learning opportunities that use text with increasing complexity in language, content knowledge, text structure, and themes.
  • Provide scaffolded support for enhancing language, phrases and sentence structures, text structures and summarization skills.
  • For detailed instructions on facilitating Close Reading with students, click here.

Comprehension Instructional Sequence

The Comprehension Instructional Sequence (CIS) was developed by Just Read, Florida, as a scaffolded instructional process to facilitate comprehension of complex, grade level text and help students think deeply and critically as they read. The protocol three step protocol consists of reading, writing, thinking, listening, and speaking to build deep comprehension, rereading and generating questions to deepen text understanding, and rereading and using text evidence validate responses. Resources to support the Comprehension Instructional Sequence with any content/complex text:

CIS-Brochure.pdf
CIS_ThreeSteps_Overview.pdf
CIS_Template.pdf

Common Core State Standards Appendix B: Text Exemplars

Text exemplars from the Common Core State Standards that are either in the public domain and as such, do not require permissions for use (for example, The Declaration of Independence), or exemplar texts in the school’s textbook anthologies or media collections (for example, Hamlet or The Metamorphosis) may be used as texts for applying the Comprehension Instructional Sequence. Additional texts may be selected and should be selected based upon text complexity, quality, and range of topics, genres, and themes. For additional guidance refer to Appendix B of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects.

http://www.definingthecore.com/


LIT2GO

The University of South Florida's Lit2Go database has many public domain resources on Florida history. Click on the link to Florida. MPG and print versions of the works are available. Note some links have not been updated, but many are active and this resource is worth a search.
http://etc.usf.edu/lit2go/

Project Gutenberg

Project Gutenburg provides access to thousands of public domain works. Access at
http://www.gutenberg.org/wiki/Main_Page

Course Specific Resources


MIDDLE SCHOOLS READING
  • PWImact 6.1, 7.1, 8.1 High Interest Articles, Technical and Vocational Extensions
  • PWImpact Lexiled Level Articles ( 6ii, 6i, 6.2; 7ii, 7i, 7.2; 8ii, 8i, 8.2)
  • PW Impact Teengagement Portal
  • Web-based articles linked to PWImpact HIgh Interest Articles
  • Comprenhension Instructional Sequence (CIS) Articles and Lessons Aligned to PWImpact
  • Achieve 3000

HIGH SCHOOL READING
  • EDGE FCAT 2.0/NGSSS BENCHMARK-ALIGNED ASSESSMENTS
  • Edge FCAT Connections Lessons
  • Edge Online: Re-Teaching Lessons
  • Edge Online: Edge Library Teacher Guides
  • Edge Online: Language And Grammar Lab And Grammar And Writing Practice Book
  • Townsend Press Resources: Townsend Library Guides
  • Townsend Press Resources Florida College Basic Skills Practice Exit Test: Reading
  • PWImpact 3.0, Impact 4.2 And Impact 5.2 High Interest Articles, Technical and Vocational Extensions
  • The Real ACT Prep Guide

Click here for additional textbook and course-specific resources for high school.

Content Area Literacy Instruction

Content Area Literacy Guide

  • Teacher explicitly models new skill/concept/processes and provides frequent student opportunities to interact with complex texts in a broad range of topics for both instruction and independent reading.
  • Teaching from shorter, challenging texts that elicit close reading and re-reading is provided regularly at each grade. Across time, students read, discuss, and write using text that is increasingly more complex and longer.
  • Additional materials markedly increase the opportunity for regular independent reading and rereading of texts that appeal to students’ interests to develop both their knowledge and joy in reading.
  • High-quality sequences of text-dependent questions elicit sustained attention to the specifics of the text and their impact.
  • Questions and tasks require the use of textual evidence, including supporting valid inferences from the text.
  • Teacher provides explicit modeling of new skills, concepts, & processes, small group instruction, strategic pairing of student during collaborative or independent work time and reading of increasingly more complex text across time.
  • Teachers should provide instruction in word analysis using words utilized in their lessons/discipline. Students may work with a partner or in small groups.
  • Teachers should analyze data from students’ written work to ascertain if instruction is being effective. Students may work with a partner or in small groups.


Scaffolded Discussion Templates

Scaffolded discussion templates are included in the FAIR Toolkit to foster student engagement and involvement in interpreting meaning from written text. Students are taught to use evidence from the text to answer questions and draw conclusions /make inferences based on textual information and one’s own knowledge using Question Answer Relationships (QAR). Discussion templates can be used for modeling, instruction, assessment, or individualized support. The passages are Lexiled, provided in Oral Reading Fluency form, and include benchmark based comprehension questions. They can be found in the Reading Resources K-5 Link in the BEEP Learning Village.

http://beep.browardschools.com/ssoPortal/pdf/FAIR/FINAL_TOOLKIT_Lexile_Passages.pdf


Literacy Essentials and Reading Network (LEARN)
The Literacy Essentials and Reading Network (LEaRN) website has video clips and resources for teaching strategies, elements of reading, vocabulary and comprehension activities and more. The activities and lessons would be effective for use in ELOs.

http://learn.nefec.org/resources/content/teacher/elementary/comprehension/strategies/index.htm


Thinkfinity Read Write Think

Lesson Plans and Student/Teacher Resources in Thinkfinity's Read, Write, Think contains thousands of lesson plans, student interactives and teacher resources. All resources and lesson plans have been juried by national experts or their partners for each content area including the National Council of Teachers of English (NCTE) or the International Reading Association (IRA). Using the State Standards Search tool, teachers can browse for lesson plans by the current NG SSS and benchmarks by grade level. For example, the lesson plan, “Choose, Select, Opt, or Settle: Exploring Word Choice in Poetry” is a complete 9-12 lesson plan aligned to NGSSS LA.910.2.1.7. – “The student will analyze, interpret, and evaluate an author's use of descriptive language.”

http://www.readwritethink.org/


BEEP Student Portal: Learning Resources Databases
The BEEP Student Portal databases provide access to engaging real world texts and resources, including many public domain works available through World Book Advanced. Extension activities and resources to support authors and text are in Teaching Books.net. “Opposing Viewpoints” in the Gale Senior High database is useful for accessing current, relevant, quality non-fiction resources for reading and research.

http://beep.browardschools.com/ssoPortal/index.html

2014 Striving Literacy Learners Plan
The Secondary Striving Literacy Learners Plan is a completely revised and updated resource for teachers and schools when students need more strategic or intensive intervention instruction.

The new version of the plan will be posted in late January 2014.


This page undated 1/21/14