Edge FCAT Connections Lessons are posted in the BEEP Student Portal and in Secondary Reading Conferences in CAB. To download a print friendly copy of the High School Item Specifications with Question Stems & Strategies, click here. To download a print friendly copy of the Content Area Literacy Guide with instructions for implementing reading strategies referenced on this chart, click here.

2012-13 High School Strategies for Success Framework

Benchmark Focus Strategies

NGSSS Benchmark Focus

Content Focus xxxxxxxxxxxxxxxxxxxxxxxxxxxx



Model Lesson


The student will use context clues to determine
meaning of unfamiliar words.
Context Clues
Context Clues
Signal words
Punctuation Clues
Conception of Definition
Key Word
Vocabulary Improvement
Strategy (VIS)

The student will identify and understand the meaning
of conceptually advanced
prefixes, suffixes and root words.
Analyze word structure
(e.g. affixes, root
Conception of Definition
Frayer Model
Structural Analysis
Semantic Features

The student will identify advanced word/phrase
relationships and their meanings.
Analyze words/phrases
Word relationships

The student will determine the correct meaning
of words with multiple meanings in context.
Multiple meanings
Conception of Definition
Vocabulary Continuum

The student will identify the meaning of
words and phrases from other languages
commonly used by writers of English
(e.g. ad hoc, post facto, RSVP).
Analyze words/phrases
derived from Latin, Greek, or Other Languages

Reading Applications

Analyze author’s purpose (persuade, inform,
entertain, or explain), how perspective affects
meaning in a variety of texts.
Author’s purpose(within/across texts)
Author’s perspective
(within/across texts)
Author’s bias
(within/across texts)
2 Column Notes
Perspective Entries
Margin Notes
Text Coding
Selective Underlining

Determine the main idea, essential message,
through inferring, paraphrasing, summarizing,
and identifying relevant details.
Main idea(stated or implied)
Summary statement
Relevant details
Conclusions/ inferences
One-Sentence Summaries
2 Column Notes
Read and Say Something

Identify cause and effect relationships in text.
Cause and Effect
Cause and Effect
Graphic Organizers

The student will analyze a variety of text structures
(e.g., comparison/ contrast, cause/effect,
chronological order, argument/support, lists)
and text features (main headings with
subheadings) and explain their impact
on meaning in text.
Text Structures/Organizational
Patterns (e.g., comparison/
contrast, cause/effect,
chronological order,
definition/ explanation,
Graphic Organizers

The student will compare and contrast elements
in multiple texts.
Compare (similarities within/across texts)
Contrast (differences within/
across texts)
Graphic Organizers

Literary Analysis (Literary Fiction/Nonfiction)

The student will analyze and develop an
interpretation of a literary work by describing an author’s use
of literary elements (e.g., theme, point of view,
characterization, setting, plot) and explain and analyze
different elements of figurative language (e.g., simile,
metaphor, personification, hyperbole, symbolism, allusion, imagery).
ThemeCharacter Development (e.g.,
protagonist/ antagonist)
Character Point of View
Setting Plot Development
Conflict (e.g., internal or external)
Story Map
Power Thinking
ABC Brainstorming
Gallery Walk
Character Map

The student will analyze, interpret, and evaluate
an author’s use of descriptive language (e.g., tone, irony,
mood, imagery, pun, alliteration, onomatopoeia, allusion),
figurative language (e. g.,symbolism, metaphor,
personification, hyperbole), common idioms, and
mythological and literary allusions,
and explain how they impact meaning in a
variety of texts.
Descriptive Language (e.g., tone,irony, mood,
imagery, alliteration, onomatopoeia, allusion,

Figurative Language (e.g., simile, metaphor,
symbolism, personification, hyperbole, pun)
Picture Notes
One-Sentence Summaries
Power Thinking
ABC Brainstorming
Gallery Walk

Informational Text/Research Process

The student will analyze and evaluate information
from text features (e.g transitional devices,
table of contents, glossary, index, bold or
italicized text, headings, charts and
graphs, illustrations, subheadings).
Text Features (e.g., titles, subtitles, headings,
subheadings, sections, charts, tables, graphs,
illustrations, maps, diagrams, captions,
italicized text, text boxes)
Graphic Organizers
Cornell Notes
Power Notes
Semantic Feature Analysis

Explain how text features aid reader’s
understanding (Charts, graphs, boxes, maps,
diagrams, captions, sub-headings, titles, illustrations,
Text Features (e.g., titles, subtitles, headings,
subheadings, sections, charts, tables, graphs,
illustrations, maps, diagrams, captions,
italicized text, text boxes)
Graphic Organizers
Cornell Notes
Power Notes
Semantic Features Analysis

The student will organize, synthesize, analyze,
and evaluate the validity and reliability of
information from multiple sources
(including primary and secondary sources)
to draw conclusions using a variety of techniques,
and correctly using standardized citations.
Synthesize information (within/across texts)
Analyze and Evaluate Information
(within/across texts)
Determine the Validity and Reliability of
Information (within/across texts)
Quote Finder
Spool Paper
Power Notes
Model Lesson 1

Revisiting Edge: A Resource that Helps Students Meet NGSSS and CCSS
For the full document, click here:

Edge is a resource that was truly ahead of its time. It was ready to address the Common Core State Standards years before they were formally introduced. When all of the Unit tools are utilized with fidelity, EDGE can address the need to instruct our students as emerging readers, writers, listeners, speakers and media consumers. It has an abundance of resources that we should revisit to facilitate our students’ career and college readiness.
The following are the elements of Edge that we need to consider as Literacy teachers with the Common Core State Standards as our focus.

The Essential Question:

Posed at the beginning of each unit with the incorporation of engaging artistic mixed media, these questions are meant to be debated and serve as lively discussion for our students. The Essential Question section is not meant to be a front-loading activity where teachers lecture about their opinions; instead it is a purposeful exploration of a text feature and media link that engenders deep discussion and thought on the part of our students. Students should be placed in pairs or groups to explore the resource. All interpretations are valuable and should not dictated by the teacher. Differences in perspectives can and should be noted and shared with the whole group.
CCSS Bonus:At the end of every unit there is a Unit Wrap Up where the Essential Question is revisited for the students with the following statement:
“Throughout this unit, you have been thinking about (ESSENTIAL QUESTION). Discuss the Essential Question with a group. What have you decided? Support your response with evidence from your reading, discussion, research, and writing. This is a summative assessment written as a CCSS performance task ready and waitingfor your students to answer.

The Unit Launch:

The unit launch presents facts and ideas from different perspectives to help students begin gathering evidence that can support the opinions they have discussed through the exploration of the essential question. In the online edition of the student book (SEE BEEP STUDENT BOOKS FOR EDGE A, B, C), there are links to rich media content including interviews, videos, research, surveys, music, magazine articles, etc. that are engaging for students. They include primary and secondary sources containing the text features, media elements, commentary, facts and opinions that will help our students get ready for the literacy tasks that they will encounter on FCAT 2.0 as well as the PARCC assessments and career, college, and life experiences. The links are found in the section labeled “Choose More To Read”. Explore them during your planning time and see for yourself what you could be doing to engage your students with these links.

The Unit Project:

Each Unit Launch begins by inviting students to plan a project. These projects are aligned directly with the writing and reading objectives of each particular unit. In addition, the readings that are presented in the unit serve as mentor texts for the students to build their knowledge of the craft and structure used by good writers. The projects are as follows:

Edge A
Edge B
Edge C
Children’s Book
TV Talk Show
Video or Sound Recording
A Documentary
Press Conference
A Gallery Walk
Reality TV Show
Multimedia Presentation
Class Newspaper or Magazine
Multimedia Presentation
Comic Book or Graphic Novel
A Radio Drama or Podcast
Ad Campaign
Ad Campaign
Political Campaign
A Skit
Poetry Anthology
Literary Anthology

There are rubrics, planning forms, scheduling tools, outlines and various media examples for each project available for the students to print out and view in the online resource at hbedge.net. Teachers can print the resources before the unit is launched to ensure the students are ready to tackle their projects independently or in groups. If students are given an opportunity to work on the projects daily for 10 minutes at the beginning or end of each class period it will be a valuable experience for the students that builds their independence, literacy and organizational skills.

Novel Study:

Edge provides students with three different choices of novel study in each unit. The novels are interesting and aligned to the essential questions. They have different Lexiles and appeal to the various interest of our readers. There is a novel study guide available in the online resource that helps students deepen their understanding of the literary analysis benchmarks with authentic materials and discussions. If you don’t have all of the novels available, ask your Media Specialist, other language arts and reading teachers. The Media Specialist can request copies of books from other school libraries using Destiny. Remember, we are preparing them for College and Careers. They should learn to visit and utilize their school and public libraries on a consistent basis.


Edge reflects the reading and writing connection. The writing tasks are authentic and move away from the formula writing that is working against our students becoming better writers for every aspect of their future careers and college explorations. The writing tasks are guided with activities, planning forms, rubrics, and writings samples. The Writing Projects are aligned to the objectives of the Unit Projects, Speaking and Listening Workshops and reading genres that the students explore as mentor texts. The writing projects are as follows:
Edge A
Edge B
Edge C
Personal Narrative
Autobiographical Narrative
Reflective Essay
News Article
Position Paper
Short Story
Reflective Essay
Position Paper
Problem Solution Essay
Research Report
Research Report
Process Description
Short Story
Literary Research Report
Persuasive Essay
Persuasive Essay
Persuasive Essay
Literary Analysis
Literary Analysis
Literary Analysis


The Workplace and Listening and Speaking workshops are one of the most underutilized resource in EDGE. Students will be consistently asked to listen and speak in college and in their careers. EDGE workshops will help them to explore the various aspects of some popular career. The Listening and Speaking workshops are aligned to the Writing Projects. Some examples of the workshops are as follows:

Edge A
Edge B
Edge C
At a Television Station
SL- Role-Play
Inside a Law Office
Oral Response to Literature
Inside a Hospital
Oral Interpretation of Literature
Inside a Medical Laboratory
SL- Interview
Inside an Art Museum
Descriptive Presentation
Inside a Veterinary Clinic
Narrative Presentation
Inside a Health Club
SL- Retell a Story
Inside an Airport
Panel Discussion
At Construction Site
Inside a Mental Health Center
SL- Oral Report
Inside a Restaurant
Oral Report
Inside a Police Department
Panel Discussion
Inside a School
SL- Panel Discussion
Inside a Newspaper Office
Dramatic Reading
Inside a Pharmacy
Extemporaneous Talk
Inside the Postal Service
SL- Persuasive Speech
Inside a Department Store
Inside Public Transit
Persuasive Speech
Inside a Restaurant
SL - Poetry Slam
Inside a Real Estate Agency
Narrative Presentation
Inside a Bank

Model Lessons:
Stretch Text Model Extension Lesson Aligned to Edge

Each unit in Edge begins with an Essential Question. For example, Edge B, Unit 4 asks, "Can Knowledge Open Doors?" The unit features a newspaper story (by Dan Rather) on Curtis Aikens, a poor boy from New Orleans who became a Celebrity Chef on the Food Network. It is paired with an essay by Magic Johnson, the celebrated basketball star. Both texts promote the viewpoint that one can achieve success by learning.

Step 1:
Rather than using the supplemental text as just a read aloud, identify two "Opposing Viewpoint" texts that relate to the topic by searching the Opposing Viewpoints database through the Senior High access to Gale/Infotrac in the Beep Student Portal.

As an example, there were 559 Viewpoints and thousands of additional resources on Education. Searching terms by Lexile level can help teachers select texts that will be at the appropriate "stretch" level academically for students.

Step 2:
Choose two articles reflecting opposing viewpoints that will pique your students' interest, that aren't too long, and that are the right level of challenge for independent reading.

Make enough copies for students to read themselves so that half the class has a text reflecting one viewpoint and the other half a text reflecting the opposing viewpoint.

Step 3:
Write 1 to 3 text-dependent questions that can apply generically to both articles. For example, one might be: "Do you agree or disagree with the viewpoint on (e.g. the value of an education) presented in the text.

Identify evidence to support the Viewpoint." Use the question stems to write 1 or 2 additional text-dependent questions if students need practice for a particular NGSSS benchmark.

Pair students with partners who have the same text to read, discuss, and record the evidence that supports their viewpoint (agree/disagree).

Students must come to consensus on one viewpoint that presents the best evidence to support it. Have students record answers on a note-card, paper, or graphic organizer.

Step 5:
Switch partners so that students are paired with someone with the Opposing Viewpoint text. Have students re-read the articles with their partners discuss their viewpoints and the evidence to support their thinking.

Students must come to consensus on one viewpoint that presents the most compelling evidence. (Compelling is a good academic vocabulary word) or allow them to "agree to disagree" as long as they can support their viewpoints with evidence from the text.

Step 6:
Reading and having text-based discussions on articles from The Opposing Viewpoints will stretch student's thinking, and is a good start in helping them to develop their skills or argumentation.

Further, challenging text-dependent questions require multiple readings and will facilitate deep and engaging classroom discussion. In the process, this lesson serves as excellent "prep" for FCAT and supports the shifts for helping students become College and Career Ready with the Common Core State Standards.

In addition, one article was an interview with education visionary and Khan Academy founder Salman Khan on the future of learning that would be a great text for a lesson on text structure and text features.

BEEP Student Portal Databases (Doorway # 2)

Sources for complex texts for adding rigor to the regular curriculum:

Opposing Viewpoints in Context is an online resource in the BEEP Student Portal covering today’s hottest social issues, from Offshore Drilling to Climate Change, Health Care to Immigration. Opposing Viewpoints in Context helps students research, analyze and organize a broad variety of data for conducting research, completing writing assignments, preparing for debates, creating presentations and more. The resource collection includes more than 14,000 pro/con viewpoint essays and 5,000+ topic overviews, and primary source documents, biographies, and more. Broward County Public School teachers have copyright permission to download, display on a white board or projection device in the classroom, or make printed copies of the articles for students. Our permissions do not allow any teacher to post an article on a website where it might be seen by others who are not subscribers to the databases.

How can I access this resource?

  1. Go to the BEEP Student Portal, click on the link for Doorway 2, click on the link for Infotrac (Gale) and access resources using either the Middle School or Senior High links.

  2. Search by curriculum standards and topic. Articles may be downloaded, emailed, translated.

  3. Search by Lexile Level. Using the Lexile data on your students from the FAIR, Achieve 3000 or other resource, teachers can target the search to find articles that will be a "stretch" for their students.

  4. The chart to the left (which may also be found in Appendix A of the Common Core State Standards) identifies the current Lexile ranges by grade level bands and the recommended "stretch" Lexile ranges that meet Career and College Readiness as defined by the Common Core State Standards. More information about Lexiles is on the website Lexile Framework for Reading.

  5. Use the "Lexile Analyzer" tool to find the Lexile Level of any text copied and pasted into the Analyzer tool at www.Lexile.com/analyzer.